GRADE 12

Pre-Immersion – Grade 12 Quarter 1 –

Module 1: Orientation
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module Writer:

Arlene I. Donor
Editor: Liza A. Alvarez
Reviewer: Liza A. Alvarez
Illustrator: Rowena Dimagiba, Allyssa Lacsamana & Romeo
Nicklaus Advincula
Layout Artist: Bren Kylle A. Aveno
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta, Ed. D
Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP/Research/Immersion)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of Pasig City

Pre-Immersion

Quarter 1
Module 1
Orientation
Introductory Message

For the Facilitator:

Welcome to the Pre-Immersion Self-Learning Module on Orientation!

This Self-Learning Module was collaboratively designed, developed and reviewed by

educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools
Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government
of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set
by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this
instructional resource.

This learning material hopes to engage the learners in guided and independent learning
activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st
century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking,
and Character while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Moreover, you are expected to encourage and assist the learners as they do the tasks included in the
module.
For the Learner:

Welcome to the Pre-Immersion Self-Learning Module on Orientation!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the contents of
the learning material while being an active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills that you will
learn after completing the module.

Pretest - This measures your prior knowledge about the lesson at hand.

Recap - This part of the module provides a review of concepts and skills
that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the lesson.

Posttest - This measures how much you have learned from the entire
module.
EXPECTATIONS

This is your self-learning module in Pre-Immersion. All the activities provided in this lesson will
help you learn, understand, and experience at home the orientation process before you immerse
yourself with the nature of the strand or course you have chosen.

After going through this self-learning module, you are expected to:

1. define work immersion and its nature;

2. determine the reasons for conducting a Work Immersion;
3. get familiarized with the terms used for Work Immersion; and
4. offer possible solutions to the probable obstacles a learner may encounter during Work
Immersion.

PRETEST

Before you proceed in using this module, answer the following questions to assess your
prior knowledge on pre-immersion concepts.

Directions: Choose the letter of the best answer. Write your answer on the space provided.

1. In which classification of subjects in Senior High School is Work Immersion included?

A. Applied B. Core C. Elective D. Specialized

2. Who is the school personnel designated to supervise the learners during the Work
Immersion?

A. Subject Group Head C. Work Immersion Teacher

B. Work Immersion Focal Person D. Work Immersion Supervisor
3. What legal binding document is signed by the two parties entering into partnership before
implementing a project or program?
A. Affidavit of Undertaking C. MOU
B. MOA D. MOOE
4. Work Immersion involves hands-on experience or work simulation that can be conducted in
.

A. Work Immersion Site C. Work Immersion Place

B. Work Immersion Institution D. Work Immersion Venue
5. What DepEd issuance will you read for the Work Immersion implementation of all senior
high schools during crisis situation?

A. Memorandum DM-CI-2020-00085
B. Dep Ed Order No.39, series 2018
C. Dep Ed Order No. 8, s. 2015
D. Dep Ed Order No. 30, s. 2017

RECAP

You are now in G-12 and therefore you are expected to be equipped with all the skills you
gained from your different subjects. Let’s recall the 3 classifications of subjects in Senior High School.
Yes, they are: Core subjects; Applied subjects; and Specialized subjects. Work Immersion is one (1) of
the nine (9) specialized subjects and it is also allotted 80 hours just like other subjects.

LESSON

Are you excited for your Work Immersion? Today you will read and learn the content of some
sections of DepEd Order No. 30, s. 2017, DepEd No. 39, s. 2018 and the latest Guidelines for Work
Immersion Implementation during crisis situation found in Memorandum DM-CI-2020-00085 from the
Office of the Undersecretary for Curriculum and Instruction.

What does Work Immersion mean?

According to DepEd Order No. 40, series of 2015, Work Immersion refers to the part of the
Senior High School (SHS) Curriculum consisting of 80 hours of hands- on experience or work simulation
which the Grades 11 and 12 students will undergo
to expose them to the actual workplace setting and to enrich the competencies provided by the school
under the supervision of the School Head and the designated personnel of the Partner.”

The Department of Education issued DepEd Order no. 30 s. 2017 entitled Guidelines for Work
Immersion which is the basis for the implementation of Work Immersion in all Senior High Schools
(SHSs). So let us get oriented with the selected sections of DepEd Order no. 30 s. 2017. Read it
thoroughly.

Section 1: Rationale

One of the goals of the K to 12 Education Program is to develop in learners the competencies,
work ethics, and values relevant to pursuing further education and/or joining the world of work. To
achieve greater congruence with the basic education and the nation’s development targets, Work
Immersion, a required subject, has been integrated in the curriculum. This subject will provide
learners with the following opportunities:
1. to become familiar with the work place
2. for employment simulation
3. to apply their competencies in areas of specialization/applied subject’s in authentic work
environments
To achieve those objectives, Work Immersion is therefore a requirement for graduation from
secondary education. Learners are immersed on actual work environments such as workshops, offices
and laboratories in which their prior training is relevant. But this is given clarification on DepEd Order
No. 39, s. 2018.

Though the intention of Work Immersion is to provide SHS learners with opportunities to
become familiar with the workplace, simulate employment, and to apply their competencies in areas
of specialization/applied subjects in actual work environments, DepEd recognizes other options that
may equally prepare learners for all curriculum exits.

• For all tracks, schools may opt to devise unique delivery model with a minimum of 80 and a
maximum of 320 hours following the Curriculum Guide.
• All TVL learners shall have completed the required learning competencies of a particular
specialization before Work Immersion.
• The nominal duration of specialization for TVL shall be considered in crafting the delivery
model of the school.
For other tracks:

• Accounting, Business and Management (ABM) learners may have Business Enterprise
Simulation
• Humanities and Social Science Strand (HUMSS) learners may take
Culminating Activity
• Science, Technology, Engineering and Mathematics (STEM) learners may take
Research/Capstone Project
• General Academic Strand (GAS) learners may take Research/Capstone Project or Culminating
Activity
• For Sports Track, learners may take Apprenticeship (off – campus)
• For Arts and Design Track, learners may take Performing Arts for Production or Exhibit for
Arts Production

However, due to the ongoing Covid-19 pandemic, the learners’ physical attendance in school
is prohibited. Consequently, the implementation of Work Immersion given above is greatly affected.
Hence, the Office of Undersecretary set another guideline stipulated in Memorandum DM-CI-2020-
00085 specifically for this school year 2020-2021. Varying suggested activities for all tracks guided by
Most Essential Competencies (MELCs) are provided.

The activities in all tracks can be performed in different schemes which include in-school,
home-based, community-based, and school industry partnership.

Whatever scheme is used, all lessons and activities of Work Immersion or its equivalent
shall be delivered using different modalities applicable to the specific track, strand, learners and
schools.

To get more oriented with these schemes, your Work Immersion Teacher together
with the Focal Person, Grade level Chairman and Principal will meet you together with your
parent via online platform. Your Work Immersion Teacher or your previous adviser will send
you a message and link for an online orientation. This will be done on the 1st week of second
semester.
What will be the topic they will discuss? Yes! They will explain how you will go about your
Work Immersion using the above-mentioned schemes. They will do the following:
1. Walkthrough of the Parts of the entire Work Immersion
2. Explanation of contextualized activity and scheme relevant to your track & strand (to
be taken from the new issued Memorandum in response to the crisis)
3. Assessment
4. Other important matters/reminders regarding your Work Immersion
5. Open Forum where you and your parents can ask questions directly to the teachers or
even to the principal.

To prepare for this online orientation, you can already download those apps for online
meeting. When the message and link are given to you, you will just click it to open and join the
meeting. Just remember to make your environment silent because every noise is heard by
everyone in the meeting, so you need to turn off the microphone to avoid destruction to the
speaker. Wait for further instructions.
For now, let’s continue with our module.
Guided Activity:
Being a learner of Work Immersion, you must be familiarized with the different terms and their
definitions. (Section 3 of DO No. 30, s 2017)
Match the definitions below with the terms inside the box provided below:
A. Partnership
B. Work Immersion
C. Partner Institution
D. Work Immersion Teacher
E. Memorandum of Agreement
F. Workplace Immersion Venue
G. School Partnership Focal Person
H. Work Immersion Partner Institution Supervisor
1. Public or private institutions or organizations that are able and willing to lend their expertise
and resources.
2. Refers to the subject of the Senior High School Curriculum, which involves hands-on
experience or work simulation in which learners can apply their competencies and acquired
knowledge relevant to their track.
3. The person authorized to seek partnerships between DepEd and institutions (DepEd Order 40,
s. 2015).
4. The school personnel who is assigned to supervise the learners at the Work Immersion Venue
in coordination with the Work Immersion Partner Institution Supervisor
5. A legally binding document, which spells out the specific terms and conditions between and
among parties entering into partnership to implement a program, project or any other similar
undertakings.
6. The place where work immersion is conducted. It shall conform to the law and the rules and
regulations on safety, appropriateness for learning, and availability of facilities and equipment
which are issued by the DepEd (DO 40, s 2015.)
7. The counterpart of the Work Immersion Teacher and may also be the representative of the
partner institution in forging partnership with DepEd schools.
8. The relationship between the partner institution and the school, or any office of DepEd
(Central, Regional or Division) that responds to the needs of K to 12 program in general, and
Senior High School in particular, which is formalized through a Memorandum of Agreement.
Kindly check your answers.

So remember those terms and their definitions since we will use them in our work immersion.
To see how you will respond to the following reflective questions, answer the next activity.
ACTIVITIES

Activity 1: Leverage

Actions to be
Taken

Work
Immersion
Obstacles

1. List down 3-5 potential obstacles you may encounter on Work Immersion?
2. What actions can you do to overcome the obstacles? You may use an appropriate graphic
organizer to show your listed obstacles with the corresponding actions to overcome them.
3. If you would be given the chance to experience an actual work in a work immersion venue in
your barangay suited for your track and strand, what could it be and why do you think you
should be deployed there? Briefly explain your answer in one (1) paragraph.

Activity 2: Modified True of False

Directions: Write T if the statement is true and F if it is false. If your answer is false, write the word
that makes it wrong then change it to make the statement correct. Use the same piece of paper
(Activity 1) for answering.

1. Having failed in the Work immersion, a learner can still join the graduation.
2. We can refer to the Memorandum DM-CI-00085 whenever we want to clarify the model
used by the ABM students in this time of crisis.
3. The Memorandum of Agreement is signed by the Work Immersion Teacher and authorized
personnel from the company.
4. It is only the Work Immersion adviser who can monitor your Home-based Work Immersion.
5. Learners can achieve the prescribed competencies for Work Immersion though they are not
deployed in a Work Immersion Venue.
Activity 3: Get Ready!
Directions: With your parent or guardian. fill up the Immersion Parent’s Consent Form attached
here on this Self-Learning Module. Take a photo of it and send it to your Work Immersion Teacher.
For those who could hardly send it, request your parent/guardian to personally hand-in it to your
teacher in school or drop in the designated drop box in the school.

WRAP – UP

Accomplish this graphic organizer by writing what you have learned, your reflection, and your
action/s based on what you have learned and realized.

VALUING

In this time of crisis, our regular physical attendance in our school most especially our Work
Immersion is affected. According to our DepEd secretary and undersecretaries, schooling should not
be stopped. So, they plan and implement different delivery modes of learning.
As learners, what should you demonstrate to help yourself and our educators make the
education successful during the time of crisis?

POSTTEST

Directions: Choose the letter of the correct answer. Use the same sheet of paper for your answers.

1. Which does not belong to the rationale of Work Immersion?

A. for employment simulation
B. to become familiar with the work place
C. to be given opportunity to stay in offices
D. to apply their competencies in areas of specialization/applied subjects in authentic work
environments.

2. How many schemes are given for this year’s Work Immersion?
A. 3 B. 4 C. 5 D. 6

3. Which is not true for Work immersion?

A. Work Immersion requires parental consent.
B. 80 hours is the minimum hours for the Work Immersion.
C. All Immersion learners shall be given allowances by the work immersion venue.
D. Partner Institutions and Work Immersion Venues shall be selected only after thorough study,
screening and preparation to ensure that each venue is a safe, secure, and suitable place for
learning.

4. Which of the DepEd Orders/memorandum stipulates the clarification of Work Immersion?

A. Dep Ed Order No. 40, s. 2015
B. Dep Ed Order No. 30, s. 2017
C. Dep Ed Order No. 39, s. 2018
D. Memorandum DM-CI-2020-00085
5. Imagine, one day you were left alone by your Work Immersion supervisor; but you
accidentally and secretly break any equipment you are using. How would you solve this
problem?
A. I will try to fix if secretly.
B. I will just keep it to myself.
C. I will only inform my best friend or classmate about it.
D. I will honestly inform my Immersion Supervisor and tell him I will replace or pay
for it.