Sie sind auf Seite 1von 20

WORK DECEMBER 1, 2019

IMMERSION
2019

STA. MONICA NATIONAL HIGH SCHOOL


SENIOR HIGH SCHOOL

MARY ANN C. TUAZON (SHS FOCAL PERSON)


MARISSA D. HERMOGENES (SCHOOL HEAD
“Schooling doesn't assure employment but skill does.”
1 ― Amit Kalantri, Wealth of Words
I. WORK IMMERSION

II. TIMELINE AND IMPLEMENTATION PLAN

III. GALLERY

IV. SUCCESS STORIES

V. CONCLUSION

2
WORK IMMERSION

Work Immersion Training is part of a senior high school curriculum that aims to train and orient students about the work and

their future career. It is a type of skill development where a worker learns how to do the work through hands-on experience.

On the Work Immersion Training is one method by which students are exposed with different work situation designed to give

students an opportunity to experience and a chance to apply the theories and computation that they have learned from the school.

It also helps the students to acquire relevant knowledge and skills by performing in actual work setting.

Having a proper Work Immersion helps in the preparation of future professionals for their future jobs. What the students learned

in their Work Immersion, even the little things, can be applied when they are already working. Students will be trained not only

academically but socially as well. The way they work and communicate with others will not be a problem for them anymore. It also gives

the trainee the chance to immerse himself in his chosen field and experience and learn the skills necessary to the industry he is

interested in. Working with experienced staff, one will be able to observe how the job is done properly.

A focus on employability aligns with a focus on academic values and the promotion of good learning through this vital work

immersion activity, wherein Sta. Monica National High School believes that;

* Students on well-conceived and rigorous academic programs

3
*To develop employability skills, the school must plan and implement intensive support for employability projects (Trainings, seminars,

symposiums, National Certification Assessments)

*Develop an institute wide policy to foster employability outcomes

*Provide dedicated employability supports for all academic staff

* Increase the application of relevant and innovative assessment methods

*Develop discipline specific employability profiles and skills maps

* Facilitate the development of students as reflective practitioners

* Grow and diversify work-related learning opportunities

4
2019-2020 WORK IMMERSION IMPLEMENTATION TIMELINE
Goals/Objectives Activity Person/s Involve Time/ Venue Resources Evidence of
Needed Outcomes
(MOVs)
PRE-IMMERSION
A. Memorandum of agreement renewal A. Updating of Roles and Marissa D. Hermogenes, September-  Bond Signed
for partner industries Functions of both parties P3 October 2019 Paper Memorandum of
Ma. Trinidad C. Toriano,  Printer Agreement
B. Signing of HT-III  Folders
Memorandum of Mary Ann C. Tuazon, REMARKS:
Agreement SHS Focal Person, SHS DONE
Immersion Teachers,
Head of Partner
Industries

B. Appreciating the importance of TEACHER: Marissa D. Hermogenes, October 23- 31,  Bond  Resume
documents by: a) Guide students in P3 2019 Paper  Applicati
1. Writing a resume Accomplishing Ma. Trinidad C. Toriano, 8:00 a.m.- 5;00  Certificat on letter
2. Writing application Letter HT-III pm. es  Filled
3. Filling out-Bio-data Form STUDENTS: Mary Ann C. Tuazon, SMNHS Covered  Projector Out Bio-
a) Prepare pertinent SHS Focal Person, SHS Court and  Attendan data
documents Immersion Teachers SMNHS- SHS ce sheet REMARKS:
Building DONE
C. Securing Different Clearances and TEACHER: October 23-31,  Bond  Clearanc
Certificates  Guide students in Barangay Staff 2019 Paper es/
a) Community Tax Certificate securing PNP Staff Barangay Halls  Certificat Credentia
b) Barangay Clearance documents LGU Staff Police Station es/Cleara ls
c) Police Clearance RHU Staff LGU Building nces
d) Mayor’s Clearance STUDENTS: RHU REMARKS:
e) Food Handlers Certificate for a) Must secure the DONE
H.E. needed form and
docum

5
D. Understand Work Immersion by PRE IMMERSION Marissa D. Hermogenes, November 5,  Bond  Reflectio
Discussing the following: ORIENTATION P3 2019 Paper n Paper
1. Expected Behavior PROGRAM Ma. Trinidad C. Toriano, 8:00 a.m.- 5:00  Certificat  Pictures
a) Work Ethics TEACHER: HT-III pm. es  Attendan
 Conduct the pre- Mary Ann C. Tuazon,  Projector ce Sheets
b) Safety in the Work Place immersion SHS Focal Person, SHS  Attendan REMARKS:
orientation Immersion Teachers ce sheet DONE
c) Workplace Rights and STUDENT:
Responsibilities  Attends the Pre-
Immersion
d) Confidentiality in the Orientation
workplace

e) Effective conflict
resolution and team work
skills

2. Work Immersion Rules and


Regulations
IMMERSION PROPER
A. Appreciating management processes TEACHER: Marissa D. Hermogenes, November 5,  Pertinent  Written
by observing, identifying and describing  Coordinates with P3 2019- December Docume narrative
the following: the partner Ma. Trinidad C. Toriano, 5, 2019 nts reports,
a) Nature of Business Industry HT-III company
b) Description of the  Monitor student Mary Ann C. Tuazon, GAS-ABM  Portfolio backgroun
products/services Progress SHS Focal Person, SHS LGU Hagonoy d,
c) Target clientele  Provides Immersion Teachers reflection
d) Organizational Structure Interventions to *Municipal Hall  Immersi paper
e) Company Rules and Regulations students if *Barangay Halls on Log
necessary Book

6
B. Applying Skills learned and proper  Provide general *Learners’  Pictures
values in school. supervision to the Venue Inc  Daily Documentation
students *Farmacia Time
Manlapig Record  Proof of
C. Appreciating business processes by STUDENT: *Jendel Travel transaction
observing and participating in  Reports to the and Tours REMARKS:
Safety/Production/Maintenance/Q partner Industry *Health True  Evaluati DONE
uality Control/Quality based on agreed Value Clinic on
Assurance/Customer time frame *Philhealth Sheets
Satisfaction/Housekeeping/Hygie  Receive industry
ne and others. orientation from TVL- EIM
the partner industry LGU- Hagonoy
on the nature of *Municipal Hall
business, *Pinturado
description of the Electrical Works
product/services, and Supplies
target clientele,
organizational TVL- EPAS
structure and rules LGU- Hagonoy
and regulations *Municipal Hall
 Participates in the Hagonoy
activities of the *TJ Electronics
different offices *Baltazar
that are responsible Electronics
for the areas *Converge
mentioned above

TVL- H.E.
Viaggos
Bobba Jelly
RoKas Bistro
Amu Yamie
Samgyupseoul
Bistro Maloleno

7
Peaches and
Cream
Leony’s Gourmet
MK Café
Mc Friendshoppe
Sam G Hagonoy
Ureshii Grill

POST IMMERSION
Evaluating the work Experience by: SHS EXPO Marissa D. Hermogenes, December 2019  Portfolio  Work
1. Presenting immersion portfolio IMMERSION P3  Pictures immersion
2. Comparing and contrasting school EXPERIENCES Ma. Trinidad C. Toriano,  Projector highlights
and work application of skill, TEACHERS: HT-III  Log  Gallery
knowledge and attitudes 1. Guide students in Mary Ann C. Tuazon, Book  Updated
3. Writing an updated resume preparation and SHS Focal Person, SHS Resume
presentation of Immersion Teachers  Reflection
output paper
2. Organize exhibit REMARKS:
that displays DONE
photos/
illustrations of the
activities
performed/ projects
done
STUDENTS:
1. Presents portfolio
2. Discusses his work
immersion
experiences and
relates its
importance to his
specialization

8
3. Participates in the
exhibit organized
by the teacher
4. Write an Updated
resume taking into
considerations his
experience while in
the Work
Immersion venue
5. Reflects on their
work Immersion
Experiences

9
GALERY:

LAC ON WORK IMMERSION

PR-IMMERSION SEMINAR FOR PARENTS

10
PRE-IMMERSION SEMINAR FOR STUDENTS

LABORATORY

11
DEPLOYMENT

12
13
14
15
PORTFOLIO MAKING ANFD SAMPLE OUTPUTS

16
POST-IMMERSION SUCCESS STORIES :

The senior high school teachers were very proud and happy to receive good comments from stakeholders, many students had their chances of
employability through the Work Immersion Program of Senior High School.

Some of the immersionists got absorbed by the immersion venue supervisors to work fulltime or part-time to make ends meet.

17
THE PROUD WORKING STUDENTS AFTER IMMERSION PROGRAM

GAS STUDENTS

HOME ECONOMICS STUDENTS

18
“ Immersion really gave me the opportunity of being hired and employed, I can now save for my college education” – JULIE ANN
LABARETE, GR 12- NAZARETH

“ I was a bit nervous knowing that I will be exposed to a real work environment, but thanks to the immersion subject of SHS, I have saved
money for my future plan” – MARICHEN PANGANIBAN, GRADE 12- ISRAEL

CONCLUSION:

Aside from work experience, Work Immersion allows the trainee to get acquainted with the real professionals and to meet people having different
positions in the company, either high or low. The trainee will be able to know how to adjust from the people’s personalities and attitudes. Work
Immersion requires effort and seriousness. A trainee should take the Work Immersion seriously as powerful tool for a person in preparing for the next
chapter of life as a professional. It can possibly a source of recommendation when they take that big lift from being students to career professionals
someday.

19
Prepared:

MARY ANN C. TUAZON


Senior High School Focal Person

Approved: Certified Correct:

MA. TRINIDADC. TORIANO MARISSA D. HERMOGENES


Head Teacher III School Head

20