FINAL - A DOCUMENTARY REPORT FOR THE WORK IMMERSION.pdf

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San Bartolome High School - Senior High School HUMSS - School Year 2022 - 2023
A DOCUMENTARY REPORT FOR THE WORK IMMERSION
UNDERTAKEN AT SAN BARTOLOME HIGH SCHOOL
PRINCIPAL’S OFFICE
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

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APPROVAL SHEET
This portfolio entitled “A DOCUMENTARY REPORT FOR THE WORK IMMERSION
UNDERTAKEN AT SAN BARTOLOME HIGH SCHOOL PRINCIPAL’S OFFICE”
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
Waiver
Clearance Sheet
Acknowledgement
Dedication
PART 1: IMPORTANT POINTS IN WORK IMMERSION
Introduction
Objectives of the Work Immersion
Values and Attributes of a Student in a Work Immersion
PART 2: THE WORKPLACE
School Profile
School History
School Mission, Vision & Core Values
School Organizational Chart
Logo and It’s Meaning
Location of Company
Company Rules and Regulations
PART 3: ACTIVITY REPORT
Daily Accomplishment Report
Weekly Activity Report
Work Immersion Highlights
Performance Appraisal Report

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PART 4: REFLECTION
Problems Encountered
Suggestions and Recommendations
APPENDICES
DAILY TIME RECORD
CERTIFICATE OF COMPLETION
GALLERY OF PICTURES WITH CAPTIONS
APPLICATION LETTER
UPDATED RESUME/CURRICULUM VITAE

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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)
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.

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

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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.
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.

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Core Values
• Maka-Diyos
• Maka-tao
• Makakalikasan
• Makabansa
School Organizational Chart
PRINCIPAL
DEPARTMENT HEADS

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FACULTY
ENGLISH DEPARTMENT
HEAD TEACHER: MR. ABRAHAN CULONG
Abugan, Joyce Lavadia
Acaylar, Maureen
Ampongan, Yolanda
Atienza, Rowena Farinas
Balando, Lorraine
Balona, Cherry Decano
Blaza, Elsa Andrada
Bolandos, Janesa Icaro
Calunsag, Catherine
Canceran, Mirasol
Capalungan, Jonalyn
Cariño, Jovert Ayangco
Costales, Irene San Pedro
David, Jhonel Valmocina
De Guia, Brenda Lou
De Guzman, Marvin
Decena, Theresa Miranda
Del Mundo, Ivan Gerald
Demaosa, Filipinas
Dorado, Imelda Asid
Egoy, Emmanuel Marquez
Escanillas, Zenaida
Flores, Mardie Reyes
Gapas, Gina Gibaga
Jose, Adelaida De Tomas
Lombres, Marites
Madio, Juanito Molano
Mahinay, Ma. Veronica
Martinez, Oly Olalan
Maturan, Helen Sison
Mercado, Christina
Montecalvo, William D
Morales, Noreen Manzano
Olingay, Shally Jane
Peña, Lyra Bolanos
Perfecto, Shella Baloloy
Pineda, Angelo Uson
Raciles, Margarette
Refuerzo, Christine
Sabar, Kharen Grace
San Pablo, Jullie Ann
Siddayao, Gina Cariño
Tanseco, Joanne Patricia
Tarog, Jessica V.
Tayum, Judith Marcelo
Toñacao, Marites Dampil
Toraldo, Sofia Mabulac
Vasquez, Michelle
Villar, Aquilino IV
Zapatero, Bella Malapo
MAPEH DEPARTMENT
HEAD TEACHER: MRS. VILMA B. VALDEZ
Alba, Juanito Jr Agotilla
Alcantara, Violeta
Aquino, Jommar Pogoy
Aquino, Mark Jofel Lopez
Besinio, Karen M.
Biaco, Jefry Zamora
Cabag, Pamela Bituin
De Leon, Paul John
Domingo, Kathleen Larosa
Ducanes, Nelinda Pinca
Garma, Richelle Valencia
Guadalupe, Melanie

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Hilario, Sonia Alferez
Hisoler, Rebecca Dizon
Ibañez, Pearly Panti
Isla, Vanessa Siblag
Kalaw, Jaqueline Kaye
Lagrimas, Jegger Ron
Lamoglia, Ruwena Cauilan
Lanon, Jennibee Lajo
Lara, Antonio Lumbrea
Llanera, John Carl Luces
Magtagad, Benjie Bryan
Mallete, Salvacion
Mallillin, Jocelyn
Montallana, Mary Jean
Obeda, Mel Jane F.
Papa, Ma Alenita Perez
Perio, Christian Joseph C.
Poyaoan, Ma. Frances
Rieza, James Markell A.
Rivera, Michael Dela Cruz
Santos, Gizelle Refugio
Tayactac, Marites N.
Selga, Rolando Mase
Tomanan, Joan-Joan
MATHEMATICS DEPARTMENT
OIC: MRS. GINA O. MICULOB
Abrugar, Teofilo Jr
Apostol, Elsie T.
Barredo, Gladys Olanka
Belarmino, Noemi Abitria
Boado, Marivic Princesa
Broqueza, Irene Palomera
Cabildo, Marichu Sevilla
Cabutin, Elmer Bacolo
Carabuena, Maria Sheryl
Carlos, John Rodriguez
Crepa, Maria Galisim
Cruz, Luluhbelle Laplala
De Pedro, Ramon Jr Ebiola
Doronio, Melani L.
Dreu, Roldan M.
Dullano, Sheryl Fresno
Dumlao, Jayson Requitillo
Enriquez, Rogelio Bautista
Fontanilla, Wilfred Dumol
Garcia, Mary Grace Buban
Gaygay, Onel Gomez
Gili, Salvador Fortades
Gimolatan, Jeremias
Lerios, Josephine
Legario, Ruel Anastacio
Maquiraya, Sorene
Martirez, William Jr Belaro
Miculob, Gina Ong (OIC)
Morante, Steve A.
Nicolas, Ma. Dolora Dizon
Otayde, Samniel Galang
Paga, Joanna Marie
Payacag, Maria Rosalyn
Ramirez, Abigail Rebenito
Santos, Donna May
Sia, Joemarie D.
Sison, Maricris O.
Tala-Oc, Davie May Colili
Tero, Mark Joseph
Toralde, Ramel Avila
Valle, Catherine De Vera
Vidad, Sonia Calilao
Villanueva, Glenn D.
Zeta, John Michael Adrian

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FILIPINO DEPARTMENT
HEAD TEACHER: MS. DOLORES NATIVIDAD
Barcoma, Sairel Calimag
Basiya, Mylene Sampag
Bautista, Geralyn Ancho
Beliber, Charisma
Biogan, Julieta Dumalili
Borja, Jane Gacosta
Campanado, Eva Fe
Cavite, John Dave
Celestino, Gemma Fe
Cepeda, Sarah Elaine
Corpuz, Ma Imelda
Cuba, Marvey Flores
Dacumos, Alaiza Joy
De Guzman, Jeraldine D.
Dizon, Marlome Solano
Evangelista, Marivic
Ferrer, Ma. Socorro
Floranda, Raquel Guloy
Forte, Rizalina Supeña
Garcia, Jennylyn Gonzalo
Guiyab, Jhaybee Bulan
Lasam, Maritel S.
Lising, Leah Occidental
Lustica, Paula May Santos
Macalde, Maria Fe B.
Mañacap, Milagros C.
Mariano, Alice Julian
Mendoza, Mark Jason
Menor, Angelina Victorino
Mercado, Jennette Riego
Opiniano, Novelyn C.
Pantinople, Maria Teresa
Pataray, Raymond Guiyab
Ramos, Amor Jasmin
Ramos, Precyl French
Rubio, Charise Montanes
Sarcon, Mark Gutierrez
Talana, Maryjane
Tanilong, Mylene Francia
Timbal, Edelyn Amistoso
Timbol, Jocelyn Hicban
Tranquilino, Nico Juliano
Ubag, Evangeline De
Villaranda, Lita Villasana
SCIENCE DEPARTMENT
HEAD TEACHER: MRS. SYLVIA MAMUYAC
Agarem, Gelene Cerio
Angeles, Mary Joy
Argonza, Lenie Quijano
Artiaga, Eileen A.
Bagulan, Ma. Concepcion
Basista, Karen Kalaw
Bigtas, Myrna Adawag
Briongos, Alberto Jr.
Callo, Emelinda Getigan
Cervantes, Maravida
Colegio, Michael John
Dela Cruz, Virgilio Jr
Evite, Robina Suñer
Fajarito, Maricris Mercado
Fuentes, Rosemarie
Galdayen, Catherine
Gerez, Maribel Acerdano
Glemao, Erika Grace
Herras, Jennifer Periña
Hilario, Armando Jr
Insigne, Wendy Castillo
Lenon, Remzy Apostol
Liwag, Romarico Silang
Llarinas, Joy Lynn
Manzanas, Sarah Mae
Mataac, Cherillyn F.
Neo, Emil Anthony C.

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Nonato, Othelia
Osacdin, Joycee Nacawili
Pogoy, Godfrey
Quimba, Edgardo
Rendaje, Juvy Tubalinal
Reyes, Jerielyn Oclarit
Santiago, Leah Quiquino
Señal, Juvy Genova
Saro, Bohari Ali
Sharma, Corazon Arceo
Sibal, Marjorie Manzano
Sitjar, Jennifer Montero
Tarog, Christine Velasco
Umali, Michael Capitulo
Urbano, Aldrin Cabaña
Valdezate, Milagros Libao
Villareal, Rosemarie
Villaruz, Merlyn Fajardo
Villena, Marites
Malagueño
ARALING PANLIPUNAN DEPARTMENT
HEAD TEACHER: DR. JOSELYN V. SERVIDAD
Abines, Carla Ruelo
Bartolome, Virginia Vidal
Bermillo, Carla Mae C.
Bon, Zacarias Apon
Bugayong, Melpa
Macadagdag
Bulquerin, Melinda Maga
Casidsid, Angelica S.
Dacanay, Princess
Dapat, Darwin Bunyi
De Leon, Flordeliza Blasco
Dela Cruz, Marietta
Dionela, Hannah Castillo
Egos, Evangeline Relano
Esureña, Anna Jane D.
Faustino, Maribelle Luna
Fiel, Hazel Salazar
Fortuno, Mar Boridas
Genandoy, Leonora
Guiyab, Mariel Casaga
Jarito, Jackie Lou T.
Limboy, John Esquila
Manahan, Mary Grace
Maraño, Venus
Marcelo, Zhela Mercedes
Marcos, Patricia Abing
Mejico, Ma Cecilia
Obomani, Ronald Santos
Ong, Michael Henrey
Paquiz, Genny Esquivel
Sanches, Wilson
Tagama, Roxana
Tintero, Grace Beting
Turingan, Gina Cuarteros
Varca, Rodel Amoyan
Villanueva, Wyeth Pelago
Villarosa, Kris Ann M.
Zalzos, Alvin Villarico

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TLE DEPARTMENT
HEAD TEACHER: MRS. CRISTINA M. CORREA
Amancio, Dionalyn
Apostol, Dan Angelo R.
Aquino, Mary Ann
Balleras, Rodalene Doroga
Boneo, Hazel Pisano
Cadeleña, Ruth Suarez
Calimag, Candelaria
Capay, Ananias M.
David, Donna Pansacola
Dela Cruz, Emma Obierna
Delgado, Marichu Devido
Delima, Felma Flomentera
Dimain, Felminda Gamboa
Disini, Anna Marie Delos
Emmanuel, Aizza Dolce
Estepani, Ana Karina
Fadero, Julieta Balunsat
Guevarra, Ma Jinky
Hipol, Joy Rose
Ida, Marissa Bsilides
Jacinto, Jose
Labutap, Allan Perez
Lucin, Maria Teresa
Lumbres, Teresa Espiritu
Lundag, Reynaldo Jr. M.
Mamuyac, John Ferdinand
Mendez, Teresita
Mendizabal, Judy Formoso
Molleda, Rienalyn D.
Natavio, Shara Mae
Natividad, Ma Lovella
Ortiz, Ma. Crisanta
Pejer, Nanette Branzuela
Ramos, Donald Valledor
Sedenio, Quenee
Señora, David Soria
Soria, Carina Espayos
Tamondong, Marco Polo I.
Tayamora, Benigno Sta
Tayao, Joselito Francisco
Tobia, Ma. Claire E.
Trinidad, Rico Simangan
Valdez, Michel Doce
VALUES DEPARTMENT
HEAD TEACHER: MRS. ROSEMARIE M. TUIBEO
Albano, Joanna Marie
Altoveros, Raquel
Badilla, Diasy Trinidad
Baybayan, Genalyn
Brillo, John Omar
Buenavente, Lorenza
Cañeso, Rosel Delovino
Cresencio, Bianca Jane
De Vera, Andres Estrada
Faed, Annaliza Leynes
Ganton, Rena Victor
Juan, Gina Pimentel
Llantada, Jahaziel Del
Martinez, Dominador Jr.
Miranda, Marian Cruz
Muli, Ronnie Pestano
Naraga, Christopher
Nolledo, Angelica V.
Obispo, Pauline Joble
Ortega, Ma. Jocelyn
Pagulayan, Rizalina Z.
Pangilinan, Elaine Remely
Paragas, Eden Villa
Pelere, Melcar Tayuna
Shahdadpuri, Maria Shyla
Tan, Rachelle Mosquera

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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
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.

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DAY 4
I arrived at the office at 8:01 am.
At 8:15 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.

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DAY 5
I arrived at the office 8:50 sm.

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DAY 6

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DAY 7

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DAY 8

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DAY 9

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DAY 10

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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.

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Work Immersion Highlights

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PERFORMANCE
APPRAISAL
REPORT

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PART 4

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REFLECTION

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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.

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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.

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APPENDICES

FINAL - A DOCUMENTARY REPORT FOR THE WORK IMMERSION.pdf

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