Final - A Documentary Report For The Work Immersion

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A DOCUMENTARY REPORT FOR THE WORK IMMERSION

UNDERTAKEN AT SAN BARTOLOME HIGH SCHOOL
OFFICE OF THE PRINCIPAL
Presented to:
MR. WILSON C. SANCHEZ

Academic Work Immersion Coordinator
In Partial Fulfillment of the Requirements for the Work Immersion
Submitted by:
WILMALENE B. TOLEDO
Work Immersion Student
HUMSS 12 - Eratosthenes
JUNE 2023
San Bartolome High School - Senior High School HUMSS - School Year 2022 - 2023
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APPROVAL SHEET
This portfolio entitled “A DOCUMENTARY REPORT FOR THE WORK IMMERSION

UNDERTAKEN AT SAN BARTOLOME HIGH SCHOOL OFFICE OF THE PRINCIPAL”
prepared and submitted by WILMALENE B. TOLEDO, HUMSS 12 –
ERATOSTHENES in partial fulfillment of the requirements in Work Immersion for
the Senior High School – Humanities and Social Sciences Strand has been examined
and is recommended for approval and acceptance.
WILSON C. SANCHEZ
Academic Work Immersion Coordinator
DR. JOSELYN V. SERVIDAD DR. ANITA S. BOHOL

SHS Focal Person/HT VI, AP Department Principal IV
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TABLE OF CONTENTS
Title Page ……………………………………………………………………………………… 1

Approval Sheet ……………………………………………………………………………… 2
Waiver …………………………………………………………………………………………… 3-5
Clearance Sheet ……………………………………………………………………………… 6-7
Acknowledgement ………………………………………………………………………….. 8
Dedication ……………………………………………………………………………………… 9
PART 1: IMPORTANT POINTS IN WORK IMMERSION

Introduction …………………………………………………………………………………… 10
Objectives of the Work Immersion …………………………………………………… 10 - 11
Values and Attributes of a Student in a Work Immersion …………………… 12
PART 2: THE WORKPLACE

School Profile ………………………………………………………………………………… 13
School History ………………………………………………………………………………. 13 - 15
School Mission, Vision & Core Values ……………………………………………… 15 - 16
School Organizational Chart …………………………………………………………… 17 - 26
Logo and It’s Meaning …………………………………………………………………… 27
Location of Company ……………………………………………………………………. 27
Company Rules and Regulations ……………………………………………………… 27 - 30
PART 3: ACTIVITY REPORT

Daily Accomplishment Report ………………………………………………………… 31 - 40
Weekly Activity Report ………………………………………………………………….. 41
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Work Immersion Highlights …………………………………………………………… 42 - 43

Performance Appraisal Report ………………………………………………………… 44 - 47
PART 4: REFLECTION
Problems Encountered ……………………………………………………………… …… 48
Suggestions and Recommendations …………………………………………………. 49 - 50
APPENDICES
DAILY TIME RECORD ……………………………………………………………………… 51 - 52
CERTIFICATE OF COMPLETION ………………………………………………………… 53 - 57
GALLERY OF PICTURES …………………………………………………………………… 58 - 59
APPLICATION LETTER ……………………………………………………………………… 60 - 61
UPDATED RESUME/CURRICULUM VITAE …………………………………………… 62 - 64
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WAIVER
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CLEARANCE
SHEET
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ACKNOWLEDGEMENT
This documentary report is the fruit of my experiences as a Work Immersion

Student for the past few months, but the success of this documentary report will not
be achieved without the people who helped us accomplish everything we have
managed to do that are written here.
To my parents, for always being there to support and for strengthening my

belief in the fact that every cloud has a silver lining; for believing in my potential as a
future professional licensed teacher even when many miles separate us.
To Dr. Anita S. Bohol, our School Principal, for doing everything she can to help
and guide me during my work immersion in her office and believing that I could get
past any adversity presented to me. For giving me the opportunity to experience and
savor the true meaning of becoming a teacher and sharing her wisdom towards the
betterment of our skills and knowledge as a teacher.
To all my fellow subject teachers, for making sure I was guided properly and
given the chance to grow as an individual; for sharing their knowledge, wisdom and
skills towards my overall growth and giving me constructive criticism for my
development as a whole.
And to God Almighty, for being a stronghold for me in times of need and
bringing hope that everything will be alright.
We thank you all for the immeasurable help that all of you had given me.
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DEDICATION
This Work Immersion Portfolio is heartily dedicated to my dear parents, friend

and my loved one, to whom I dedicated and inspired the most. My Work Immersion
journey would not be a great success nor even possible without their support both
financially and moral, for giving all my needs during the time we developed our system
and for teaching us that even the largest task can be accomplished if it is done one
step at a time.
I would also like to dedicate this portfolio to our adviser Ms. Brenda Lou De
Guia, to our Work Immersion teacher Mr. Wilson C. Sanchez, to our Senior High School
Focal Person Dr. Joselyn V. Servidad and to Dr. Anita S. Bohol, Principal IV of San
Bartolome High School for giving me knowledge related to our track which is
Humanities and Social Sciences. To my friends, classmates, and loved ones for their
encouragements and for serving as an inspiration that made me work more valuable.
Above all, to our merciful and loving God that gives me strength, our source of
determination, perseverance and enlightenment.
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PART 1
IMPORTANT POINTS IN WORK IMMERSION
Introduction
Work Immersion is an academic performance of a student in the curriculum of

Department of Education (DepEd) which is the Kto12. It helps the student to
experience the actual working environment of company in order to improve their skills
while applying what they have learned from the school. It gives the student the
opportunity to know work deeply and understand the possible tasks of a particular
job.
It is important for a Grade 12 student having a work immersion to experience

and gather ideas and knowledge and also to be a good communicator so that they
can communicate effectively with other people. As one of the Senior High School
students who attended work immersion, I have learned many things and skills
including time management and prioritization of workloads. In Work Immersion, I
have experienced different things which I never knew I would love to do, hard work
and perseverance are some of the keys. Also in this immersion, you would be able to
meet new people and friends wherein you could build a family as well.
Objectives of the Work Immersion
Work immersion will help develop the learner’s life and career skills which will
prepare them to make decisions on postsecondary education or employment. Through
partnership building, DepED hopes that the Partner Institutions will provide learners
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with work immersion opportunities, workplace or hands-on experience and additional

learning resources. It aims to make learners:
1. Appreciates 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; and
4. Develop good work habits, attitudes, appreciation, and respect for work. These
guidelines were formulated based on the rich experiences of modeling schools,
tech-voc schools, partnership focal persons, industry partners and youth
development advocates.
These guidelines can provide process support to field offices of the Department of
Education (DepEd) in fostering relationships and strengthening partnership so that
learner s will have access to suitable work immersion.
(DepEd Order No. 30 s. 2017)
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Values and Attributes of a Student in a Work Immersion
Responsibility
The most needed employees in every company must be responsible on their
assigned and duties. Being responsible builds knowledge on the things that you should
do even though at first you don’t have idea about it.
Good Communication Skills

Having a good communication with your co- workers gives your ability to be
confident and strong because you can be yourself.
Confidence
Confidence is the one of characteristics a worker should have. You should
believe in yourself first, because if you have confidence, you will maintain a positive
mind because you trust yourself.
Hard Working
The goal of the company can only be accomplished if the employee and
employee are working hard. The employee are the partners of the company because
they are the ones who fot the success of it.
Effort
Effort is important in work. Giving your best in everything you do can give you
a better result, and when exert effort you will achieve the goal you have established.
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PART 2
THE WORKPLACE
School Profile
San Bartolome High School (SBHS) is a public secondary high school located
in San Bartolome, Quezon City. It offers free and quality education duly recognized
and approved by the Department of Education (DepEd).
The school offers both Junior and Senior High School levels. It is a K-12
accredited school offering Grades 7 to 10 levels in Junior High School, as well as
Academic, Technical Vocational Livelihood and Sports Tracks in Senior High School.
School History
San Bartolome High School began life in 1992 as an annex of Novaliches High
School. The increasing number of students in the Bagbag - San Bartolome - Gulod
Area of Quezon City has prompted the government to build a secondary learning
institution to cater to the students living in these barangays.
The original site of the school is located in the present-day campus of Quezon
City University. With the foundation of the QCU (then Quezon City Polytechnic
University) in 1994, the site of San Bartolome High School back then was used to
establish the institution. Some of the buildings used by QCU nowadays are a silent
part of the early days of the school.
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As the number of the families in the Novaliches area grew by late 1990's to
early 2000's, it became clear that the school is growing fast. So fast that calls for its
independence from Novaliches High School was called to improve management. In
2002, through City Ordinance No. SP1169, s. 2002 authored by Hon. Allan Butch T.
Francisco, Novaliches High School - San Bartolome Annex was finally separated from
her mother institution. With her independence, she was named after the community
she is located on - San Bartolome.
With the increase of number of students, so does the curricular offerings. From
offering just regular high school program, the school gradually introduced Alternative
Learning System, Open High School Program, Home-based Learning Programs,
Special Science Classes and Foreign Language.
The continued expansion on the number of students prompted the government

to increase its size. In 2009, during the time of Mayor Feliciano Belmonte, another
building was opened in front of the campus to increase its capacity. In 2013, another
building was opened during the term of Mayor Herbert Bautista.
In 2018, the old Mathay 2 Building was demolished to give way for a newer
one that is larger and can accommodate a greater number of students in preparation
for the opening of Senior High School courses.
The COVID-19 pandemic will shut the doors of the school for face-to-face
classes in March 2020. As a result, the school years 2020-2021 and 2021-2022 were
held on both online and blended modalities. Commencement Exercises and other
school activities were also held virtually. The school itself will face lockdowns and
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restrictions, as it was located near the Hope 2 Quarantine Facility.
Despite the pandemic, Senior High School levels were officially opened in 2021.
The school first offered Academic and Technical, Vocational and Livelihood tracks, with
the Sports track being offered also the following year. Limited face-to-face classes
were also held for the first time in April 2022.
With the implementation of K-12 in full swing, San Bartolome again rises to the
challenge of educating students in both the Junior and Senior High School level.
School Mission, Vision & Core Values
DEPED Mission
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
• Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
• Teachers facilitate learning and constantly nurture every learner.
• Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
• Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
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DEPED Vision
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation.
As a learner-centered public institution, the Department of Education continuously

improves itself to better serve its stakeholders.
Core Values
• Maka-Diyos
• Maka-tao
• Makakalikasan
• Makabansa
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School Organizational Chart
PRINCIPAL
DEPARTMENT HEADS
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FACULTY
ENGLISH DEPARTMENT
HEAD TEACHER: MR. ABRAHAN CULONG
Abugan, Joyce Lavadia Del Mundo, Ivan Gerald Peña, Lyra Bolanos
Acaylar, Maureen Demaosa, Filipinas Perfecto, Shella Baloloy
Ampongan, Yolanda Dorado, Imelda Asid Pineda, Angelo Uson
Atienza, Rowena Farinas Egoy, Emmanuel Marquez Raciles, Margarette
Balando, Lorraine Escanillas, Zenaida Refuerzo, Christine
Balona, Cherry Decano Flores, Mardie Reyes Sabar, Kharen Grace
Blaza, Elsa Andrada Gapas, Gina Gibaga San Pablo, Jullie Ann
Bolandos, Janesa Icaro Jose, Adelaida De Tomas Siddayao, Gina Cariño
Calunsag, Catherine Lombres, Marites Tanseco, Joanne Patricia
Canceran, Mirasol Madio, Juanito Molano Tarog, Jessica V.
Capalungan, Jonalyn Mahinay, Ma. Veronica Tayum, Judith Marcelo
Cariño, Jovert Ayangco Martinez, Oly Olalan Toñacao, Marites Dampil
Costales, Irene San Pedro Maturan, Helen Sison Toraldo, Sofia Mabulac
David, Jhonel Valmocina Mercado, Christina Vasquez, Michelle
De Guia, Brenda Lou Montecalvo, William D Villar, Aquilino IV
De Guzman, Marvin Morales, Noreen Manzano Zapatero, Bella Malapo
Decena, Theresa Miranda Olingay, Shally Jane
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MAPEH DEPARTMENT
HEAD TEACHER: MRS. VILMA B. VALDEZ
Alba, Juanito Jr Agotilla Hilario, Sonia Alferez Mallillin, Jocelyn

Alcantara, Violeta Hisoler, Rebecca Dizon Montallana, Mary Jean
Aquino, Jommar Pogoy Ibañez, Pearly Panti Obeda, Mel Jane F.
Aquino, Mark Jofel Lopez Isla, Vanessa Siblag Papa, Ma Alenita Perez
Besinio, Karen M. Kalaw, Jaqueline Kaye
Biaco, Jefry Zamora Lagrimas, Jegger Ron Perio, Christian Joseph C.
Cabag, Pamela Bituin Lamoglia, Ruwena Cauilan Poyaoan, Ma. Frances
De Leon, Paul John Lanon, Jennibee Lajo Rieza, James Markell A.
Domingo, Kathleen Larosa Rivera, Michael Dela Cruz
Ducanes, Nelinda Pinca Lara, Antonio Lumbrea Santos, Gizelle Refugio
Garma, Richelle Valencia Llanera, John Carl Luces Tayactac, Marites N.
Guadalupe, Melanie Magtagad, Benjie Bryan Selga, Rolando Mase
Mallete, Salvacion Tomanan, Joan-Joan
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MATHEMATICS DEPARTMENT
OIC: MRS. GINA O. MICULOB
Abrugar, Teofilo Jr Dullano, Sheryl Fresno Otayde, Samniel Galang

Apostol, Elsie T. Dumlao, Jayson Requitillo Paga, Joanna Marie
Barredo, Gladys Olanka Enriquez, Rogelio Bautista Payacag, Maria Rosalyn
Belarmino, Noemi Abitria Fontanilla, Wilfred Dumol Ramirez, Abigail Rebenito
Boado, Marivic Princesa Garcia, Mary Grace Buban Santos, Donna May
Broqueza, Irene Palomera Gaygay, Onel Gomez Sia, Joemarie D.
Cabildo, Marichu Sevilla Gili, Salvador Fortades Sison, Maricris O.
Cabutin, Elmer Bacolo Gimolatan, Jeremias Tala-Oc, Davie May Colili
Carabuena, Maria Sheryl Lerios, Josephine Tero, Mark Joseph
Carlos, John Rodriguez Legario, Ruel Anastacio Toralde, Ramel Avila
Crepa, Maria Galisim Maquiraya, Sorene Valle, Catherine De Vera
Cruz, Luluhbelle Laplala Martirez, William Jr Belaro Vidad, Sonia Calilao
De Pedro, Ramon Jr Ebiola Miculob, Gina Ong (OIC) Villanueva, Glenn D.
Doronio, Melani L. Morante, Steve A. Zeta, John Michael Adrian
Dreu, Roldan M. Nicolas, Ma. Dolora Dizon
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FILIPINO DEPARTMENT
HEAD TEACHER: MS. DOLORES NATIVIDAD
Barcoma, Sairel Calimag Evangelista, Marivic Opiniano, Novelyn C.

Basiya, Mylene Sampag Ferrer, Ma. Socorro Pantinople, Maria Teresa
Bautista, Geralyn Ancho Floranda, Raquel Guloy Pataray, Raymond Guiyab
Beliber, Charisma Forte, Rizalina Supeña Ramos, Amor Jasmin
Biogan, Julieta Dumalili Garcia, Jennylyn Gonzalo Ramos, Precyl French
Borja, Jane Gacosta Guiyab, Jhaybee Bulan Rubio, Charise Montanes
Campanado, Eva Fe Lasam, Maritel S. Sarcon, Mark Gutierrez
Cavite, John Dave Lising, Leah Occidental Talana, Maryjane
Celestino, Gemma Fe Lustica, Paula May Santos Tanilong, Mylene Francia
Cepeda, Sarah Elaine Macalde, Maria Fe B. Timbal, Edelyn Amistoso
Corpuz, Ma Imelda Mañacap, Milagros C. Timbol, Jocelyn Hicban
Cuba, Marvey Flores Mariano, Alice Julian Tranquilino, Nico Juliano
Dacumos, Alaiza Joy Mendoza, Mark Jason Ubag, Evangeline De
De Guzman, Jeraldine D. Menor, Angelina Victorino Villaranda, Lita Villasana
Dizon, Marlome Solano Mercado, Jennette Riego
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SCIENCE DEPARTMENT
HEAD TEACHER: MRS. SYLVIA MAMUYAC
Agarem, Gelene Cerio Glemao, Erika Grace Santiago, Leah Quiquino

Angeles, Mary Joy Herras, Jennifer Periña
Argonza, Lenie Quijano Hilario, Armando Jr Señal, Juvy Genova
Artiaga, Eileen A. Insigne, Wendy Castillo Saro, Bohari Ali
Bagulan, Ma. Concepcion Lenon, Remzy Apostol Sharma, Corazon Arceo
Basista, Karen Kalaw Liwag, Romarico Silang Sibal, Marjorie Manzano
Bigtas, Myrna Adawag Llarinas, Joy Lynn Sitjar, Jennifer Montero
Briongos, Alberto Jr. Manzanas, Sarah Mae Tarog, Christine Velasco
Callo, Emelinda Getigan Mataac, Cherillyn F. Umali, Michael Capitulo
Cervantes, Maravida Neo, Emil Anthony C.
Colegio, Michael John Urbano, Aldrin Cabaña
Dela Cruz, Virgilio Jr Nonato, Othelia Valdezate, Milagros Libao
Evite, Robina Suñer Osacdin, Joycee Nacawili Villareal, Rosemarie
Fajarito, Maricris Mercado Pogoy, Godfrey Villaruz, Merlyn Fajardo
Fuentes, Rosemarie Quimba, Edgardo Villena, Marites
Galdayen, Catherine Rendaje, Juvy Tubalinal Malagueño
Gerez, Maribel Acerdano Reyes, Jerielyn Oclarit
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ARALING PANLIPUNAN DEPARTMENT

HEAD TEACHER: DR. JOSELYN V. SERVIDAD
Abines, Carla Ruelo Egos, Evangeline Relano Mejico, Ma Cecilia

Bartolome, Virginia Vidal Esureña, Anna Jane D. Obomani, Ronald Santos
Bermillo, Carla Mae C. Faustino, Maribelle Luna Ong, Michael Henrey
Bon, Zacarias Apon Fiel, Hazel Salazar Paquiz, Genny Esquivel
Bugayong, Melpa Fortuno, Mar Boridas Sanches, Wilson
Macadagdag Genandoy, Leonora Tagama, Roxana
Bulquerin, Melinda Maga Guiyab, Mariel Casaga Tintero, Grace Beting
Casidsid, Angelica S. Jarito, Jackie Lou T. Turingan, Gina Cuarteros
Dacanay, Princess Limboy, John Esquila Varca, Rodel Amoyan
Dapat, Darwin Bunyi Manahan, Mary Grace Villanueva, Wyeth Pelago
De Leon, Flordeliza Blasco Maraño, Venus Villarosa, Kris Ann M.
Dela Cruz, Marietta Marcelo, Zhela Mercedes Zalzos, Alvin Villarico
Dionela, Hannah Castillo Marcos, Patricia Abing
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TLE DEPARTMENT
HEAD TEACHER: MRS. CRISTINA M. CORREA
Amancio, Dionalyn Estepani, Ana Karina Natividad, Ma Lovella

Apostol, Dan Angelo R. Fadero, Julieta Balunsat Ortiz, Ma. Crisanta
Aquino, Mary Ann Guevarra, Ma Jinky Pejer, Nanette Branzuela
Balleras, Rodalene Doroga Hipol, Joy Rose Ramos, Donald Valledor
Boneo, Hazel Pisano Ida, Marissa Bsilides Sedenio, Quenee
Cadeleña, Ruth Suarez Jacinto, Jose Señora, David Soria
Calimag, Candelaria Labutap, Allan Perez Soria, Carina Espayos
Capay, Ananias M. Lucin, Maria Teresa Tamondong, Marco Polo I.
David, Donna Pansacola Lumbres, Teresa Espiritu Tayamora, Benigno Sta
Dela Cruz, Emma Obierna Lundag, Reynaldo Jr. M. Tayao, Joselito Francisco
Delgado, Marichu Devido Mamuyac, John Ferdinand Tobia, Ma. Claire E.
Delima, Felma Flomentera Mendez, Teresita Trinidad, Rico Simangan
Dimain, Felminda Gamboa Mendizabal, Judy Formoso Valdez, Michel Doce
Disini, Anna Marie Delos Molleda, Rienalyn D.
Emmanuel, Aizza Dolce Natavio, Shara Mae
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VALUES DEPARTMENT
HEAD TEACHER: MRS. ROSEMARIE M. TUIBEO
Albano, Joanna Marie Faed, Annaliza Leynes Obispo, Pauline Joble

Altoveros, Raquel Ganton, Rena Victor Ortega, Ma. Jocelyn
Badilla, Diasy Trinidad Juan, Gina Pimentel Pagulayan, Rizalina Z.
Baybayan, Genalyn Llantada, Jahaziel Del Pangilinan, Elaine Remely
Brillo, John Omar Martinez, Dominador Jr. Paragas, Eden Villa
Buenavente, Lorenza Miranda, Marian Cruz Pelere, Melcar Tayuna
Cañeso, Rosel Delovino Muli, Ronnie Pestano Shahdadpuri, Maria Shyla
Cresencio, Bianca Jane Naraga, Christopher Tan, Rachelle Mosquera
De Vera, Andres Estrada Nolledo, Angelica V.
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NON – TEACHING PERSONNEL
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School Logo
Location of School
67 Sinforosa St., San Bartolome, Novaliches, Quezon City 1116
School Rules and Regulations

The students in all school shall enjoy the following rights, in addition to those right
provided for under relevant laws, subject to limitations prescribed by laws and
regulation:
• The right to receive primarily through complete instruction, relevant quality
education in line with national goals and conducive to their full development as
person with human dignity.
• The right to avail of school guidance and counseling service toward making
decision and in selecting alternative fields of schoolwork suited to their
potentialities.
• The right to have access to their own school records, which shall be maintained
and preserved in a confidential manner by the school.
• The right to expeditious action not exceeding thirty (30) days from receipt of
request by the school, the issuance of official school certificates, diploma,
transcript of record, grades, transfer credentials and similar school documents
or record. The right to publish a student newspaper and similar publications
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and to invite resource person during assemblies, symposium, and other

activities of similar nature.
• The right to have free expression of opinions and suggestions and to avail of
effective channels of communications with the appropriate academic and
administrative bodies of the school. The right to form, establish, join and
participate in organization and societies for purposes not contrary to law.
As students in San Bartolome High School, students have to comply with the
responsibilities to ensure that the school remains a safe and neat place for everyone.
• Students must comply with the discipline code enforced in the school. This can
be found in the Student Handbook.
• Students must cooperate with the activities, events and obey to the prevailing
rules given to them during each session.
• Students must wear their complete uniform inside the school.
• Students should show respect to other students, teachers, administrators, and
other school personnel.
• Students must maintain cleanliness and order inside the school starting with
their own behavior.
• Students must keep the name of the school free from disparaging causes and
activities.
MINOR OFFENSES
1. Non-conformity with the code of Appearance such as nonwearing and/or
misuse of ID, attachment of sticker and other decoration, improper use, or non-
use of piescribed uniform; sporting inappropriate haircut/hair style (hairdying,
spiky hair with gel.)
2. Uttering indecent/obscene language.
3. Petty quarrels not resulting to physical harm.
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4. Disruption in class/ disorder outside class.

5. Tardiness
6. Unauthorized absence/s
7. Lending or borrowing ID's
8. Use of electronic device such as walkman, game boy, iPad, cell phone etc.
during class hours.
9. Littering/improper waste disposal
10. Loitering, staying in prohibited areas such as fields, activity center, back of
buildings, building of other year level.
11. Bullying, shouting, playing in a disruptive behavior along the corridors and
stairway.
MAJOR OFFENSES
1. Cheating in any examination/direct or indirect involvement in examination

leakages.
2. Stealing
3. Vandalism
4. Smoking, gambling, drinking of alcohol beverages.
5. Carrying and concealing deadly weapons.
6. Hazing in any form or manner whether inside or outside the school premises.
7. Joining in unauthorized organizations.
8. Immorality/ sexual harassment.
9. Brawling (fighting in and out of the school).
10. Gross misconduct (disrespect to school authorities/ personnel).
11. Forging or tampering with school records.
12. Extortion
13. Possession and/or use of illegal drugs.
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14. Publishing/circulating false information about the school, faculty members,

students.
15. Unauthorized use of technology (access to prohibited websites/cell phone).
16. Abusive/offensive behavior, threat, assault upon teachers, students, and other
school personal.
17. Dishonesty (such as misuse of class funds).
DUE PROCESS
The school believes in the due process in dealing with violations. Once a student
is found to have breached a school policy/regulation, the following standards shall be
complied with to protect the students' right to due process:
1. Students shall be informed in writing or verbal of the nature and cause of any
cases against him/her.
2. They shall have the right to answer the charges against them. The office
informs the parents/guardian regarding the offense.
3. They shall be informed of the evidence against them, and they shall have the
right to reason/submit counterevidence in their behalf.
4. The evidence must be considered by the Committee on Discipline.
5. The Guidance Counselor submits the report of the
deliberation/recommendation to the principal for the final decision.
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PART 3
ACTIVITY REPORT
Daily Accomplishment Report
DAY 1
I arrived in school at 6:00 am, I go first to our meeting place which is in front
of SBHS HB Building, and there I saw all the Grade 12 students from different strands
who will also have work immersion. I’m so excited because this is my first day in work
immersion and at the same time nervous because I’m thinking what if I cannot do the
job well. Before we go to our workplace we wait until 7:30 am because some students
were late. Sir Wilson Sanchez was the one who deployed us in our own workplace.
At exactly 8:00 am I’ve arrived on my workplace which is inside the campus,

Office of the Principal. Sir Wilson introduced me to Dr. Anita S. Bohol the Principal IV
of our school and Dr. Bohol introduced me to Ms. Ester her secretary. Sir Wilson leaved
me then Ms. Ester assist me on what things am I going to do.
Ms Ester gave me a lot of folders and she said that I need to arrange the
memorandums in order by months and date.
After an hour doing it, she ask me to clean the table because it’s lunch time.
At exactly 12:00 nn. we eat all together.
And by afternoon, I do nothing till 4:00 pm I just sitting in my designated place.
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DAY 2
I wake up 6:00 am. While travelling on the way to school, I am panicking

because I am late. My thoughts saying that I don’t have to be late because this is not
the etiquette of a worker. If there is a one thing that I want to change when it comes
to work, it is being late.
I arrived in my workplace at 8:10 am. When I entered the office, I’m nervous.
I thought Ms. Ester will sitahin me, but instead of she smiled at me. Well, of course I
greet her & said “Good Morning Ma’am, sorry I’m late.”
In morning, Ms. Ester told me that I need to go to different departments to

look for a specific teacher and ask them to sign the Memorandum. I finished it the
whole day because there are a lot of teachers here in the school.
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DAY 3
Exactly 8:0 am I arrived at the Office. When I entered the office, I saw ate Ria
mopping the floor. So, I suggest to her the I will mop the room, but she denied and
said that I sweep the floor after she mop.
I think it is 9:00 am when Dr. Bohol asked me to deliver the

papers/memorandums. Ms Ester, was the one who helped and teached me on what
to write in the logbook & where place is the papers/memorandums should be
delivered. After she teached me, I go first to the Registrar Office to give the
papers/memorandums. After that I go to different subject departments to give also a
memorandum.
At afternoon, I continue to give the memorandums for the PM departments.
_________________________________________________________________________________
DAY 4
I arrived at the office at 8:01 am.
At 8:15 am Ms. Ester command me to check and put the signature of Dr. Bohol
on each Lesson Plan. While doing that, Dr. Bohol gave me papers to deliver for the
Department Heads. Around 10:30 am Ms. Ester asked me to use the Principal’s
Computer for me to record who are the teachers submit their lesson plan through
Microsoft Excel.
In afternoon, I continued to record. Ms. Ester asked me to deliver a paper again

in 2 different departments and look for Mrs. Nicolas and Mr. Colegio. After recording
the lesson plan, Ms. Ester ask me to write into the logbook the important details for
the teachers to claim their letters for signature.
_________________________________________________________________________________
DAY 5
I arrived at the office 8:50 am.
When I entered the office there are 2 people that I didn’t know. Ms. Ester
introduced me to Ms. Joy and Mrs. Ann, and there are from Knowledge Channel
Foundation (K – Channel). Ms. Joy ask me if they can interview me for there survey
about the Knowledge Channel. At 10:00 am they start to interview me, and they ask
me as a student a different question regarding on the modalities that SBHS had. The
interview took 3 minutes before it ends.
In the afternoon, I opened the computer of Dr. Bohol, and she said that I will
be the one to type the memorandum no. 16. After I typed it we attended the Flag
Raising Ceremony and before I go home, Dr. Bohol told me that on Monday I will be
the one to open the office.
_________________________________________________________________________________
DAY 6
Last Friday, Dr. Bohol gave me the key to the office. So I am the one who
opened the office because Dr. Bohol and Ms. Ester will come to school at 10:00 am.
At 9:50 Ms. Ester arrived at the office, and she asked me to go to Admin Office
to photocopy the Memorandum that I’ve made last Friday. After I photocopied the
memorandum, I go to different departments and look for a specific teacher to sign
the said memorandum.
In the afternoon, Dr. Bohol ask me to do her PowerPoint presentation for her
meeting tomorrow. While doing the PowerPoint, Ms. Ester asked me to go to Guidance
Office and ask Mr. Culong if he is done in his memorandum. After that I continued the
PowerPoint presentation. Dr. Bohol’s meeting was postponed due to her conflict
schedule.
_________________________________________________________________________________
DAY 7
Every first or second day of the week, teachers passed their lesson plans. I am
the one asked Ms. Ester if I am going to do this task to put the sign of Dr. Bohol and
she said that “yes ma’am pakisuyo nalang po sorry hindi na kita nasabihan kasi marami
may tinatapos ako.” After I checked the lesson plans, I returned it to the different
head teachers.
In the afternoon, I opened Dr. Bohol’s computer for me to record the teachers
who passed their lesson plan.
_________________________________________________________________________________
DAY 8
Exactly 8:0 am I arrived at the Office. When I entered the office, I saw again
ate Ria mopping the floor. So, I suggest to her the I will mop the room, but she denied
and said that I sweep the floor after she mop.
Ms. Ester asked me to create a certificate, this certificate will be used on Dr.
Bohol’s meeting to award different Head Teachers. After creating that, she said the I
print it ahead of time.
In the afternoon, I am the one who assisted Dr. Bohol in her meeting together
with the Head Teachers. I am the one who are presenting the PowerPoint that I’ve
made.
_________________________________________________________________________________
DAY 9
I arrived at the office 8:30 am.
Dr. Bohol asked me if how’s my exam on PNU goes by, so I answered it that
it’s easy for me because I reviewed some questions and lessons. After that Ms. Ester
asked me to go to Admin Office to photocopy the Memorandum that I’ve made last
Friday. After I photocopied the memorandum, I go to different departments and look
for a specific teacher to sign the said memorandum.
In the afternoon, Dr. Bohol ask me to do her PowerPoint presentation for her
meeting again tomorrow. I didn’t finish it until 5:00 pm because this is too long, so
Dr. Bohol said to me that I can finish it at home.
_________________________________________________________________________________
DAY 10
Last Day of my Work Immersion. I’ve arrived at the office at 7:45 am.
Dr. Bohol and Ms. Ester told me that they appreciated me for being punctual
as always and being obedient and helpful or workaholic towards my works and they
told me that they are thankful that I chose to work with them because I can do multi-
tasking. I am so glad to hear all those positive qualities they observed towards me. I
did all the best as I can on my last day.
Some of the life lessons were given was about the value of action over words.
They also taught me about the importance of having a positive attitude in the
workplace because it is not intelligence that will give the authority to control and
manage but attitude and behavior. Positive vibes always attract a good following.
The days passed with the speed of light. I realized that once our Work
Immersion Program teacher told us that I am the “Lucky One” because I were
assigned at Office of the Principal. Our teacher is indeed right. But beyond lucky, I
was blessed with an immersion assignment at SBHS Office of the Principal because it
is a formidable office institution and is inspiring and nurturing to young aspirants like
me.
_________________________________________________________________________________
Weekly Activity Report
Week 1
On the first week of my work immersion, me, and Ms. Ester together with Dr.
Bohol started to conduct the orientation. I knew a lot of information about the
company that I can use when I start to do the actual work that I was assigned to. I
learned a lot of things that can help me to do the actual work of a real worker. I
learned proper receiving of documents for different departments and also, the proper
encoding of dates and names of teachers who passed their lesson plan. I can say that
the first week of my work immersion was all worth it and it was a great experience
for me.
Week 2
On the second week of my work immersion, I started to do the actual work of

a real worker. I was assigned to a work that is related to our chosen course. I was
assigned as a Principal Secretary, each day I had a task that need to accomplish, and
I can say that every task that was assigned to me was done smoothly.
_________________________________________________________________________________
Work Immersion Highlights
In a matter of two weeks, I was able to show and my skills to the people whom
I interacted with. I performed all the learnings I got from school and practiced and
familiarized with the systems and nature of work environment.
As I woke up on my bed, I was excited that I am starting on my work immersion

which is a requirement as a Grade 12 student. I’ve imagined how things may look like;
I think what might happen if I am already on my assignment. Just like everybody said,
I thought that would be just an easy job to do. I thought I will work there just to fill
the requirements for me to graduate. But I’m wrong, I never thought I would feel this
kind of relief inside me during and after my immersion, and I never thought I would
experience new things which are very different from before.
On my first day, I’m a bit nervous because we are going to our assignment.
which are our immersion partners, as I enter the Office of the Principal, I felt different,
the ambiance makes me feel more excited for the following days. This might a little
bit funny, but I pushed myself to always smile since I used to smile whenever I meet
new people.
On the second day, I forced myself to wake up early because I’m afraid I might.
get late for work immersion just what I am always be in our school. As I enter the
office, I met Ms. Ester who will guide me while I’m at their office.
_________________________________________________________________________________
As days pass by. On my last day of work immersion, I felt a bit of sadness. I
missed the noise I hear from Dr. Bohol and rants from Ms. Ester, I missed the time
when I am talking to them. I’m sure these memories will be used by me for me to be
a better and effective worker where I can show the skills I honed and developed from
having work immersion.
For the entire two weeks, I’ve encountered so many people, I felt different emotions
like happiness, sadness, and disappointments, etc. But the most important thing I got
at my work immersion is the relationships I have with everyone from San Bartolome
High School.
_________________________________________________________________________________
PERFORMANCE
APPRAISAL
REPORT
_________________________________________________________________________________
_________________________________________________________________________________
PART 4
_________________________________________________________________________________
_________________________________________________________________________________
REFLECTION
_________________________________________________________________________________
Problems Encountered
Work immersion is a program designed to provide students with real-world

experience in our chosen industry, which allows us to gain practical knowledge and
skills that will help us to succeed in the workplace. However, like any program, work
immersion is not without its problems. Based on my own experience I will discuss the
most common problems that I encountered during my work immersion and how they
affect as students.
The first problem that we students encounter during work immersion is the lack
of supervision and guidance. Since work immersion is designed to provide students
with real-world experience, there is no teacher to guide us through the process. This
lack of supervision can lead as students feeling lost and unsure of how to proceed,
which can negatively impact in our learning experience.
One final problem often encountered during work immersion is cultural

differences. We students may find ourselves struggling to adapt to the work culture
of the company or employer, leading to a disconnect between as the student and their
colleagues. This can lead to a negative work experience and hinder the student's
ability to learn and gain real-world experience.
In conclusion, work immersion is an essential program that provides as

students with valuable real-world experience. However, it is not without its challenges.
Lack of supervision, and cultural differences are all common problems that students
encounter during work immersion. It is essential to address these issues to ensure
that students can achieve their learning objectives and have a positive work immersion
experience.
_________________________________________________________________________________
Suggestions and Recommendations
Senior high school students can still undertake a pragmatic Work Immersion
now that many establishments have finally opened and have safety regulations in
place. If that isn’t applicable, the school can have online flexible learning that
simulates a work environment. The modern technology advancements should be used
to the fullest for students to still experience quality learning in this course and not feel
left behind by other peers. If the former idea would be possible, this will provide
students with a once-in-a-lifetime opportunity to obtain practical experience. The
following measures can be used by students and teachers to ensure that the quality
of work immersion is not compromised:
• We, students, should be taught specific skills such as punctuality, promptness,

and professional communication because they are vital and highly valuable to
us, particularly as we prepare to join college and begin working in a few years.
Online webinars and online virtual classes, in my opinion, could serve as a
bridge to this desired concept.
• The school might organize virtual class sessions on a range of work
environments and industries, with the participation of a professional who can
share his or her experiences as well as any talents he or she has to offer to the
students.
_________________________________________________________________________________
Suggestions and Recommendations
To all Grade 12 student who will undergo and experience work immersion, I highly
suggest the following concepts and ideas.
1. Always be prepared.
2. Always be alert.
3. Be confident.
4. Clear your mind.
5. Be patient, always.
6. Be active and focus on what you are doing.
7. Be creative.
8. Enjoy and love what you are doing.
_________________________________________________________________________________
APPENDICES
_________________________________________________________________________________
DAILY TIME
RECORD
_________________________________________________________________________________
_________________________________________________________________________________
CERTIFICATE
OF
COMPLETION
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
GALLERY OF
PICTURES
_________________________________________________________________________________
_________________________________________________________________________________
APPLICATION
LETTER
_________________________________________________________________________________
_________________________________________________________________________________
UPDATED
RESUME
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Final - A Documentary Report For The Work Immersion

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_________________________________________________________________________________

A DOCUMENTARY REPORT FOR THE WORK IMMERSION

MR. WILSON C. SANCHEZ

In Partial Fulfillment of the Requirements for the Work Immersion

This portfolio entitled “A DOCUMENTARY REPORT FOR THE WORK IMMERSION

DR. JOSELYN V. SERVIDAD DR. ANITA S. BOHOL

Title Page ……………………………………………………………………………………… 1

PART 1: IMPORTANT POINTS IN WORK IMMERSION

PART 2: THE WORKPLACE

PART 3: ACTIVITY REPORT

Work Immersion Highlights …………………………………………………………… 42 - 43

This documentary report is the fruit of my experiences as a Work Immersion

To my parents, for always being there to support and for strengthening my

This Work Immersion Portfolio is heartily dedicated to my dear parents, friend

Work Immersion is an academic performance of a student in the curriculum of

It is important for a Grade 12 student having a work immersion to experience

Objectives of the Work Immersion

with work immersion opportunities, workplace or hands-on experience and additional

1. Appreciates the importance and application of the principles and theories

Values and Attributes of a Student in a Work Immersion

Good Communication Skills

The continued expansion on the number of students prompted the government

restrictions, as it was located near the Hope 2 Quarantine Facility.

School Mission, Vision & Core Values

As a learner-centered public institution, the Department of Education continuously

School Organizational Chart

Alba, Juanito Jr Agotilla Hilario, Sonia Alferez Mallillin, Jocelyn

Abrugar, Teofilo Jr Dullano, Sheryl Fresno Otayde, Samniel Galang

Barcoma, Sairel Calimag Evangelista, Marivic Opiniano, Novelyn C.

Agarem, Gelene Cerio Glemao, Erika Grace Santiago, Leah Quiquino

ARALING PANLIPUNAN DEPARTMENT

Abines, Carla Ruelo Egos, Evangeline Relano Mejico, Ma Cecilia

Amancio, Dionalyn Estepani, Ana Karina Natividad, Ma Lovella

Albano, Joanna Marie Faed, Annaliza Leynes Obispo, Pauline Joble

NON – TEACHING PERSONNEL

School Rules and Regulations

and to invite resource person during assemblies, symposium, and other

4. Disruption in class/ disorder outside class.

1. Cheating in any examination/direct or indirect involvement in examination

14. Publishing/circulating false information about the school, faculty members,

Daily Accomplishment Report

At exactly 8:00 am I’ve arrived on my workplace which is inside the campus,

And by afternoon, I do nothing till 4:00 pm I just sitting in my designated place.

Daily Accomplishment Report

I wake up 6:00 am. While travelling on the way to school, I am panicking

In morning, Ms. Ester told me that I need to go to different departments to

Daily Accomplishment Report

I think it is 9:00 am when Dr. Bohol asked me to deliver the

At afternoon, I continue to give the memorandums for the PM departments.

Daily Accomplishment Report

I arrived at the office at 8:01 am.

In afternoon, I continued to record. Ms. Ester asked me to deliver a paper again

Daily Accomplishment Report

I arrived at the office 8:50 am.

Daily Accomplishment Report

I arrived at the office at 7:30 am.

Daily Accomplishment Report

I arrived at the office at 8:00 am.

Daily Accomplishment Report

Daily Accomplishment Report

I arrived at the office 8:30 am.

Daily Accomplishment Report

Weekly Activity Report