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1. PROMISING PRACTICES OF DON ANDRES SORIANO NATIONAL HIGH SCHOOL
CY-2022
School: DON ANDRES SORIANO NATIONAL HIGH SCHOOL
School ID: 303310
School Head: VICTORIA NANCY M. NEVADO
Prepared by: Kevin Brian R. Patiga
COMPETENCY AND BEYOND
Duration of the Practice
The establishment of the SMAW track for Senior High School in Don Andres Soriano National
High School started last 2018 as a support to the K-12 program. As years progress, trends and ways of
living develop. To meet these changes there is a need to extend learning beyond what the competency
can offer. DASNHS SMAW start “ZERO FABRICATION” in 2018 founded and imposed only in school for
teachers’ needs. Because of its success in aiding SHS students with training and assessment, it expands
in the next year of the pandemic when students accept contracts for clients outside the school. Then on,
this practice continues where students accept and design metal works for varied materials such as
aluminum, stainless steel, carbon steel, and G.I steels.
Introduction
Competency is the foundation of skills to be learned by students. The Department of Education
targets competencies that will develop the student’s knowledge and skills for them to be globally
proficient. The booming of the Industrial era is the key that upgrades the educational standard where
knowledge and skills become the emphasis of basic education to achieve a National Certificate (NC).
The focus of SHS SMAW in its competencies is for passing the NC II assessment. After that, those
who have the capacity can proceed to college, others choose to either work based on their track while
some of them will work in construction sites as labor workers or skilled workers because of lack of
experience.
To minimize this dilemma, the SHS SMAW teacher initiates activities or work that is beyond the
competencies of the Department of Education where students can relate to what is outside the school.
Students must adapt to these teaching practices for them to be prepared not only with the basic,
common, and core competencies but with the extra competencies for stainless steel and aluminum
alloy. These competencies allow learners to expand their knowledge way deeper than the school
competencies for grades 11 & 12 can offer.
The school has varied learners who came from different family situations. Most of the TVL
SMAW students belong to minimum and low-wage-earner families who are also the school's
stakeholders. The school encourages them to have an NC II certificate but cannot force them to take it
since it is costly. Only those who have the capacity and willingness will continue the training for NC II
2. assessment while students who are interested but can’t afford training consumables can only dream of
having it. This problem if not addressed leads their aspiration to vanish.
As the SMAW teacher who was once in their shoes, my target is to raise some money for training
consumables, funds for students' free assessment and to give these students actual engagement and
application of skills based on the needs of the client.
With Zero Fabrication, we earned and helped SMAW trainees with electrodes, grinding discs,
cutting discs, power hacksaw blades, and pipes used for NC II training. Student-used pipes were also sold
per kilo to junk shops, and their earnings were used to re-purchase steel pipes. Positively, all of those
who take the NC II assessment achieve a 100% passing rate.
Today, giving students free assessment and welding consumables remains a challenge. It is
difficult since the school is not a beneficiary of any private companies and academics also require
attention. But even so, the burning desire will give us initiative as this Zero Fabrication practice
continues.
Implementation of the Practice
The implementations of this best practice are as follows:
This practice started by providing interested students concepts and competencies for Metal
furniture making, metal decorations, metal signage, stainless steel water tanks, car body
repairs, or any metal fabrications.
Competencies
SMAW NC II
1. Weld Carbon Steel Plates and Pipes Using SMAW
SMAW NC III
1. Weld Alloy Steel Plates Using SMAW
GTAW NC II
Weld Carbon Steel Plates Using GTAW
To achieve this goal, we started asking close friends, families, and colleagues if they have some
metal works/projects at home or in school.
Then, I asked one friend of mine, a contractor, to let my students, especially those who will take
the assessment be their helper welder so these students can earn and learn actual welding jobs.
Some of the projects made were: teacher personal request for TV brackets, plant stands at homes
and in school, door grill repairs, school drainage system cover, office of the principal window grills,
aircon brackets (school and outside school clients), trusses works for houses during pandemic times, and
some personal designs asked by clients. Materials for school projects are provided by the school as
learners serve as the labor/welder for the contractor.
3. Students working time for these projects were during their vacant day and time so that their classes
are not sacrificed and supervision based on the instruction of the contractor was made. Materials for
clients’ projects were provided by them or what has been agreed.
Because of these opportunities, students learn not only about standard Welding Carbon Steel Pipes
using the SMAW process but also learn GAS welding, TIG Welding, and SMAW NC III competencies.
These projects won’t be successful without the help of our supportive clients and friends. Money
earned in these projects was used to purchase training consumables and what remains is for the
assessment fee.
Attached pictures were some of the documented projects during and after it is made. Other
documents or proofs cannot be presented as it is not anticipated to be used for this purpose.
Results of the Practice – Outputs and Outcomes
Liquidation of earned labor from 2019-2023 is as follows:
PROJECT INCOME OF LABOR
YEAR
2019-
2020
2021-
2022
2022-
2023
TV BRACKETS 200 1,000
WINDOW GRILLS 500 5,000 3,000
DOOR GRILLS 200 3,500 3,000
AIRCON BRACKETS 500 500
HOUSE TRUSSES 2,000 10,000
OTHER DECORATION
DESIGNS OF CLIENTS
1,000 4,000 3,000
CAR AND MOTORCYCLE
STAINLESS WELDING
JOBS
800 2,000 3,000
USED METALS SOLD TO
JUNK SHOPS
1,000 2,100 2,182
TOTAL 6,200 24,500 15,682
Overall total 46,382
Materials and other expenses for SMAW assessment
MATERIALS PURCHASED AND
EXPENSES
COST
Welding electrodes 8,000
Grinding disc 4,000
Inverter Welding machine 5,000
Cutting disc 3,000
Refill for oxygen and acetylene tanks 3,600
Metal plates 4,000
Metal pipes 6,000
Addition to the assessment fee 3,000
Welding machine repairs 5,000
Carbon brush replacements 4,000
Cut off wheel 2,000
TOTAL 47,600
Available balance -1,218
Note: The teacher adds personal cash to reach the amount needed.
4. Below is the data on student's achievements and targets for 2022-2023:
SCHOOL YEAR GRADE ENROLLMENT NCII TAKERS NCII PASSERS
2019-2020 12 49 12 12
2021-2022
PANDEMIC
12 44 4 4
2022-2023
(First Semester)
11 143
2
(1st
batch)
2
12 93
2
(1st
batch)
2
2022-2023
(Second Semester)
11 143
5
(2nd
batch target)
12 93
5
(2nd batch target)
Student's status after graduation:
As a result of all of these efforts and practices, we achieved 100% SMAW NCII passers in
every NC II assessment and developed a student’s fabrication skills for personal and
professional use.
SCHOOL YEAR NC II TAKERS NCII PASSERS STATUS
2019-2020 12 12
6- WORKING (Welder
and pursuing other
skills/specialization)
6- TAKING A COLLEGE
DEGREE
2021-2022
(PANDEMIC)
4 4
ALL WORKING
(Welder)
2022-2023 (First
Semester)
2
(1st
batch)
2
SHS STUDENTS
2
(1st
batch)
2
5. Lessons Learned
This practice helped both SMAW teachers and learners in developing standard welding skills
that apply in the industry. This practice also becomes an aid and innovation that leads students to be
globally competitive. Parents are blessed with this practice that their financial burden becomes at ease.
Accepting jobs or projects remains a challenge since they are still students (has to attend
classes) and giving enough time for the said project that supposedly will give them more experience
remains a test
Conclusion
Learning beyond competency is costly and challenging. Fortunately, this practice has helped us
these years, particularly students who want to acquire NC II certificates and who also learn beyond the
knowledge and experiences of the welding job. It trains them mentally, personally, and spiritually. This
program teaches them “LIFE”. Do things if they can for their goals and dreams.
If someone wants to adopt this kind of program, as the implementer, you must consider
yourself as the “farmer” who will give students with exact nourishment, keep them away from any form
of danger, guide them to be strong, and stand firm for them to grow and bear fruit so that they can
share it to others as well with your profit is in form of happiness. This practice could help those schools
that suffer from the same issue by enhancing what we have started and modified to meet the situation.
