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Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue, Pasig City 1600 BCD-CSDD-O- 2020 - 1956 MEMORANDUM DM-CI- 2020 - 00085 To : Bureau Directors Regional Directors Minister, Basic, Higher, and Technical Education, BARMM Schools Division Superintendents Public and Private Elementary and Secondary School Heads All Others Concerned From : DIOSDADO M. SAN ANTONIO Undersecretary Subject : GUIDELINES FOR WORK IMMERSION IMPLEMENTATION DURING CRISIS SITUATION Date : June 2, 2020 The Office of Cirriculum and Instruction (CI), through the Bureau of Curriculum Development (BCD), issues theseguidelines as basis for the Work Immersion implementation of all senior high schools during crisis situation. The ongoing COVID-19 pandemic has caused massive disruption in the education sector. In the context of basic education, crisis is a condition in whichthe 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. 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 stopeven during crisis situations. While limitations for learners and schools are recognized, the Department should take a proactive stance in anticipating and planning for various service delivery conditions. Work Immersion (WI) aims to provide SHS learners with opportunities to Office of the Undersecretary for Programs and Projects Office of the Undersecretary for Curriculum and Instruction
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. Since schools aretasked 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 whennormal condition resumes. These Guidelines will only take effect within the School Year 2020 - 2021 for all senior high schools unless sooner repealed, amended, or rescinded based on the continuing changes in the national situation. Immediate dissemination of and strict compliance with this Order is directed. DepED Complex, Meralco Avenue, Pasig City, Philippines Direct Line: (632) 8633-7202/8687-4146 Fax: (632) 8631- 5057 E-mail: [email protected]; [email protected] Website: www.deped.gov.ph
analysis for product or service feasibility
- Appropriate methodology for determining the demand and market feasiblity
- Group conclusion and recommendation Ask the group to prepare a business plan, underscoring the following:
- Strategic Plan and Competition Strategy
- Marketing Plan
- Operating Plan
- Financial Plan ( the business fund shall be collected from equal contribution of each member of the group ) Let each group operate the micro business (including the production of goods/preparation of services) within 10 Saturdays (8 hours per Saturday) on the site approved by the Barangay. For the security of the students, the business will be established in the nearest location and common to all the members. The barangay kagawad/tanod will be requested to check the security of all groups in the Barangay during the period of business simulation. Every Saturday, the inspection team composed of the following, will check the operation business using the prepared evalaution tool:
- Barangay kagawad/tanod in charge of ensuring the security of all groups in the Barangay during the period of business simulation
- ABM Teacher
- Other ABM Teacher/s
- Other barangay kagawad/tanod (*the number of hours spent by ABM teacher/s in the inspection is computed as part of the regular teaching load) Let each group discuss and record the transactions, sales, and experiences of the group. After the business simulation proper, the Business Simulation Conference will be conducted by the Accountancy and Business Department. Each group shall participate and showcase their 15-minute presentation.
*** Model B** – Taking part in the operation of an existing business fora community with an industry partnership The class will be divided into groups with 5 members each. The teachers will conduct pre-business simulation orientation to all students
- Planning, establishment, and operation of micro business enterprise
- Required documents
- Product or Service Feasiblity Report
- Business Plan
- Parent’s Consent
- Barangay Business Permit
- Business Report Let each group do research on and analysis of business opportunities present in their community by considering the following:
- Scanning of business opportunities
- Employing appropriate framework and analysis for product or service feasibility
- Appropriate methodology for determining the demand and market feasiblity
- Group conclusion and recommendation Let each group identify which of the existing businesses within the community operate and address such demand. The groups shall then decide which of these business have met the following criteria for business simulation:
- Duly registered/recognized by any accrediting government agency
- Established business with 3 years minimum of operation
- Has good reputation and conducive for business simulation
- Operates within nearby residence of the members of the group
- Willing to partner with the DepEd school through a Memorandum of Agreement The Business company shall be selected only after thorough study, screening, and preparation to ensure that each venue is a safe, secure, and suitable place for learning.
Below are the other activities/ Best Small Business Ideas for High School Students in 2020 cited by ProfitableVenture.com (available at https://www.profitableventure.com/business- ideas-high-school-students/):
- Start an errand running service
- Become a moving assistant
- Become a scrapbooker
- Offer homecheckservice
- Become a personal shopper
- Become a holiday decorator
- Become a garage sale organizer
- Start gift wrapping services
- Start a candle making business 10.Start a logo creation business 11.Sell seasonal goods online 12.Set up a social media consulting business 13.Start a web design service 14.Make how-to videos 15.Be a blogger 16.Bake and selldog treats 17.Start a computer service 18.Be a cake decorator 19.Provide car wash services 20.Start a photography business 21.Bake and sell cookies 22.Provide editing or proofreading services Model D Drafting a business proposal employing the different analysis tools like SWOT and appropriate in the current condition of their locality Science, Technology, Engineering, and Mathematics (STEM) Capstone Project In lieu of the Work Immersion, a Capstone Project may be done by SHS learners under the Science, Technology, Engineering, and Mathematics (STEM). The following guidelines shall be observed: a. The SHS learner may have the option to choose the topic related to his/her specialization. b. The SHS learner is encouraged to relate the project to home or community issues, and to integrate these to outside-of-school learning
experiences.Hence, the project should encourage learners to think critically, solve challenging problems, and develop skills that will prepare them for college, work, and adult life. c. The SHS learner must consider the following in crafting their research:
- Deriving the research problem, which must be contextualized according to the learners' current situation;
- Reviewing related literature and/or studies;
- Designing methods/ways of understanding;
- Collecting, analyzing, and interpreting data;
- Reporting the findings d. It should be clear to the SHS learners that the outputs would be limited to what the learners and the school are equipped with, which may be different from the research that they would like to do. It should be noted also that they may be working on a limited support for conducting tests requiring research centers. e. TheSHS learner must maintain a portfolio of findings or results, create a final product demonstrating their learning acquisition or conclusions (a paper, short film, or multimedia presentation, for example), and submit a prerecorded video presentation or conduct a liveonline presentation on the project to a panel of teachers, experts, and community members who shall collectively evaluate the quality of the output submitted. f. Here are some examples of capstone project ideas: ▪ Community-based projects ▪ Math investigation (e.g., providing and formulating theories) which is basically more on library research ▪ Document analysis ▪ Robotics or ICT projects
In-School. The school shall provide a mock environment given the available school facilities. Arrangements shall be made between the school management and parents/guardians. Guided by the learning competencies, SHS learners will perform the activities. Home-based. The learners shall perform their activities at home but will be monitored regularly by the SHS teacher. This scheme is applicable only for learners with available materials, tools, or devices that can be used to demonstrate their competencies. Guided by the learning competencies, the teacher and learners need to select the activities to be performed. Community-based. The school may arrange with the government and non-governmental organizations, such as local government unit or private sector, the necessary environment. They can participate in government’s projects, community development activities, and other relevant community projects guided by the learning competencies. School and IndustryTie-up. The school and partner institution shall arrange theneeded environment of learners provided that physical distancing is observed at all times. The suggested activities in Annex 1 are provided to guide the schools in implementing the different schemes. Schools may have different activities other than the ones presented in this DepEd Order. In extreme situations where any of the four schemes are not applicable or in specializations such as maritime which cannot have a Work Immersion, schools may opt to ask the learners to develop micro scale business proposal/research for arts production or feasibility study (whichever is applicable and relevant to the tracks) guided by their teacher. The business/arts production proposal that was developed in Grade 10 (from SPTVE-implementing schools), in Grade 11, or in Grade 12 (Arts and Design Apprenticeship) shall be implemented but its context shall require less people involved, less movement,and no physical contact. This can be done at home or in school. All lessons and activities of Work Immersion or its equivalent shallbe delivered using different modalities applicable to the learners and schools. Manual or online submission shallbe arranged in consideration to the safety of learners and teachers with the help of the government and non-governmental organizations (if available). Proper modification of learner’s tasks and activities shall be implemented as deemed necessary based on the changes in the learners’ condition and their locality.
All progress monitoring and evaluation, including submission of reports on the implementation of Work Immersion or its equivalent, shall be conducted using different modalities applicable and appropriate in all governance levels but still guided by the provision of DO 39, s. 2018.
Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up and design for school productions Maquette making for stage productions performances via online platforms (ZOOM recitals, FB live)
- Direction and production of live performances using digital platforms
- Maquette making for stage productions performances via online platforms (ZOOM recitals, FB live)
- Direction and production of live performances using digital platforms media arts coverage for online church services
- Production proposals
- Short film production
- Digital storybooks
- Animation Visual Arts
- Stage design/backdrops/ props for school productions
- School facilities beautification (garden design, school walls, etc.)
- Home and interior design
- Production of functional arts (creative household items, furniture design)
- Online publishing of digital graphics/animat ion
- Community facilities beautification (garden design, building walls, streets, bridges, etc.) Media Arts
- Documentation of school events
- Posters and advertisement materials
- Animated digital presentations as teaching aids
- Digital productions using photography/vid eography
- Online publishing of works
- Documentation of community events
- Posters and advertisement materials
- Animated digital
Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up presentations for community productions Literary Arts (^) • Literary works as additional library reading materials
- Scriptwriting for school productions
- Writing lyrics for music compositions - Literary writing (stories, poetry, novels, lyrics) - Online publishing of literary works - Literary writing (stories, poetry, novels, lyrics) - Online publishing of literary works Sports Note: The learner will only select one (1) activity in lieu of his/her off-campus apprentice ship. However, it should be discussed and agreed upon by both the teacher and learner. Student-Athlete Enhancement
- Design a meal plan for (individual/dual or team) athletes prior to competition
- Develop a fitness program for a particular athlete (individual/dual or team sports)
- Make an online video presentation of a conditioning/training program for athletes in sports (i.e., tennis/arnis/archery/football)
- Write an article of an athlete’s journey from screening to training to competition. How did he/she handle winning or losing? Practice Coaching
- Design a training program for athletes preparing for competition (choice of an individual/dual or team sports)
- Design a game plan/strategy for a competition in team sports where your opponent is superior in height? Defense? Offense?
Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up improve their health TVL Automotive Servicing Repair and maintenance of school vehicles, faculty-owned vehicles Electronics and Computer System Servicing
- Repair of appliances (electric fan, oven, television)
- Repair and troubleshooting of desktop computers, laptops, mobile phones, and other electronic gadgets Electrical (^) • Maintenance and repair of school facilities, lighting, and accessories
- Rehabilitation of electrical wirings of laboratories and classrooms; repair and servicing of outlets and switches
- Installation of solar power system Construction (^) • Repair of classroom doors, windows, ceilings
- Repair of waterways and sewerage system
Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up
- Refurbishment of dilapidated facilities
- Construction and repair of tables, chairs, and cabinets Welding • Fabrication of security fence and grills, steel gate, and other metal fabrication
- Repair of steel/iron chairs, tables, and window grills Crop Production, Organic Agriculture, Pest Management, Horticulture
- Production of vegetables and root crops
- Making organic fertilizers, pesticides Fishery Maintaining fish ponds Agriculture (^) • Backyard farming for vegetables and root crops
- Cut flower gardening
- Orchids propagation
- Dish gardening Animal Production (^) • Poultry and hog production
Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up for a whole day/week for hospitals Bread and Pastry Production
- Designing a cake for a specific celebration
- Baking tarts, cookies, cakes, and other bakery products by oven, bread toaster, or no cook process Food Processing (^) • Preparing and processing fish product (smoke fish, etc.)
- Processing by sugarconcentrat e, e.g., jam, jellies, etc.
- Processing meat products, e.g., tapa, tocino, longganisa, etc. Beauty Care
- Nail Care
- Hairdressing
- Hand/Footspa
- Manicure/ Pedicure Services
- Massage
Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up Services
- Hand/Footspa Services
- Basic Haircutting Services Garments, Dressmaking, Tailoring
- Designing and sewing Personal Protective Equipment for welders, frontline health workers, food servers
- Designing an outfit/costume for a cultural presentation Handicraft Making novelty items out of available materials for specific purposes Automotive Servicing/Motorcycl e/Small Engine Servicing Conducting home service repair of vehicles and motorcycles or outboard motor Construction, Carpentry, Painting, Plumbing
- Repairing windows, doors, walls, ceilings
- Designing tables,
