This document provides guidelines for implementing work immersion during the COVID-19 pandemic. It outlines flexible options for Grade 12 TVL track students to complete work immersion at home by creating portfolios integrating their learning in humanities and social sciences. Teachers are instructed to program learner activities within their homes and provide details on creating concept papers, compiling outputs, and reflections for evaluation. The orientation concludes with closing remarks from the immersion supervisor.

1. ORIENTATION
Guidelines for Work Immersion
Implementation During Crisis Situation
March 6, 2021 * 8AM to 12 NN
MNHS School Grounds
(Schedule per strand vary)
MARAWI NATIONAL HIGH SCHOOL
Camiling, Tarlac
FERDINAND J. GREGORIO, PhD (Principal I)
Immersion Teacher : JENNIFER M. FONTANILLA
Immersion Supervisor: JOVERT G. TAÑOTE

2. LUPANG
HINIRANG
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3. PRAYER
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4. WELCOME REMARKS
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DR. FERDINAND J. GREGORIO
Secondary School Principal I

5. ORIENTATION PROPER
5
JENNIFER M. FONTANILLA
GAS-HUMSS Immersion Teacher

6. ORIENTATION
Guidelines for Work Immersion
Implementation During Crisis Situation
March 6, 2021 * 8AM to 12 NN
MNHS School Grounds
(Schedule per strand vary)
MARAWI NATIONAL HIGH SCHOOL
Camiling, Tarlac
FERDINAND J. GREGORIO, PhD (Principal I)
Immersion Teacher : JENNIFER M. FONTANILLA
Immersion Supervisor: JOVERT G. TAÑOTE

7. INTRODUCTION
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MEMORANDUM DM-CI-2020-00085
Released last June 2, 2020

8. INTRODUCTION
The ongoing COVID-19 pandemic has caused massive
disruption in the education sector. In the context of
basic education, crisis is a condition in which the
regular operation of schools including the relevant
offices in the division, region, and central levels is
suspended; and its learners’ physical attendance in
school is prohibited or limited.
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9. INTRODUCTION
In the Senior High School, the implementation of Work
Immersion, which is a required subject for the
Technical-Vocational-Livelihood (TVL) track is assumed
to be severely affected in this scenario. However,
learning should not stop even during crisis situations.
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10. INTRODUCTION
Work Immersion (WI) aims to provide SHS learners
with opportunities to familiarize themselves with the
workplace; to simulate employment; and to apply their
competencies in areas of specialization/applied subjects
in authentic work environments. However, its
implementation must be flexible enough to fit the
complex setup and needs of learners, schools and
partner institutions in the country.
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11. INTRODUCTION
Since schools are tasked to create their own class
program per school year, it is highly suggested that
Grade 12 TVL track learners be prioritized to
undergo Work Immersion while other grade levels take
other subjects and undergo Work Immersion when
normal condition resumes.
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12. INTRODUCTION
These Guidelines will only take effect within the School
Year 2020-2021 for all senior high schools unless
sooner repealed, amended, or rescinded based on the
continuing changes in the national situation.
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13. WORK IMMERSION
Guidelines
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HUMSS
GAS LEADING TO

14. “
This subject is designed to provide students
the opportunity to integrate their learning in the
different learning areas of the humanities and
social sciences through a creative culminating
activity. It focuses on the exhibitions/exhibits
of authentic products and performances as
evidence of their learning in the humanities
and social sciences.
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14

15. THE FF. MAY BE UNDERTAKEN
▰ 1. Teachers must program the activities of
learners where they can perform the
learning competencies within the confines
of their home.
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16. THE FF. MAY BE UNDERTAKEN
▰ 2. Since the subject’s performance
standard is to produce a creative
portfolio that will integrate their learning
in specialized learning areas under
humanities or social sciences, learners can
be asked to:
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17. THE FF. MAY BE UNDERTAKEN
▰ a. create a plan to make their
portfolio including its timeline,
processes involved, and key
concepts;
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18. THE FF. MAY BE UNDERTAKEN
▰ b. write a concept paper that will
encapsulate their learning in
humanities or social sciences;
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19. THE FF. MAY BE UNDERTAKEN
▰ c. write insights after each part of
portfolio has been completed;
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20. THE FF. MAY BE UNDERTAKEN
▰ d. compile all outputs to include
in their portfolio; and
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21. THE FF. MAY BE UNDERTAKEN
▰ e. write an overall reflection and
learning based on the evaluation
of their teachers which will be
given based on the condition of
the locality.
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22. GUIDELINES
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CULMINATING ACTIVITY
PROVIDE SPECIFIC DETAILS OR
GUIDELINES (PLAN)

23. GUIDELINES
23
CULMINATING ACTIVITY
PROVIDE SPECIFIC DETAILS OR
GUIDELINES (PLAN)

24. GUIDELINES
24
CULMINATING ACTIVITY
PROVIDE SPECIFIC DETAILS OR
GUIDELINES (PLAN)

25. GUIDELINES
25
CULMINATING ACTIVITY
PROVIDE SPECIFIC DETAILS OR
GUIDELINES (PLAN)

26. OUR PROCESS IS EASY
26
first second last
Edit mo or tanggalin kung wala ka ng ilalagay na process OR PWEDE
rin pong TIMELINE Nila sa pagsubmit NG CHU CHU

27. Want big impact?
USE BIG IMAGE
27
Pwede ring
maglagay ng
picture dito na
related chu chu

28. CLOSING REMARKS
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JOVERT G. TAÑOTE
Master Teacher II
Work Immersion Supervisor

29. BIG CONCEPT
Bring the attention of your audience over a
key concept using icons or illustrations
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30. 30
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