DEPARTMsNfl ’JOF EDUCATION

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

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.
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. Partner INSTITUITION
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. WORK
immersion
3. The person authorized to seek partnerships between DepEd and institutions (DepEd
Order 40, s. 2015). School Partnership Focal Person

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 Work
Immersion Teacher

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.
Memorandum of Agreement

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.) Workplace Immersion Venue

7. The counterpart of the Work Immersion Teacher and may also be the representative of the
partner institution in forging partnership with DepEd schools. Work Immersion Partner
Institution Supervisor

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.
A. Partnership

Kindly check your answers.

Answers:

1. C 3. G 5. E 7. P
2. B 4. D 6. F 8. A
 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. false
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. False principal
4. It is only the Work Immersion adviser who can monitor your Home-based
Work Immersion. false
5. Learners can achieve the prescribed competencies for Work Immersion
though they are not deployed in a Work Immersion Venue. true
 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.

KEY TO CORRECTION

RE F E R E N CE S

Dep-Ed Order No. 30, s. 2017, Guidelines for Work Immersion, June 5, 2017.

Dep Ed Order No. 039, s. 2018, Clarification and Additional Information to Dep Ed
Order No. 30, s. 2017 (Guidelines for Work Immersion)

Dep Ed Order No. 40, series of 2015, Guidelines on K-12 Partnerships

Memorandum DM-CI-2020-00085, Guidelines on Work Immersion during Crisis

Situation, CSSDD-O-1956-OUCI-SHS Work, June 2, 2020