Repttblic of the Philippines

Department of Education
National Capital Region
SCHOOLS DIVISION OFFICE
QUEZON CITY
Nueva Ecija St., Sago Bantay, Quezon City
www.depedqc.ph

September 28, 2018

DIVISION MEMORANDUM
No ~ s.2018

Assista ~ t Schools Division Superintendents

Chief, OID/SGOD
Division/District Supervisors
School Heads, Head Teachers and Officers-In-Charge
Public Secondary Schools
All Other s Concerned

CLARIFICATIONS AND ADDITIONAL INFORMATION TO DEPED ORDER NO. 30, S. 2017

(GUIDELINES ON WORK IMMERSION)

1. For the information and guidance of all concerned, attached is DepEd Memorandum
No. 039, s. 2018 dated September 21, 2018 from Leonor Magtolis Briones, Secretary,
Department of Education, DepEd Complex, Meralco Ave., Pasig City, re:
Clarifications and Additional Information to DepEd Order No. 30, s. 2017
(Guidelines on Work Immersion), contents of which are self - explanatory.

2. Immediate and wide dissemination of this Memorandum is desired

ELIZABET
'sion Superintendent(

Encls:
A5 stated
Reference:
DcpF.d Order (Nos.: 53, s. 2003, 30, s. 2017 a nd 9, s. 2018)
To be indicated in the Perpelual I ndcx
under the foUowing s uhjccls:

BUREAUS ANI) OFFICES

CHANGES
LEARNERS
POI.ICY
SCHOOLS
SENIOR lllGll SCHOOL

cid/mpoc/grace
Tracking No.91117
... ..
'
Dcp.-utment of Education
SCHOOLS DIVISION Offl<:e
QUEZON CfTY

Dute: ~/2' {18

l\epublt c of tbt .l)IJilippmelt DTS I ..._.'++'~--..._
RECORDS SECTIO..., _ _
11Bepartn1ent of Qfbucation
21 SEP 2018
DepEd 0 RD ER
No.039 , s. 20 18
CLARIFICATIONS AND ADDmONAL INFORMATION TO DEPED ORDER NO. 30, S. 2017
(GUIDELINES ON WORK IMMERSION}

To: Undersecr etaries

Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
All Others Concerned

1. Further to DepEd Order (DO) No. 30, s. 2017 e ntitled Guidelines for Work
Immersion, the Department of Education issues this OepEd Order to provide the
following clarifications and additional information:

Clariftcations

• Though the intention of Work

I'
Immers ion is to provide SHS learners
with opportunities to become familiar
with the workplace, simulate
employment, and to apply their
a. Work Immersion as competencies in areas of specialization/
a requirement for a pplied subjects in actual work
Senior High School environments, DepEd recognizes other
(SHS) Graduation 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 h ave completed
i. For Technical- the required learning competencies of a
Vocational Livelihood particular specialization before Work
(TVL) Track, Work Immersion .
lmmersion is a • The nominal duration of a
requirement. specialization for TVL shall be con sidered
in crafting the delivery model of the
school.
ii. For other tracks, Accounting, Business and Management
learners may have (ABM) learners may have Business
Work Immersion or Enterprise Simulation (Enclosure No. 1).
other options stated Humanities and Social Scien ce Strand
in the next column. (HumSS) learners may take Culminating
They shall start Activity (Enclosure No. 2).
taking the chosen Science, Technology, Engineering and
option in Grade 12. Mathematics (STEM) learners may take

DcpEd Complex, Mcrnlco Avenue, Pasig City 1600 IJ 633-7208/6337228/632- 1361 • 636-4876/637-6209 4 www depcd.gov pb
.- . , .

Research/Capstone Project (Enclosure

No.3).
General Academic Strand (GAS) learners
may take Research/Capstone Project or
Culminatine: Activity.
For the Sports Track, learners may take
Apprenticeship (off-campus) (Enclosure
No.4l.
For the Arts and Design Track, learners
may take Performing Arts Production or
Exhibit for Arts Production (Enclosure
No. 5).
• The Department recognizes the help
(such as insurance, transportation
allowance and other relevant expenses)
provided by the partner institution and
other organizations for Work Immersion.
Hence, it reiterates that such donation
may be included under DepEd's Adopt-
A-School Program.

• All MOA shall be signed by the school

b. On Section 5 , Item principal or school hea d at the school
5 .h ln the enclosure level, while the schools division
superintendent shall sign the MOA/MOU
to DO 30, s. 2017
at the schools division level.
Memorandum of
Agreement (MOA) for
• All schools through its school head or
Work Immersion
principal shall orient its partner
institutions on the relevant policies that
might concern them such as, but not
limited to, Child Protection Policy,
Gender-Responsive Basic Education
Policy.

• The school head may serve as the

School Partnership Focal Person or may
assign a personnel/teacher to perform
the said du ties as deemed necessary.
As stipulated in DO No. 9, s. 20 18, letter
D number 14, maintenance and other
c. On Section 5 , Item operating expenses (MOOE) can be used
9 ln the e nclosure "to fund activities as identified in the
to DO 30, s . 2017 approved SHS Implementation Plan."
Expenses in securing Since Work Immersion is a SHS subject,
partnerships its expenses for meetings like
transportation shall be covered by
MOOE.
All DepEd schools shall not collect any
d. On Section 5 , Item fees for Work Immersion. However, the
10 ln the enclosure Parents-Teachers Association (PTA) may
to DO 30 , s. 2017 initiate consultation among its members
Fees fo r Work for any contribution or expenses their
Immersion children would have for the said subject
on voluntary basis. Schools shall onlv be
...
'

informed and not be involved with the

collection of payment from the parents.
For private schools, Work Immersion fee
must undergo consultation and approval
from General Parents-Teachers
Association (GPTA) before it can be
charged against the learners.
• The Department recognizes the
different set up and context of schools
across the country. Hence, a unique
delivery model is encouraged if any of the
delivery models does not fit their need.
However, schools with the endorsement
of sch ools division office (SDO) must still
seek the approval of regional office (RO)
e. On Section 6 ln the
following the Checklist for Unique
enclosure to DO 30,
Delivery Model (Enclosure No. 6).
a.2017
Work Immersion
• Schools that intend to have a unique
Delivery Models
delivery model for the new school year
shall submit their requirements on/or
before April 31 of each year starting
2019.

The RO shall release an approval letter to

the schools that meet the requirements
stated in Enclosure No. 6.

Additional information

• The Cuniculum and In struction

Division (CID) through the Division
Senior High School Supervisor-in-Charge
or assigned focal person in charge of
Work Immersion shall conduct at least
two Progress Monitoring to be scheduled
before and during the Work Immersion
using the Progress Monitoring Tool
a. Schedule or (Enclosure No . 7).
Monitoring and
Evaluation (M&E) of • The CID shall conduct a one shot
Work Immersion evaluation of Work Immersion using the
Annex F of DO 30, s. 2017, two weeks
after the Work Immersion of schools. It
shall be submitted to the Curriculum
and Learning Management Division
(CLMD) through the Regional Senior
High School Supervisor-in-Charge for
consolidation in the first week of April of
each vear.
The Department acknowledges the needs
b. and concerns of each region, hence,
Annual Submission
systematic feedback mechanism shall be
of Regional Report
reinforced to impact the national policy
on Work Immersion
and standards. Therefore, all ROs shall
submit a Regional Report on Work
 Immersion (Enclosure No. 8) on the third
Friday of May of each year, to the
Bu reau of Curriculum Development
(BCD) , addressed to the Director JV.
The Department realizes the nature or
sensitivity of some partner institutions'
operations that may require learners to
secure health permit or doctor's
certification indicating that they are
physically fit. Hence, DepEd schools
shall assist learners who are seeking the
said document from the n earest health
c. Learners' Health
centers or government hospitals. The
Permit or Doctor's
cost of learners' health permit or doctor's
Certification
certification may be shouldered by the
partner institution, which must be
included in its agreement with the
school.
For private or non-DepEd schools, their
sch ool clinic shall facilitate the process
of securing these documents for the
learners.
Identified learners with special needs
enrolled in the mainstream classes who
will undergo Work Immersion shall be
given program accommodation,
d. Learners with modification and a da ptation based on
Special Needs in their abilities and after consultation with
Work Immersion the concerned school personnel. Their
program of activities and its assessment
shall vary based on their conditions but
shall still be anchored on the
competencies used in the mainstream.
e. It shall be recognized and permitted in
Learners' Religious
and Cultu.ral the Work Immersion as long as it does
Practices not impede the learners' activities and
partner institution's operations.
• All schools shall consider the
enrollment of learners who undergo
Work Immersion even during summer,
following DO No. 13, s. 2018 entitled
Implementing Guidelines on the
Conduct of Remedial and
Advancement Classes During Summer
f. for the K to 12 Basic Education
Work Immersion
Progra.m , which states the eligibility of
during summer
incoming Grade 12 learners who will
breaks or holidays
undertake Work Immersion in the
succeeding semester, sem estral breaks
or holidays as part of the school year.

• DepEd teachers or personnel who will

render services during these periods
must be given service credits as
stipulated in DO 53, s. 2003 entitled
. ~
' I

Updated Gui delines on Grant of

Vacation Service Credits for Teachers.
• Learners shall perform their Work
Immersion activities during daytime only
(6:00 a .m.-6:00 p.m.), with eight or less
hours per day.
g. Allowable Time for
Work Immersion • In case of class suspensions, Work
Immersion session sh all also be
suspended and shall have a make-up
schedule to compensate for the lost
hours.

2. All DepEd Orders and o ther related issuances, rules and regulations, and
provisions, which are inconsistent with these guidelines, are repealed, rescinded , or
modified accordingly.

3. Immediate dissemination of and strict compliance with this Order is directed.

Secretary

Encl. :
As stated
References:
DepEd Order (Nos.: 53, s. 2003, 30, s. 2017, and 9, s. 2018)
To be indicated in the Perpetual Index
under the following subjects:

BUREAUS AND OFFICES

CHANGES
LEARNERS
POLICY
SCHOOLS
SENIOR HIGH SCHOOL

DJP Clan.ficauons and Additional Information to DO 30 s 20 17 Work lmmersi2n

0658 Aug. 15/16/ 22, Sept. 5/19, 2018
 ,-

(Enclosure No. 1 to DepEd order No. 039, s. 2018)

BUSIKESS ENTERPRISE SIMULATION

K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
Grade: 12 Semester: 2nd
Core Subject Title: Business Enterprise Simulation No. of Hours/ Semester: 80 hours
Prerequisite: Business Math, Organization & Management; FABM1&2; Principles of Marketing; Business Finance
Co-requisite: Applied Economics; Ethics and Social Responsibility

Subject Description: This course integrates all the key concepts and processes of Accounting, Business and Management (ABM) as applied in real-life activities following
the business cycle: business opportunity search, product/service development, business formation and organization, business implementation and control, business wind-up,
and relevant management reporting in the context of ethical standard and social responsibility. Technologies are used in a business enterprise as appropriate.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Key Concepts from the ABM
Strand Subjects
Key Concepts from the ABM
Strand Subjects
K to 12 Senior High School ABM Specialized Subject- Business Enterprise Simulation December 2013
The learners demonstrate an
understanding of...
the key concepts of Accounting,
Business and Management
through identification in
potential business opportunities.
the key concepts Accounting,
Business and Management
throuoh the oreoaration of a
The learners shall be able to
undertake research on and
analysis of business
opportunities present in their
community
apply knowledge from his/her
previous business courses
throuoh the oreoaration of a
The learners...
1.1 scan the market and
identify potential business ABM_ BES12-Ia-c-1
opportunities to capitalize
on
1.2 use appropriate analysis
framework and
methodology in choosing
a product which is ABM_BES12- Ia-c-2
feasible in terms of the
market, operations and
financials:
1.3 choose the appropriate
methodology (research,
sampling and data
processing) in ABM_BES12-Ia-c-3
determining the demand
and market acceptability
of orooosed oroduct
1.4 draw conclusions and
formulate ABM_ BES12- Ia-c-4
recommendations
2.1 prepare a strategic plan
outlining the competitive ABM_BES12-Id-j-c-5
environment and focusinq
Page J of4
BUSINESS ENTERPRISE SIMULATION
SENIOR HIGH SCHOOL -ACCOUNTANCY. BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
CONTENT
2 weeks of lectures (to review
marketing, operations, and
financials)
S weeks of preparation and
research for inputs to the
business plan
K to 12 Senior High School ABM Specialized Subject - Business Enterprise Simulation December 2013
K to 12 BASIC EDUCATION CURRICULUM
CONTENT STANDARD
business plan, which outlines
the different management
aspects of the business,
particularly those essential to
execution
PERFORMANCE STANDARD
business plan that wiU guide the
eventual implementation of the
venture
LEARNING COMPETENCIES CODE
on the appropriate
competition strategy
2.2 prepare a marketing plan
that will describe the
product offering, the
value it brings to the
consumer, and the
ABM_BES12-Id-j-c6
subsequent tactical plan
on how to reach
consumers (4Ps), and
conclude with a sales
forecast
2.3 design an operating plan
to ensure that the inputs
and processes required to
deliver the product or ABM_BES12-Id-j-c7
service are identified, and
estimate the costs needed
for oroduction
2.4 craft a financial plan, the
inputs of which are from
the results of the
marketing plan (sales)
and operations plan
ABM_BES12-Id-j-c8
(operating costs), and
which will define the
financial goals that wil I be
his/her target upon
eventual execution
2.5 craft a full business plan for
review of mentors before ABM_BES12·Id-j-9
actual execution
Page 2of4
BUSINESS ENTERPRISE SIMULATION
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL- ACCOUNTANCY, BUSINESS AND MANAGEMENT CABM) SPECIAUZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Key Concepts from the ABM
Strand Subjects
The learners experience act1,.1al
management execution and
decision making by executing
their business plans
execute the business plan and
monitor the same using
business control tools and
regular management and
performance reports
3.1 simulate/operate a small
business enterprise
*(Model A) or in the
community with an ABM_ BES12-IIa-h- 10
Industry partnership
*(Model B) of a Team of
students
3.2 wind up a business
enterprise and draw up a
culminating report
ABM_BES12-IId-j-11
including significant
values learned in the
entire business cycle

*Model A: School-based mentored by the ABM teachers

*Model B: Community-based mentored by business-industry partners

K to 12 Senior High Schoof ABM Specialized Subject - Business Enterprise Simulation December 2013 Page 3 of 4
BUSINESS ENTERPRISE SIMULATION
K to 12 BASIC EOUCAnON CURRICULUM
SENIOR HIGH SCHOOL - ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIAUZED SUBJECT

Code Book Legend

sample: ABM_BES12-Ia-c-1

LEGEND SAMPLE

Learning Area and Strand/ Subject

Accountancy, Business and Management
or Specialization
First Entry

Grade Level Grade 12 ABM- BES12

Domain/Content/
Uppercase Letter/s Business Enterprise Simulation
Component/ Topic

-
Roman Numeral
Quarter First Quarter I
*Zero If no specific quarter

Lowercase Letter Is
*Put a hyphen (-) in between letters to Week Weeks one to three a-c
indicate more than a specific week
-

Competency scan the market and identify potential

Arabic Number 1
business opportunities to capitalize on

K to 12 Senior High School ABM Specialized Subject - Business Enterprise Simulation December 2013 Page 4 of4
(Enclosure No. 2 to DepEd Order No. 039, s . 2018)
CULMil'fATil'fG ACTMTY CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - HUMANITIES AND SOCIAL SCIENCES {HUMSS) TRACK
Grade: 12 Semester: Second Semester
Subject Title : Culminating Activity No. of Hours/ Semester: 80 hours/ semester
Prerequisite: Specialized Subjects In Humanities and Social
Sdenoes
Subject Description: This course 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.

PERFORMANCE
CONTENT CONTENT STANDARD LEARNING COMPETENCY CODE
STANDARD
HUMSS The learners ...
1. Introduction to World Religions and Belief The leamers demonstrate The learners shall be able
Systems an understanding of. .. to...
2. Discipline and Ideas in the Applied Social 1. make appropriate decisions on how HUMSS_CA12-
Sciences (DIAS) key concepts, principles, produce a creative understanding of the key concepts, Ia-d-1
3. Creative Writing and processes of portfolio that will principles, and processes of humanities
4. Creative Nonfiction humanities and social integrate their learning in and social sciences shall be demonstrated
5. Discipline and Ideas in the Social sciences specialized learning areas based on sound criteria
Sciences under humanities or social 2. define the roles, functions, and HUMSS_CA12-
6. Philippine Politics and Governance sciences responsibilities of members of the
Ia-d-2
7. Megatrends and Critical Thinking in the oroduction team
21st Century Culture 3. write a concept paper that will
8. Community Engagement, Solidarity, and HUMSS_CA12-
encapsulate their learning in humanities
Ia-d-3
Citizenship or social sciences
4. evaluate insights from the observations, HUMSS_CA12-
comments, and recommendations of
Ia-d-4
oeers and/or teachers
5. fulfill group goals by performing assigned HUMSS_CA12-
tasks and collaborating with team
la-d-5
members
6. simulate, practice, and apply previous
learning on key concepts, principles, and
HUMSS_CA12-
processes of humanities and social
Ie-IIf-6
sciences to prepare for the
exhibit/exhibition
7. showcase their understanding of the key
HUMSS_CA12-
concepts, principles, and processes of
Ilg-7
humanities and social sciences through an
K to 12 Senior High School Humanities and Soda! Sciences Strand -Culminating Activity February 2014 Page J of 3
CULMINATING ACTIVITY CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - HUMANmES AND SOCIAL SCIENCES (HUMSS) TRACK
OONTENT CONTENT STANDARD PERfORMANCE CODE
LEARNING COMPEnNCY
STANDARD
exhibition

GLOSSARY
Creative Portfolio Refers to various forms of authentic products or performances that will integrate learning in the different specialized learning areas of
humanities and social sciences

K to 12 Senior High School Humanities and Social Sciences Strand -Culminating Activity February 2014 Page 2 of 3
CULMINATING ACTMTY CURRICULUM GUIDE ·
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - HUMANmEs ANO SOCIAL SCIENCES {HUMSS) TRACK

CODE BOOK LEGEND

SAMPLE cooE: HUMSS_CA12-Ia-1

LEGEND SAMPLE

Humanities and Social Sciences

Track/ Strand
Strand

underscore_
First Entry HUMSS_CA
Track/ Strand Subject Culminating Activity

Grade Level 12

-
Roman Numeral
Quarter Quarter I
*Zero if no specific quarter
Lowercase Letter
*Put a hyphen (-) in between letters to indicate Week Week a
more than a specific week
-
Make appropriate decisions on how
Arabic Number Competency the portfolio shall be demonstrated 1
based on sound criteria

K to 12 Senior High School Humanities and Social Sciences Strand -Culminating Activity February 2014 Page3of3
(Enclosure No. 3 to DepEd Order No. 039 , s . 2018)
RESEARCH/ CAPSTONE PROJECT CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIAUZED SUBJECT

Grade: 12 Quarter: Second

Subject Title: Research/Capstone Project No. of Hours/ Semester: 80 hours
Prerequisite:

Subject Description: In this course, students, under the guidance of a research adviser, will identify a scientific, technological, or mathematical problem, design ano apply
an appropriate methodology, formulate hypothesis, and draw conclusions based on their investigation. At the end of the semester students will prepare a scientific report/paper
to be presented/defended in a forum.

Note: The culminating activity may take the form of a schoolwide S&T project exposition.
~·

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

The learners shall be able to... The learners...

The learners demonstrate an
understanding of. ..
1. a scientific problem or
The Scientific Problem
question
2. applied and basic research
problems
3. the scientific literature and
The Scientific Literature its relevance to the chosen
scientific problem
Hypothesis 4. hypothesis formulation
Methodoloav
K to 12 Senior High School STEM Specio/lzed Subject - Research/Capstone Project December 2013
Present the study conducted
both orally and in writing
through a public presentation or
defense, and submission of a
complete technical report or
scientific paper
STEM_ RP12- Ila-e-1
1. identify a scientific problem
or auestion
2. differentiate applied and
STEM_ RP12-Ila-e-2
basic research problems
3. set selection criteria for
studies relevant to a chosen STEM_ RP12-Ila-e-3
scientific oroblem
4. review, digest, and
concisely state the STEM_ RP12-Ila-e-4
relevance of the studies
cited
5. formulate possible
outcomes of the
investigation, or in the case
of mathematics research, STEM_ RP12- Ila-e-5
conjectures about the
mathematical problem or
tooic
6. design a strategy or STEM_RP12-1Ia-e-6
seauence of steos that will
Page .1. of 3
RESEARCH/ CAPSTONE PROJECT CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - SCIENCE. TECHNOLOGY. ENGINEERING AND MATHEMATICS (STEM) SPECIAUZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

5. designing investigatory address the scientific

methodologies question at hand

7. select appropriate methods

of data collection STEM_ RP12-IIa-e-7
6. establishing appropriate 8. develop the criteria that will
Data Collection method of data collection
address the completeness of
STEM_ RP12-IIa-e-8
the data collection method

7. extracting useful information 9. analyze the data obtained

Data Analysis from the Investigation STEM_ RP12-IIa-e-9
from data sets
10. draw logical conclusions
Conclusions 8. drawing logrcal conclusions supported by processed STEM_ RP12-IIa-e-10
data
11 . make recommendations
9. the purpose of making
Recommendations that are relevant to the STEM_ RP12-IIa-e-11
relevant recommendations
study
12. write a complete scientific
report/paper STEM_ RP12Uf-j -12
10. the different components of
The Scientific Report/ Paper
a scientific report/paper 13. defend the science project
STEM_ RP12IIf-j -13
before a panel

K to 12 Senior High School STEM Specialized Subject - Research/Capstone Project December 2013 Page2of3

f
RESEARCH/ CAPSTONE PROJECT CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIAUZED SUBJECT

Code Book Legend

Sample: STEM_RP12-Ila-e-1

LEGEND $AMPLE

Learning Area and Strand/ Subject or Science, Technology, Engineering and

Specialization Mathematics Research/Capstone Project
First Entry

STEM_RP12
Grade Level Grade 12

Domain/Content/
Uppercase Letter Is Research Project
Component/ Topic

-
Roman Numeral
Quarter Second Quarter II
*Zero if no specific quarter
Lowercase LetterIs
*Put a hyphen ( -) in between letters to indicate Week Weeks one to five a-e
more t/uJn a specific week
-
Arabic Number Competency identify a scientific problem or question 1

K to 12 Senior High School STEM Specialized Subject - Research/CiJpstone Project December 2013 Page 3of 3
(Enclosure No. 4 to DepEd Order No. 039, s. 20 18)
APPRENTICESHIP (OFF-CAMPUS) CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - SPORTS TRACK

Grade: 12 Semester: Second

Core Subject Title : Apprenticeship (Off-campus) No. of Hours/Semester: 80 hours/semester
Pre-requisite: Practicum (In-campus)

Core Subject Description: This course provides the learner with hands-on off-campus experience in his/her area of specialization: student-athlete enhancement, practice
coaching, practice officiating and tournament management or fitness/sports/recreation leadership. This course will allow the learner to explore opportunities for advanced
certification
PERFORMANCE
CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE
STANDARD
APPRENTICESHIP The learner... The learner... The learner...
(Off-campus)
demonstrates shows measureable 1. assesses own oerformance for aoal setting SP_APA12·Ila-t-1
I. Student athlete enhancement understanding of improvement in set 2. designs a personal training program SP APA12·Ila·t·2
integrating the knowledge performance parameter 3. exhibits mastery of sports skills SP APA12·Da-t-3
of safety and first aid
human movement, 4. displays improvement of personal best
SP_APA12-Ila-t-4
oerformance
psychosocial aspects of
sports and exercise, 5. applies safety practices to prevent
SP_APA12·Ila-t-5
fitness testing and deconditioninQ as a result of iniurv
exercise programming for 6. identifies emerging trends in training SP APA12-Ila-t-6
developing sports 7 . employs stress management techniques to
potential cope with training and competition SP_APA12-Ila-t-7
demands
8. applies psychosocial techniques achieves
SP_APA12-Ila-t-8
soort-life balance
9. realizes the importance of having positive
SP_APA12·Ila-t-9
attitude towards soorts oarticioation
10. realizes one's potential through sports
SP_APA12·Ila-t-10
oarticloation
II . Practice coaching demonstrates assists competently the 1. demonstrates appropriate personal, social,
SP_APC12-Ila-t-1
understanding of coach of in-campus sports and ethical behavior while coachina
integrating the knowledge team (varsity and club) 2. utilizes management skllls during
SP_APC12·1Ia-t-2
of coaching, safety and aames/comoetitions
first aid, human 3. articulates personal coachina ohilosoohv SP APC12-Ila-t-3
movement, psychosocial 4. provides assessment tools options for the
SP_APC12-Ua-t-4
aspects of sports and coach

K to 12 Senior High School Spo!1ti Track -Apprenticeship (Off-campus) May 2016 Page J of 5
APPRENTICESHIP (OFF-CAMPUS) CURRICULUM GUIDE
CONTENT
III. Practice officiating and
tournament management
K to 12 Senior High School Sports Track-Apprenticeship (Off-campus) May 2016
Kto 12 BASIC EDUCAnON CURRICULUM
SENIOR HIGH SCHOOL - SPORTS TRACK
PERFORMANCE
CONTENT STANDARD LEARNING COMPETENCIES CODE
STANDARD
exercise, fitness testing 5. carries out assessment of team members
SP_APC12-IIa·t-5
and exercise programming under coach suoervision
for developing one's 6. implements training program designed by
SP_APC12-IIa-t-6
potential as a coach the coach
7. documents player performance during
games, progression towards goals, and SP_APC12-IIa-t-7
strat.eaies and tactics of oooosina teams
8. observes safety practices to prevent
decondltioning of team members as a SP_APC12-IIa-t-8
result of injury
9. identifies emerging trends in training and
SP_ APC12-IIa-t-9
coachinQ
10. recommends psychosocial strategies (goal
setting, team building activities and stress SP_APC12-IIa-t-10
management)
11. realizes one's potential as a coach through
SP_APC12-Ila-t-11
soorts oarticioation
demonstrates manages competently a 1. demonstrates appropriate personal, social,
SP_ AP012-IIa-t-1
understanding of sports tournament and ethical behavior while officiatinq
integrating the knowledge 2. utilizes proper communication techniques
SP_AP012-IIa-t-2
of officiating and activity in officiatina and tournament manaaement
management, safety and 3. applies safety practices to prevent injuries SP_AP012-IIa-t-3
first aid, psychosocial durina the conduct of the tournament
aspects of sports and 4. implements a tournament plan SP_ AP012-IIa-t-4
exercise for developing
one's potential as a sports s. conducts post-event evaluation SP_ AP012-IIa-t-5
official and tournament 6. identifies recent developments in
manager officiating and emerging trends in SP_ AP012-IIa-t-6
tournament manaqement
7. recognizes the dynamics of working with
the group to achieve teamwork in carrying SP_AP012-IIa-t-7
out a tournament
8. realizes one's potential as an official and SP_AP012-1Ia-t-8
tournament manaqer
Page 2 of 5
APPRltNTICESIDP (OFF-CAMPUS) CURRICULUM GUIDE
CONTENT
IV. Fitness/Sports and
Recreation leader
K to 12 Senior High School Sports Track -Apprenticeship (Off-campus) May 2016
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL- SPORTS TRACK
CONTENT STANDARD
demonstrates
understanding of
integrating the knowledge
of fitness/sports and
recreation leadership,
human movement,
safety and first aid, fitness 2. leads an existing sports
testing and exercise
programming,
psychosocial aspects of
sports and exercise, and
coaching for developing
one's potential as a sports
official and tournament
manager
PERFORMANCE
LEARNING COMPETENCIES CODE
STANDARD
1. delivers a fitness 1. demonstrates appropriate personal, social,
program for an and ethical behavior while performing SP_APL12-Ila-t-1
apparently healthy leadersflio tasks
individual or group (for 2. carries out health and fitness evaluation of
fitness leader) SP_APL12-IIa-t- 2
students or clients
3. designs/implements fitness program(for
SP_APL12-IIa-t-3
and recreational fitness leader)
program(for sports and 4. implements an existing sports and
recreation leader) recreation program(for sports and SP_APL12-IIa-t -4
recreation leader)
5. exhibits proficiency in exercise techniques
SP_APL12-IIa-t -5
or soorts skills
6. applies safety practices to prevent inj ury
SP_APL12-IIa-t-6
durina exercise or snnrts oarticination
7. identifies emerging trends in sports,
SP_APL12-Ila-t-7
fitness. and recreation
8. employs motivational techniques in
promoting exercise adherence and SP_APL12-Ila-t-8
eniovment
9. realizes the importance of having a
positive attitude towards sports, fitness SP_APL12-1Ia-t-9
and recreation oartidoation
10. realizes one's potential in sports, fitness
SP_APL12-IIa-t-10
and recreation leadershio
Page3ofS
APPRENTICESHIP (OFF-CAMPUS) CURRICULUM GUIDE

K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL - SPORTS TRACK

Code Book Legend

Sample: SP_APA12-Ila-t-2

LEGEND SAMPL! DOMAIN/ COMPONENT ~DE

Learning Area and
Strand/ Subject or Sports Apprenticeship: Student Athlete Enhancement APA
Specialization
First Enby
SP_APA12 Apprenticeship: Practice Coaching APC
Grade Level Grade 12

Apprenticeship: Practice Officiating and Tournament

Uppercase Domain/Content/ Apprenticeship: Athlete APO
Management
Letter/s Component/ Topic Enhancement

- Apprenticeship: Rtness/Sports/Recreation Leader APL

Roman Numeral
•zero if no specific Quarter Second Quarter II
quarter
Lowercase
Letter/s
*Put a hyphen (-) in
between letters to
Week Week one to twenty a-t
indicate more than a
soecific week
-
realizes the importance of
Arabic Number Competency having positive attitude 2
towards sports participation
K to 12 Senior High School Sports Track -Apprenticeship (Off.campus) May 2016 Page 4 of 5
APPR.JtNTICESIDP (OFF-CAMPUS) CURRICULUM GUIDE

k to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL - SPORTS TRACK

References:

Australian Curriculum Assessment and Reporting Authority. The Shape of the Austral/an Curriculum: Health and Physical Education. Sydney: Australian Curriculum
Assessment and Reporting Authority, 2012.

Centers for Disease Control and Prevention. School-based Physical Education: Working with Schools to Increase Physical Activity among Children and Adolescents in Physical
Education Classes. An Action Gulde. 2009, btt12 ://www.prevent.org/actionguides

Centers for Disease Control and Prevention. The Association between School-based Physical Activity, including Physical Education, and Academic Performance. Atlanta, GA:
U.S. Department of Health and Human Services, 2010.

Michigan Department of Education. Physical Education Content Standards and Benchmarks. Michigan: Michigan Department of Education, 2007.

Ministerial Committee for School Sport and Physical Activity. Review Report: Future Development of School Sport and Physical Activity Presented to the Minister for Education
and Training and Minister for the Arts. Queensland Government: Department of Education, Training and the Arts, 2007.

National Association for Sport and Physical Education (2009) . Appropriate Instructional Practice Gu/defines, K-12: A Side-by-side Comparison. 2009, www. naspeinfo.org

National Association for Sport and Physical Education (NASPE). Appropriate Instructlonal Practice Guidelines for Elementary School
Physical Education: A Position Statement from the National Association for Sport and Physical Education (SC edition). 2010, www.naspeinfo.org

National Association for Sport and Physical Education. College/University Physical Activity Instruction Programs: A Critical Piece in the Education of Young Adults. 2007,
www .aahperd.org/naspe.

National Association for Sport and Physical Education. Comprehensive School Physical Activity Programs. 2008, www.aahperd .org/naspe.

National Association for Sport and Physical Education. Moving into the Future: National St.andards for Physical Education, r1 Edition. Reston, VA: National Association for
Sport and Physical Education, 2004.

National Association for Sport and Physical Education. The Scope and Sequence of Fitness Education for PReK-16 Programs: NASPE
Fitness Education Project. 2013, www.aahperd.org/naspe

Rusby, Sheelagh. Physical Education: A Policy Statement. UK: Dumfries & Galloway, 2013.

SPARK. Scope and Sequence: Early Childhood through High School. 2007, http://www.sparkpe.org/scope.pdf

UNESCO. UNESCO: International Charter of Physical Education and Sport. 2015, http://unesdoc.unesco.org/images/0023/002354/235409e.pdf
K to 12 Senior High School Sports Track - Apprenticeship (Off-campus) May 2016 Page5of5
(Enclosure No. 5 to DepEd Or d er No . 0 3 9 , s. 20 18 )
JtXHIBIT FOR ARTS PRODUCTION CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ARTS AND DESIGN TRACK

Grade: 12 Semester: 2nc1 Semester

Track Subject Title: Exhibits for Arts Production (Media Arts and Visual Arts) No. of Hours/ Semester: 80 hours
Pre-requisite:

Track Subject Description: As a final culminating project, the course prepares the students to exhibit creative outputs using the skills learned during their apprenticeship
period with emphasis on artistic, educational, cultural values and work ethics.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

ARTS & DESIGN FORMS The/earner... The learner...

A. VISUAL ARTS
Painting (including drawing and
printmaking), architecture
(including interior design and
landscape architecture),
photography and film making
(including video) and crafts
B. APPUEDARTS
Media arts (including
animation, web design,
interactive mobile applications
and the like), decora tive arts
(including furniture, ceramics,
jewelry and clothing, costume
and set design)
exhibits advance skills in
handling materials,
techniques, and software
operation in the chosen
art and design field.
The learner...
produces art and design AD_ EAP12VA-IIIa-
outputs based on instructions, 1. defines presentation and b-1
observations, and knowledge exhibition concepts.
acquired from the mentor
during the intensive period of 2. applies learned skills in
apprenticeship. AD_ EAP12VA-IIIc-j-
producing art works for
2
exhibition.
mounts a presentation or
exhibition of art works as an 3. prepares exhibition materials AD_ EAP12AA-IVa-d-
individual or a group. for culminating project. 1
4. prepares comprehensive
visual presentation, plans AD_ EAP12AA-IVe-h-
exhibition space, and writes 2
exhibition notes.

5. presents culminating project

in a presentation or
AD_ EAP12AA-M-J-3
exhibition as an individual or
as a group.

K to 12 Senior High School Arts and Design Track- Exhibit for Arts Production (Media Arts and Visual Arts) December 2013 Page l of l
PRODUCTION IN THE PERFORMING ARTS CURRICULUM GUIDE

I< to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL - ARTS AND DESIGN TRACK SPECIALIZED SUBJECT

Grade: 12 Semester: 2nc1 Semester

Track Subject Title: Production in the Performing Arts No. of Hours/ Semester: 80 hours
Pre-requisite: Apprenticeship and Exploration
in the Performing Arts

Track Subject Description: This course is a showcase of performing arts skills enhanced and developed through a program of apprenticeship.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
A. Production Organizations and The learner... The learner... The learner...
Responsibilities
1. Creative (Director; Playwright; demonstrates an plans and organizes 1. identifies the various departments as well as
understanding of the pre-production AD_PPA12-IIIa-1
Costume, Set and Props designs an organizational structure in a theater
Designer; Choreographer; range of processes, processes by production
Musical Director) structures and designing a working
2, Performer (actors, dancers, functions In the field timetable, developing
singers and movers) of performing arts the working script,
3. Technical (Technical Director, conducting and
Stage Manager, Lights & Sounds documenting 2. identifies the possible careers associated with the
crew) production meetings performing arts field by undergoing the process of AD_PPA12-Illa-2
4. Marketing and Publicity and preliminary a production
(Marketing Officers, Ushers) outputs from the
5. Documentation (Video, Photo, various production
etc.) teams
8. Production Conceptualization 1. conceptualizes a chosen material for staging which
may include rewor1<ing of a pre-existing material or AD _PPA12-1Ilb-d-
and Collaboration with Different
creal ng an original piece 3
Arts
1. Selection of materials 2. collaborates with other art disciplines AD_PPA12-lllb-d-
2. Conceptualization 4
3. Dramaturgy 3. creates music, dance and designs appropriate to AD_PPA12-Illb-d-
the production concept 5
4. Survey of local traditional theater
and other artistic forms
4. recognizes local heritage and folk tradition or other
AD_PPA12-IIIb-d-
artistic forms that may be used in staging a chosen
6
oiece

K to 12 Senior High School Arts and Design Specialized Subject - Production in the Performing Arts December 2013 Page J of3
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ARTS AND DESIGN TRACK SPECIAUZED SUBJECT

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
AD_ PPA12-JJib-d-
5. identifies appropriate performance venue
7
c. Production Mounting and 1. develops the initial part of theatri~lperforrnance
AD_ PPA1=i-Ule-j-
Staging either by way of text analysis or by engaging into
staqe exoerimentations and imorovisations 8
1. Story Conference/Story
Improvisation 2. designs the physical action and movement on stage
2. Rehearsal Process of the theatrical performance through blackings AD_ PPA12-IIIe-j -
a. scene work, production work, and other appropriate techniques for staging and 9
technical work, music and execution
dance rehearsals
3. rehearses musical numbers with singers, dancers AD_ PPA12-1Ile-j -
b. Putting together of production
and accompaniment 10
components
c. Mastery of the performance 4. prepares production and technical requirements
AD_ PPA12-IIIe-j-
such as sets, lights, sounds, costumes, props and
11
multimedia
AD_ PPA12-Ille-j-
s. devises marketing strategies for production
11
o. Execution of the Production demonstrates an showcases creative 1. finalizes the integration of the different production AD_ PPA12-1Va"'9-
1. Dress and technical rehearsals understanding of the collaboration in the components 1
2. Final critiquing and cliniquing of range of processes, performing arts AD_ PPA12-Iva-g-
structures and exemplified in the pre- 2. incorporates the criticisms and proposals for
the performance production enhancement 2
functions in the field production processes,
3. Performance run
of performing arts actual performance,
3. performs with a level of mastery AD_ PPA12-1Vh- 3
and post-performance
E. Post-Production 4. evaluates the whole learning experience on an
AD_ PPA12-IVi-j-4
1. Evaluation individual and organizational tevet
2. Production Book completion and -
performance documentation 5. produces documentation of the performance AD_ PPA12-IVi-j -5

Note: The type of production will depend on the available resources.

K to 12 Senior High School Arts and Design Specialized Subject - Production In the Performing Arts December 2013 Page 2 of3
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ARTS AND DESIGN TRACK SPECIALIZED SUBJECT .·

Code Book Legend

sample: AD_PPA12-Illa-1

LEGEND SAMPLE

Leaming Area and Strand/ Subject or

Arts and Design
Specialization
First Entry

Grade Level Grade 12 AD_PPA12

Domain/Content/
Uppercase Letter/s Production in the Performing Arts
Component/ Topic

-
Roman Numeral
Quarter Third Quarter Ill
*Zero if no specific quarter

Lowercase LetterIs
*Put a hyphen(-) in between letters to indicate Week Week one a
more than a specific week
-
identifies the various departments as well
Arabic Number Competency as designs an organizational structure in a 1
theater production

K to 12 Senior High School Arts and Design Specialized Subject - Production in the Performing Arts December 2013 Page 3 of3
EXHIBIT FOR ARTS PRODUCTION CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM .-
SENIOR HIGH SCHOOL - ARTS AND DESIGN TRACK

Grade: 12 Semester: 2nd Semester

Track Subject Title: Exhibit for Arts Production (Literary Arts) No. of Hours/ Semester: 80 hours/ semester

Track Subject Description: The course is a culmination of acquired skills for creative writing through scriptwriting for a stage production.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Quarter III. The teamer. .. The learner. .. The learner. ..
Introduction to
Play understands collaborates with peers in PRE-WRITING
conflict, writing a play 1. generates ideas from various
AD_PPALA12-Illa -
Elements of character, setting, literary works as well as
c-1
Drama stagecraft, approaches and techniques in
dialogue and olavwritina
other elements of 2. compares ideas from various
drama literary works as well as AD_PPALA12·IIla-
approaches and techniques in c-2
olavwriting
3. compares and contrasts the text
of a play vs. a play as AD_PPALA12-IIld-
performed in the form of a 3
written review
4. engages in various pre-writing
AD_PPALA12·Illa-
activities that enhance critical
d-4
and creative writing skills
WRITING AD_PPALA12·IIle-
5. drafts a one-act play g-4
REWRITING
6. revises work according to
AD_PPALA12·Illh-
mentor's comments and peer's
j-5
feedback
K to 12 Senior High School Arts and Design Track- Exhibit for Arts Production (Literary Arts) December 2013 Page J of3
EXHIBIT FOR ARTS PRODUCTION CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ARTS AND DESIGN TRACK
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Quarter IV. demonstrates collaborates with others in PRE-WRITING
Writing for basic knowledge writing a script for mass 1. analyzes various types of AD_PPALA12-1Va-1
Media of scriptwriting media dialoaues in scripts
2. engages in various free writing AD_PPALA12-IVa-
Scriptwriting for activities. c-2
television and
radio 3. creates a storyboard AD_PPALA12-1Vc-3

WRlTING
4. writes a script for a radio AD_PPALA12-1Vd-
commercial or television show f-4
or a short film
REWRITING
5. assesses criticism given through
AD_PPALA12-IVg-
workshops, stage reading and
h-5
other oerformances
6. revises work according to critics' AD_PPALA12-IVi-j-
and audience's comments 6

K to 12 Senior High School Ar5 and Design Track- Exhibit for Arts Production {Uterary Arts} December 2013 Page 2of3
EXHIBIT FOR ARTS PRODUCTION CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ARTS AND DESIGN TRACK

CODE BOOK LEGEND

SAMPLE coDE: AD_PPALA12-IIIa-c-1

LEGEND SAMPLE

Track/ Strand Arts and Design Track AD

underscore_

First Entry Exhibit for Arts Production

Track/Strand Subject PPALA
(Literary Arts)

Grade Level 12 12

-
Roman Numeral
Quarter 3 III
*Zero if no specific quarter
Lowercase Letter
*Put a hyphen (·) in between letters to indicate Week Week 1to3 a-c
more than a soecific week
-
generates ideas from various literary
Arabic Number Competency works as well as approaches and 1
techniques in playwriting

K to 12 Senior High School Arts and Design Track - Exhibit for Arts Production (Uterary Arts) December 2013 Page 3 of3
..
(Enclosure No. 6 to DepEd Order No. 039, s. 20 18)
WORK IMMERSION CHECKLIST FOR UNIQUE DELIVERY MODEL

~
Republic of the Philippines
Department of Education
Department of Education Complex, MeraJco Avenue, Pasig City
DeJ!ED
DEPARTMENT OF EDUCATION

CheckJist for the Unique Delivery Model

Letter of Intent addressed to the Regional Director

Endorsement Letter from the Schools Divis ion Superintendent
Rationale of Unique Deli very Model (this includes justification/s why the school
intends to implement it)
Safety measures for the students (per specialization if applicable)
List of specializations and school demographics
List of Partner Institutions
SEC Registration of each partner institution
Company Profile of each partner institution (if applicable, this should indicate the
departments or offices that will handle the students)
Copy of Memorandum of Agreement (MOA) per partner institution
List Students' Activities using the Annex C of DO 30, s. 20 17 (per specialization)
Proposed class schedul e s howing that the budget of work or its equivalent of affected
subjects will still be complied
Photocopy of National Certificate (NC) of Work Immersion Partner Institution
Supervisor (per specialization if applicable)
Fees to be collected (for private schools onl y if applicabl.e)*
Minutes o f consultation with GPTA showing the approval of parents re Work
Immersion's del ivery model

*Attached documentation of consultation conducted with students' parents

(Enclosure No. 7 to DepEd Order No. 039 , s . 2018)
WORK IMMERSION MONITORING AND EVALUATION TOOL

Republic of the Philippines De~ED

Departmen ~
Department of Education
of Education Complex, Meralco Avenue. Pasig City
........,•• f~ ........
SUMMARY OF RESULTS

Write the total number of checks per area and identify those that are not evident and evident but inadequate which merit actions to be taken.
AREAS TO BE MONITORED EVIDENT NOT EVIDENT EVIDENT BUT INADEQUATE NOT APPLICABLE
I. Curriculum implementation and compliance
11. Teaching and learning process
Ill. Assessment of learning process
IV. Supervision of instruction plan
v. Administrative concerns

Ex. Curriculum Guide is being Juan de la Cruz,

followed pro rl . School Head
Ex. Issues and concerns Juan de la Cruz,
based on the reports are acted School Head
upon.

This certifles that the monitoring and evaluation results have been discussed with me. I understand that my signature does not necessarily
indicate agreement, but acknowledges receipt of the report, and that I may respond to any and all issues contained in this eval uation . Written
response must be subm itted to the undersigned superv1 sor within 10 working days of date noted below.

Signature over printed name

Monitored by: -- - - - - - - - - - - - - - - - -- Designatio n : - - - - - - - - -- - - - - - - -

Signature over printed name
(Endosure No. 8 to DepEd Order No. 039, s. 2018)
TEMPLATE OF REGIONAL REPORT ON WORK IMMERSION

LETTERHEAD OF THE REGION

RE GIONAL RE PORT ON WORK IMME RSION

Region: No. of Divisions: _ _ _No. of Work Immersion I mplememers: _ _ _

Supervisor in Charge: Office Contact No.: _ _ _ __ _
Email Address: Mobile No.:
---- ---------
A. Regional Profile
1 ated da ta f rom your respecave d"1v1s1ons.
l t hetable bel, ow us mg the conso rd
CDmp.ete ..
Track Sp ecialization T otal N o. o f Schools offering T otal No. of learners
the track/specialization

T rack Specialization Nam e of WI Partner T otal No. of learners

Institution

B. Evaluation Results
Indicate che total number of Work Immersion Implementers that have:
Evident (E), Evident but Inadequate (EI), Not Ev ident (NE) and Not Applicable (NA) ratings.
AREA E EI NE NA
I. Curriculum Im p lementation & Compliance
I. Curriculum Guide is being followed properly.
2. Objectives of the program are achieved at the end of the semester.
3. The offerings are appropriate to the community.
4. Specializations are aligned to the work immersion partner
. . .
mst1tuuon.
II. Work Immersion Delivery Process
1. Activities of the learners are programmed based on the
competencies.
2. Learners are being prepared before the actual Work Immersion.
3. Learners are being given feedback about their perfom1ance in the
Work Immersion.
4. Learners' per~ona l agenda/ goals arc being channeled for their
knowledge, skills, and values development in the Work Immersion.
II I. Assessment of Learner's Progress
1. Learners are oriented on how their pcrformance will be measured.

Page 1 of 3
TEMPLATE OF REGIONAL REPORT ON WORK IMMERSION

LETTERHEAD OF THE REGION

AREA I E EI NE NA
2. Assessment resultS are explained to the learners, leading to their
realization of the areas for improvement.
3. Lcamers can keep track of their progress in the Work Immersion.
IV. Supervision of Work Immersion Implemen tation
I. A clear Monitoring Plan (Work Immersion Teacher, School
Partnership Fqcal Person, and School Head) before the stan of the
Work Immersiqn is evident.
2. Monitoring Plah is properly implemented.
3. Monit0ring resultS are discussed with the concerned personnel so as
to encourage actions needed tO improve Work Immersion delivery.
4. Monitoring resultS are utilized to improve Work Immersion delivery.
5. Proper coordinatjon, planning, and a feedback system are being
enforced.
6. Capacity building for Work Immersion is being conducted.
v. Administrative Concerns I
1. Learners accomplish their parental consent before the actual Work
Immersion.
2. Orientation for learners and their parentS is conducted by both the
School and Partner Institution before the sran of Work Immersion.
3. An adequate budget is allotted for Work Immersion expenses.
4. Profiles of confirmed Work Immersion panners are organized and
available for reference by learners, parents, and teachers.
5. Memorandum of Agreement (MOA) is duly notarized and properly
documented.
6. MOA is strictly followed by both School and Partner Institution.
7. Materials and relevant supplies are available for the learners and
--
teachers of Work Immersion.
8. The school has a Joint Working Group, which is formed before the
start of Work Immersion.
9. The fac ilities and venues arc accessible to teachers and learners.
10. Learners are provided with insurance during their Work
Immers ion.
11. Duties and responsibilities of personnel are clearly defined.
12. Correct reports are suhmined.

Page 2 of 3
TEMPLATE OF REGIONAL REPORT ON WORK IMMERSION

LETTERHEAD OF THE REGION

C SUMMARY OF RESULTS
Write the total number of checks per area and identify those that are not evident and evident but inadequate
which me rit actions to be taken.
AREAS EVIDENT NOT EVIDENT EVIDENT BUT N OT
INADEQUATE APPLICABLE
I. G.irriculum Implementation and
Compliance
II. Work Immersion Delivery
Process
III. Assessment of Learner's
Progress
IV. Supervision of Work
Immersion Implementation
v. Administrative Gmcems

List the items with NE and EI, and provide an explanation fo r each. Indicate the actions to be taken which will
serve as a re f erence of your next report.
Areas with N ot Evident and Explanation Actions to b e take n
Evide nt but Inadequate items

D. ISSUES, CONCERNS AND RECOMME NDATIONS

Enumerate the issues and concerns met not covered by the evaluation tool and indicate your corresponding
recommendation to address it.
Issues and concerns met not covered by the rool Recommendations

Prepared by:

Education Program Supervisor in charge of Work Immers ion

Verified by:

CLMDChief

Approved by:

Regional Direcwr

Page 3 of 3