MARIST BROTHERS

NOTRE DAME OF DADIANGAS UNIVERSITY

Marist Avenue
General Santos City 9500
P.O. Box 100

WORK IMMERSION PORTFOLIO

A partial fulfilment in the Subject Work Immersion

Submitted to:

Mr. Alexander Grande

Submitted by:

Ronibe B. Malingin HUMSS1220

January 6, 2019
 ACKNOWLEDGEMENT

This work would not be possible without the presence of these people and
I would like to acknowledge their huge contribution to this documentary report.
First, I would like to thank the Department of Education (DepEd) for being
the sole reason why we, the Grade 12 students have been able to embrace such
a wonderful experience, with Work Immersion as their instrument. Also, I would
never have been able to accomplish my work immersion without these people
who have showed continuous guidance and who have shared their time and
effort in helping me. I would like to acknowledge and extend my sincere
appreciation to the following:

To my immersion teacher, Mr. Alexander Grande, I am thankful for him

excellent supervision, guidance, care, and patience in checking our works and
giving them a walk-through on how will we finish this project.

To my co-workers, for unending support throughout the day since the day
one because of them I’ve learned how established relationship with one another.

I am also grateful for the NDDU-IBED Lagao for giving me a chance to have
my immersion in their institution and because of them, I knew myself a lot better
and it helped me gain my self-trust more.

Furthermore, I am very thankful to my parents and other members of the

family who never fail to give their deepest support and for believing that I have
all the potential to make this immersion possible and successful.

And lastly, glory to God Almighty for giving me strength, wisdom, and
knowledge to accomplish and finish this requirement.
 DEDICATION

I dedicate this portfolio to God Almighty my creator, God who always

guides us, my strong pillar, my source of inspiration, wisdom, knowledge, and
understanding. He has been the source of my strength. I also dedicate this work
to my parents who have encouraged me all the way and whose encouragement
has made sure that I give it all it takes to finish that which I have started. My love
for you all can never be quantified.

I also dedicate this portfolio to my teachers who give us advice and who
always encourage us to finish our studies to have a better future.

To my friends and fellow co-workers who are there all throughout my

journey in making this portfolio. God bless you all.
PART I: IMPORTANT POINTS IN

WORK IMMERSION
 INTRODUCTION

One of the goals of the K to 12 Basic Education Program is to develop

learners the competencies, work ethic, and values relevant to pursuing further
education and/or joining the world of work. To achieve greater congruence
between basic education and the nation’s development targets, Work
Immersion, a required subject, has been incorporated into the curriculum. This
subject will provide learners with opportunities: 1. to become familiar with the work
place; 2. for employment simulation; and 3. to apply their competencies in areas
of specialization/applied subjects in authentic work environments.

To achieve the above objectives, Work immersion is thus a requirement for

graduation from secondary education. Learners are immersed in actual work
environments such as workshops offices and laboratories in which their prior
training is relevant. These guidelines were formulated based on 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 partnerships so that learners will have
access to suitable work immersion venues and other related resources.

Through Work Immersion, the students are exposed to and become familiar
with work-related environment related to their field of specialization to enhance
their competence. Specifically, the students are able to: (i) gain relevant and
practical industrial skills under the guidance of industry experts and workers; (ii)
appreciate the importance and application of the principles and theories taught
in school; (iii) enhance their technical knowledge and skills; (iv) enrich their skills in
communications and human relations; and (v) develop good work habits,
attitudes, appreciation, and respect for work. These prepare them to meet the
needs and challenges of employment or higher education after graduation.
 The work immersion is the part of the Senior High School Curriculum of the
Department of Education (DepEd) in which the students will experience the
actual job and work guidelines that is simulated in every companies or institutions.
The work immersion is not an actual agreement to work but rather a process in
which the students demonstrate the process of working and improve the
knowledge shared by schools. Also this is where the imitation of the real work takes
shape (Philjob.net, 2016).

Work immersion is a key feature in the Senior High School Curriculum. It can
be conducted in different ways depending on the purposes and needs of the
learners. It helps develop among learners’ life and career skills, and will prepare
them to make decisions on postsecondary education or employment. Through
partnership building, DepEd hopes that partner institutions will provide learners
with work immersion opportunities, workplace or hands on experience additional
learning resources (DepEd Secretary Leonor Briones).
 OBJECTIVE OF THE WORK IMMERSION

The Kto 12 Basic Education programs’ purpose is to discover, improve and

develop the learners Learning Competencies and to guide the learners to pursue
their chosen career. And to develop a better nation. The work immersion is under
the K to 12 curriculums. It gives opportunities to the learners:

1. To develop a better communication.

2. To adapt a new environment.
3. To improve, develop, and apply their competencies.
4. To prepare them for employment.

Learners are distributed in different establishments, offices and Laboratories

as their work place for their work immersion/actual job. Through company’s
partnership, they are expected to help the learners in their work immersion, to give
them the opportunities, to have or experience perform actual job, for new
learning’s. To make the learners

1. Improve their knowledge and skills to be more productive.

2. To develop a good communication and good relationship towards
others.
3. To build up work ethics, attitudes, and the value of works.

During the work immersion in Senior High School, the learners develop a
good social interaction, that will help them to build-up and maintain a good
relationship towards others, work immersion gives them a chance to apply what
they have learned about their specialization for their improvement and
development of their skill and to increase their knowledge and for the preparation
of employment, for proceeding in the higher education. The objectives written
above was guided by policy to:

1. Create an adaptable work immersion.

2. Give an optional work immersion.
3. Provide / give a safe and comfortable work place.
 Values and Attributes of a Student in a Work Immersion

Student-trainees should be characterized by the following values and

attributes in their respective work place.

Dependable

Superiors are eyeing for someone whom they can rely on, a person to
whom they can delegate responsibilities, thus making sure that the operations in
the office are carried out properly even in their absence. In fact, in a survey
conducted, it was revealed that dependability is the best qualification that
employers are looking for in an employee.

Good Communicators

Employers will look for someone who can express themselves clearly both
in written and oral communication. Proper communication skills will lessen
common company problems in the workplace like miscommunication and
misunderstanding among employees or between a superior and its subordinate.

Hardworking

Hardworking employees are partners of an organization in reaching its

goals. They are the “army” that keeps the company moving forward an
employee.

Professional/Ethical

Rules are set in the office to make sure that not only work is carried out
properly but the harmonious relationships among employers are also maintained.
Employers would want someone who follows company policies and exudes
professionalism, thus serving as a good example to others.
Punctual

Time is very important in the workplace. Every second counts. Employers

look for someone who values time because they relate punctuality to productivity
and productivity is equated to success.

Honest

Companies give more weight to honesty and integrity more than anything
else. Honesty comes in different forms: honesty in declaring entries in the daily
time record; honesty in the use of office supplies; honesty in performing tasks even
when the superiors are not around; and many more.
PART II: THE WORKPLACE
 COMPANY PROFILE

Notre Dame of Dadiangas University - Integrated Basic Education

Department LAGAO (NDDU– IBED LAGAO) is
a Catholic private University preparatory school for High School, Elementary and
Pre-school students, run by the Marist Brothers of the Schools or FMS (Fratres
Maristae a Scholis). Also, it is a Catholic Educational Institution that seeks to
actualize its Vision-Mission by providing guidelines for the members of its
community.

Further, it offers a broad spectrum of academic programs through its

colleges. It consists of three campuses in Gensan — the main campus along Marist
Avenue, the Notre Dame of Dadiangas University-Integrated Basic Education
Department or NDDU-IBED Lagao Campus and the Espina Campus. NDDU has
been a member of the Notre Dame Educational Association, a group of Notre
Dame Schools in the Philippines under the patronage of the Blessed Virgin Mary.
 BRIEF HISTORY OF NOTRE DAME DADIANGAS UNIVERSITY
Integrated Basic Education Department
HIGH SCHOOL

Notre Dame of Lagao was founded in 1947 by the Oblate Fathers in

response to the educational needs of the community in those post-war days. It
was a co-educational school then. In 1952, four Marist Brothers led by Br. Joseph
Damian Teston, FMS took over the first group. Brothers Edmund Concrad, Michael
O’keefe and Dennis Herman were in the first group. The Marist Brothers invited the
Dominican Sister of Siena to take care of the girls, thus, creating two separate
departments, the Boy’s Department and the Girl’s Department.

In the early days, Lagao drew students from all the surrounding barrios and
sitios reaching as far as Kiamba, Glan, and Tupi. Many students travelled to the
school from the neighboring Dadiangas. Although the Brothers secured a truck to
relieve these students of Dadiangas of the arduous daily trek, it was not sufficient.
So bold step was taken-an annex to Notre Dame of Lagao was opened in
Dadiangas. Thus, the seed for what is now Notre Dame of Dadiangas University
was planted in 1953.

The first Brothers working in Dadiangas used to reside in Lagao. By 1958, the
Brothers again invited the Dominican Sisters to take over the administration of the
girls ‘department at Dadiangas. In 1959, the Brothers moved the boys’ high school
department to a new site and gave the original site to the Sisters for the Notre
Dame of Dadiangas for girls.

From 1959 to 1981, the Marist Brothers operated two schools, the Notre Dame
of Lagao for boys catering to high school student and the Notre Dame of
Dadiangas College catering to elementary, high school and college students.
 In 1982, the initial phase of merging the Boys’ Department of the ND
Dadiangas and the ND Lagao was initiated. From SY 1983-1984 to SY 1985-86, the
full merging of both schools was completed. The school was named Notre Dame
of Dadiangas College High School Boys’ Department, Lagao Campus. With the
evolution of time, co-educational was deemed necessary for a whole-rounded
development of a student’s life. NDDC succumbs to this necessity. Thus, it caters
to both high school boys and girls starting school year 1998-199. It was named
Notre Dame of Dadiangas College High School Department, Lagao.

The high school department pursued PAASCU accreditation in school year

1997-1998 with the prelimary survey. The three-year accreditation was granted on
May 4, 2001.

In school year 2002-2003, the IBED structure was conceptualized with the
aim to fully articulate the programs and activities of the basic education
department having both elementary and high school in one campus. The
restricting of the Elementary and High School Department as IBED specifically aims
to articulate coherently the Marist Culture as stated in the vision-mission and
objectives of the school ; to align curricular,co-curricular and extra-curricular
programs and activities so as to form the desired graduates of the Marist
institution; to have a coordinated implementation of programs/policies related to
basic education personnel and to maximize resources by sharing personnel,
facilities and equipment.

The First PAASCU Resurvey Visit was on August 23-24, 2004. The clean five-
year reaccreditation was granted on January 31, 2005.

On June 26, 2006, CHED has granted NDDC a University status, thus, it was
named Notre Dame of Dadiangas University. Living up to the expectation of the
community from a newly-declared University, School Year 2008-2009 was full of
big events in the academic life of the school.
 The Second PAASCU Resurvey Visit was on October 12-13, 2009. The High
School Department was granted five-year reaccreditation on November 25,
2014.

At present, the High School Department is now called Notre Dame of

Dadiangas University Integrated Basic Education Department Junior High School
Lagao Campus.

“It is not what you think, it is how you think. Let do it the Marist way,” is the
motto that instigated the Marist Community to pursue the International.
Organization for Standardization (ISO) 9001:2008 Certification. The institution went
through the first stage of certification on November 12, 2013 and was followed by
the second stage on December 12-14, 2013. On February 20, 2014 the school was
granted an ISO certification.

Notre Dame of Dadiangas University was recommended by the TUV Nord

Philippines, Inc. the maintenance of certification of ISO 9001:2008 during its first
surveillance audit on December 10-11, 2014. With this, the university foresees a
more dynamic school imbued with the rich Marist tradition of providing quality
Christian education to all-faithful to its motto, “In order to educate children you
must love them.”
 NDDU VISION-MISSION STATEMENT

VISION

Notre Dame of Dadiangas University is a Catholic, Filipino Institution of

Academic Excellence established by the Marist Brothers of the Schools(F.M.S-
Fratres Maristae a Scholis) characterized by St. Marcellin Champagnat’s ideals of
simplicity, humility, and quiet zeal for God’s work as inspired by the Blessed Virgin
Mary. The school is dedicated to the formation of persons in all levels of learning,
who, as Christian leaders, competent professional, community-oriented citizens
and culture-sensitive individuals will actively participate in building a peaceful
and progressive nation.

MISSION

As a CATHOLIC EDUCATIONAL INSTITUTION, NDDU shares in the church’s

mission of evangelization by integrating life and faith

As a FILIPINO INSTITUTION, NDDU seeks to preserve Filipino culture and

propagate love of country and its people.

As an institution of QUALITY EDUCATION, NDDU aims leadership in curricular

programs, multi-disciplinary programs, and research and community service.

As a MARIST INSTITUTION, NDDU promotes the core values of Family Spirit,

Marian Spirit, Simplicity, Presence, and Preference for the Least Favored, Love of
Work and Integrity of Creation.

As a COMMUNITY ORIENTED INSTITUTION, NDDU aims to respond to the

challenges of the locality (SOCSKSARGEN Area) it is serving
 COMPANY ORGANIZATIONAL CHART

IBED ORGANIZATIONAL CHART

IBED Director Principal

Guidance Counselor Registrar

Librarian/IMC In-
Charge
CIS Coordinator

CM- Coordinator

Student Activity
Campus Peace In
Charge

Clinic In- Charge Sports Coordinator

Physical Plant In-

Charge

Asst. Principal Asst. Principal Junior Asst. Principal Senior

Grade School High School High School

IBED FACULTY

STUDENTS/ PUPILS
 NDDU CORE VALUES

Family Spirit-

Champagnat’s great hope was that people in the Brothers’ schools would relate
to one another as members of a loving family with Mary being our Mother.

Marian-

In a Marist School, our model in following Jesus is Mary, whose virtues we try to live.

Simplicity-

This value is about being real, transparent and honest in our relationships. It should
also characterize our lifestyle and activities as we avoid excesses or luxuries.

Presence and Participation-

Being present at classes and activities and taking an active part are Marist ways
of getting to know each other.

Preference for the Least Favored-

Working with those the margins of society was at the beginning of the Marist
Brothers’ Congregation. This spirit continues in Marist schools today.

Love of Work-

We recognize the dignity of work, as it offers us purposes in life and self-fulfillment,

as well as it contributes to the well-being of family, community, and nation.

Integrity of Creation-

Being aware that humans and all living and non-living matter are creatures of
God, we care for our land and its resources, knowing that we are all
interdependent.

Quality of Education-

Competent, knowledgeable, ethical. As a Marist School, NDDU aims to provide

an education that is academically excellent and that harmonizes faith, culture
and life.
 COMPANY’S SERVICES DESCRIPTION

A. GUIDANCE SERVICES

A.1. Orientation

The orientation service aims to acquaint students with the school services,
program, policies, rules and regulations. It also aims to facilitate the students’
adjusted toward teachers and classmates.

The orientation service also aims to increase the parents’ awareness on the
school programs, policies, rules and regulations. It also sets the NDDU-IBED Lagao
Campus educators to the Marist Charism and distinct Marist Pedagogy and to
deepen the family spirit among members of the community.

A.2. Testing

The Testing service helps the students know themselves better (their
personality, interest, aptitudes and career inclinations) through defined
diagnostic procedures.

A.3. Individual Inventory Record

The Individual Inventory Record or IIR aims to gather pertinent data and
information useful in knowing and understanding students to be able to assist
them better.

A.4.Career Guidance

Career Guidance aims to facilitate career awareness to students and to

be able to assist them in their prudent choice of career.
 A.5. Recruitment
Recruitment service facilitates the recruitment of enrolees through
defined strategies and procedure.
A.6. Follow-Up
The Follow-Up service involves the monitoring of students who have
problems in academic and behaviour. This also includes the monitoring of
graduates to strengthen the linkage to the Alumni.
A.7. Counselling
The Counselling service facilitates self-help among students in a
dynamic and systematic way by providing them an opportunity to discuss
problems confidentially with a trained counselor or with peer groups.

B. CAMPUS MINISTRY SERVICES

The Campus Ministry provides opportunities to all students and
personnel to strengthen their faith. It plans and implements activities that
strengthen their knowledge about God and that witnesses their faith and
zeal.
B.1. Monthly Mass
B.2. Recollections
B.3.Retreats
B.4.Celebration of Feast Days
B.5 Sacraments of Baptism, Reconciliation and Confirmation
B.6. Symposium on Social Issues and Inter Faith Dialogue
B.7. Baccalaureate Mass

C. HEALTH SERVICES
The school health services are cantered in the school clinic which the
school attends to on a regular basis.
 The health services include procedure to:
C.1. appraise the health status of students
C.2. counsel students concerning appraisal findings
C.3. encourage immediate institutions or remedial measures for defects
that can be corrected.
C.4. provide emergency care and first –aid treatment for the sick and the
injured.
D. LIBRARY SERVICES

The library is the Learning Resource Center of NDD-IBED. It participates

effectively in the school program to meet the academic needs of students and
teachers and other personnel by providing library materials and services most
appropriate and meaningful.

It also offers the Library Instructional Program. The Library Instructional

Program (LIP) is a special program aimed to develop students’ skills on the use of
library resources. The different topics taken up in LIP are followed up during library
periods in all year levels where students are assisted in their choice of library
materials for classroom assignments or research work.

E. CANTEEN SERVICES

The canteen services include breakfast, snacks and lunch. The canteen is
open from 7:00 A.M to 6:00 P.M on school days.
 THE SCHOOL SEAL

The school seal is the insignia of Notre Dame of Dadiangas University, which is
depicted by the symbols and colors below.

The Cross is a symbol of the school’s commitment to Christian and Catholic

Education: Christ centered and community oriented.

The Letter “M” and The Twelve Stars are Marian trademarks; the school is run
by the Marist Brothers of the Schools whose spirituality a based on Mary and whose
main mission is to bring “All to Jesus through Mary”

The Waves stand for Sarangai Bay. These symbols signify that the school is
responsive to the needs of the locality especially of the SOCKSARGEN area.

The Three Violets are symbols of Marist identity. These stand for the three
virtues of Mary, namely: modesty, humility and simplicity. The three violets also
signify the school’s commitment to serve the youth especially the least favored.

The Leaves area symbols of the school’s commitment to relevant and

quality education.

The Rope is a symbol of unity and solidarity in the school campus and
outside community.

Green and Gold are two colors that symbolize the integral vision and
spiritual mission of the schools through Marist education.

Green symbolizes life and hope. Life is a continuous growth for human
fullness and hope that God will put order to everything we do.

Gold symbolizes quality and truth.

 INSTITUTIONAL OBJECTIVES

NDDU is Catholic educational institution which seeks to develop the spiritual,

intellectual, social, aesthetic and physical abilities of the students through
systematic instruction and practice.

NDDU is concerned with creating a Christian community among the

members. Therefore, NDDU offers religious instruction and provides opportunities
for apostolic zeal and witnesses.

NDDU is committed to further national development. Students are made

aware of their rights and responsibilities as citizens and are given opportunities to
participate in institutional and community development.

NDDU contributed in improving the quality education in the region of

SOCCSKSARGEN. As an institution of higher learning, NDDU seeks to foster
cooperation and innovation among educational institutions in the regions.

And as a Marist School, NDDU loves in the spirit of Saint Marcellin

Champagnant, dedicated to the Christian education in accord with the Marist
motto: ALL TO JESUS THROUGH MARY, ALL THROUGH MARY TO JESUS.
 COMPANY PARTNER

(TESDA)Technical Education and Skill Development Authority

Technical Education and Skills Development Authority (TESDA), a

government agency tasked with developing and overseeing the
country’s vocational and technical education programs and
policies. TESDA provides direct training programs which are
divided into four distinct training modalities: School-Based
Programs, Center-Based Programs, Community-Based Programs,
and Enterprise-Based Program

PAASCU stands for Philippine Accrediting Association of Schools,

Colleges and Universities. It is a private, voluntary, non-profit and
non- stock corporation which was registered with the Securities
and Exchange Commission on November 5, 1957.
PAASCU is a service organization that accredits academic
programs which meet standards of quality education.

The Commission on Higher Education (CHED) is the key agency

mandated to promote quality higher education and to ensure
accessibility to those who may not be able to afford it. CHED
ensures that the country’s human capital stays competitive by
upholding academic freedom and fostering intellectual growth.
TUV Rheinland Certificates certify the safety standard
compliance and qualifications of products, management
systems, manufacturing processes, and personnel. It achieved
its ISO/ IEC 17025 accreditation to test various household
appliances, audio-video products and luminaires
from the Department of Trade and Industry (DTI)
- Philippine Accreditation Office (PAO)

University Mobility in Asia and the Pacific (UMAP) is a voluntary

regional association of government, non-government and/or
university representatives of the higher education sector
established in 1993 to enhance cooperation and exchange of
people and expertise through increased mobility of higher
education students and staff

The Bureau of Immigration (BI) is principally responsible for the

administration and enforcement of immigration, citizenship,
and alien admission and registration laws in accordance with

the provisions of the Philippine Immigration Act of 1940.

The Catholic Educational Association of the Philippines

(CEAP) is the national association of Catholic Educational
Institutions in the Philippines founded in 1941. The CEAP is
commissioned to advance and promote the teaching
function of the Catholic Church. Promotes religious instruction
as an essential element of Catholic education, thereby
 contributing towards character formation and
citizenship building.

Philippine Association for Graduate Education focused its

efforts on establishing rules and standards through the
encouragement and promotion of development programs,
projects and activities in research, scholarship, faculty and
staff development, curricular relevance and refinement,
among others, in support of national graduate education
goals.

COMPANY TARGET CLIENTELE

The institution was set to provide quality education to elementary, Junior

and Senior High school students.

 LOCATION OF THE COMPANY

NDDU-IBED LAGAO is located in Tiongson Ext., Brgy.Lagao, General Santos

 SCHOOL RULES AND REGULATIONS

A. Uniform

1. All students should be in complete uniform during class days, activities

and examination days.
The regular uniform shall be:
1.1 Boys
a. Plain Khaki pants with one inch green stripes along the side;
military or straight cut with conservative pocket (corduroy, denims
and rugged d pants are not allowed)
b. Plain white straight cut polo shirt with name patch sewn above
the left pocket
c. Underskirt-plain white sando
d. Black leather shoes
e. Plain white socks
f. School ID with NDDU official sling

BOY’S UNIFORM

 Name Patch above left pocket

 Plain white polo skirt straight cut at the bottom
 1 inch green stripe
 Khaki pants reaching the shoes
 Black leather shoes

GIRL’ S UNIFORM

1.2 . Girls:
a. White blouse with name patch sewn in the left side
b. Necktie
c. 2 inches hemline without pleats
 d. Skirt-round pleats (3 inches below the knee)
e. Back Blouse

1.3 . P.E Uniform

Boys:
a. White shorts
b. P.E T-shirt
c. Rubber shoes and plain white socks
Girls:
d. Green jogging pants
e. P.E T-shirt
f. Rubber shoes and plain white socks

P.E Uniform is worn only during P.E. period.

There should be no adornments on the uniform (e.g. patches, embroidered

and tattered designs, metal buttons, stickers, vandals, etc.)

When students are given the privilege of not wearing the school uniform,
decent attire is required. (NO: BACKLESS, SLEEVELESS, SPAGHETTI STRAPS,
PLUNGING NECKLINE, RUBBER SLIPPERS, AND MINI-SKIRTS.)

B. Haircut

 Boys must have 2 by 3 inches student haircut

 2 inches above the ear
 3 inches above the nape

Notes:
>Haircut inspection for boys are done every second week of the month by
the Level Coordinator, adviser or CPI.
> Girl’s hairstyle must not cover her face.
A. Attendance
1. A student who has been absent must present an excused letter signed
by his/her parents/guardians to secure an admission slip from the
Campus Peace In-charge. Only authorized signature will be honoured.
2. An excused absence is given for valid reasons such as sickness,
calamities, accident and death in the family.
3. A student who has been absent is responsible for any lesson, class work
or activity given during his/her absence. A student automically loses
whatever credits or points given in the class during his/her unexcused
absence.
4. A student who has incurred absences of more than 20% of the required
school days for the school year will not be given any academic credit.
(DepEd Order #8 Series of 2015)
5. A student whose attendance is irregular (at least 10 days absences) may
manifest neither an interest in school nor the physical stamina that
school work requires. Thus, he/she may be placed on probation or
advised to be dropped from school.
6. The school is responsible for the student’s whereabouts during the school
day. A student may leave the campus provided that a permission is
granted by the Campus Peace In-Charge (CPI) and he/she must be
fetched by his/her parent/guardian. In the absence of the CPI, the
Principal or the Assistant Principal or the Level Coordinator may issue an
off-campus slip.
7. No student may be called out of class except when he/she is given an
Official Call Slip signed either by the Principal, the CPI, the Guidance
Counselor or the School Nurse. Any personnel who requests students to
go out of the classroom for official business should present a letter
approved by the Assistant Principal.
8. A student who cuts class, off campus is considered absent. He/She must
be accompanied by his/her parent or guardian to the CPI the next day.
 9. A student is considered tardy when he/she comes after the official time
(7:30 A.M). A student is considered half day absent already when he/she
comes after the first period in the morning. He/She is also considered
absent the whole day if he/she comes after the first period in the
afternoon.
10. Three accumulated tardiness in a month is considered one day
absence.

B. Punctuality
1. A student who is late must secure an admission slip from the CPI before
joining his/her class.
2. A student who has at least three successive tardiness or with
accumulated six tardiness in a month will be placed under probation.
His/hers parents will be called for conference by the CPI.
3. A student who is late in between periods is considered tardy. Thus,
he/she has to secure an admit slip from the CPI.
4. In absence of the CPI, the Level Coordinator will sign the admit slip taken
from the CPI office.

E.

1. OFF-CAMPUS PASS
Off-campus pass is a form issued by the CPI to the student who shall be
fetched by his/her parent/guardian from the campus within school
hours. It must be signed by the Homeroom Adviser/Subject Teacher and
approved by the Campus Peace In-Charge (CPI).In the absence of
the CPI, the Principal or the Assistant Principal or Level Coordinator may
issue an off campus pass.
2. CALL SLIP PASS
 This form is issued either by the CPI, Principal, Assistant Principal, School
Nurse or by the Guidance Counselor for specific concern.
3. ADMIT- TO- CLASS-PASS
Admit-to-Class pass is given to a student after a transaction within the
CPI, Principal, Assistant Principal, School Nurse or by the Guidance
Counselor.

4. VISITOR’S PASS/ID

This is given by a security guard to anyone who wishes to see a student,

teacher or any school personnel for important purposes. He/She must
log in at the guard.
5. GADGET PASS
A gadget pass is given by a personnel to a student who is assigned to
bring in school a laptop or camera for classroom instruction/ activity. It
must be requested one week before an activity.

F. Consultations/ Appointments/ Conferences

1. Consultations and conferences with school personnel should be
scheduled ahead of time.
2. Consultations with the teachers are done in the afternoon after class
hours and only inside the campus.
3. Appointments must be done through the office of the Principal through
phone, messenger or letter.
4. Parents/Guardians/Visitors who wish to see any personnel regarding
school matterss should secure a visitor’s ID and pass slip from the security
guard. The pass slip should be signed by the security guard,
Principal/Asst. Principal, and the personnel concerned. The pass slip
must be returned to the security guard upon exit.
 5. Parents/Guardians who wish to see their child /ward should make an
appointment with the CPI. They must secure a visitor’s ID and pass slip
from the security guard upon exit.
6. Parents/Guardians/Visitors who wish to have appointment with any
office for business transaction must secure from the security guard a
visitor’s ID and pass slip. It must be signed by the office-in-charge and
be returned to the guard upon exit.

G. Care of Property
1. Students must take care of the school properties, facilities and their own
personnel belongings.
2. The student who caused damage to any school property must pay the
cost of repair or replacement. Damaged property must be reported to
the adviser or persons in authority as soon as possible.
3. Students who find other’s property shall turn it over to the CPI. Lost
valuables/belongings must be reported to the CPI.
4. Laptop, cameras and the like may be brought to school when needed
in the lesson and in any school related activity provided there is a
gadget pass issued by the teacher in-charge.

H. Off-Limits
The following areas are off limits:
1. The Brothers’ Residence and its surroundings;
2. The Pre-Novitiate House and its surroundings;
3. The Marist Sisters’ residence and its surroundings;
4. The faculty room and lounge;
5. The offices except for official business; and
6. The elementary classroom and canteen
I. Safety Measures
1. Students may leave the campus during school hours provided that an
off-campus slip is issued by the CPI, the Principal, the Assistant Principal
or the Level Coordinator.
2. Campus curfew is at 5:30b P.M. except for the Science Curriculum which
is at 6:00 P.M. and Alternative Education students at 7:00 or 8:00 P.M.
3. Admittance of student on weekends requires parent’s permit to be
collected by the teacher or moderator concerned.
4. Appropriate measures may be adopted so that only students, faculty
members, school personnel and other persons who have legitimate
business with the school are allowed to enter the school premises.
5. Bags, packages and other containers may be subjected to security at
the school gate, school premises or in the classroom.
6. Only the vehicles with NDDU stickers are allowed to enter the school.
7. Information of any kind regarding students enrolled is never given. Such
information may be secured under special circumtances only with the
approval of the Principal.
8. No student may participate in any outside activity as a representative
of NDDU-IBED JHS Lagao without being authorized in writing by the
Principal or his/her authorized representative.
9. No off-campus activity may be recognized as a school activity without
approval form the Asst. Principal and Principal.
10. If the teacher is not in the class at the scheduled time, a class officer
must immediately report to the Assistant Principal. The student should
wait quietly inside the classroom. The class officer will maintain order until
the teacher arrives.
11. Confiscated gadgets are deposited at the Principal’s office. Parents
must retrieve such confiscated gadget personally.
 12. Any involvement from the classroom to another place of activity (and
vice-versa) must be done in silence and in order with the students
forming one or two lines. The class officers must help in the supervision of
the class.
13. Any deadly weapons such as knives, guns, ice picks and other sharp
objects and the like are prohibited.
14. The school does not recognize any fraternity, gang or organization
which threatens the safety of the whole community.
J. Class Behavior
Students are expected to:
1. Fall in line at 7:25 a.m. They should be inside the classroom at exactly 7:30
a.m.
2. Pray with reverence, respect and attention before the class begins.
3. Refrain from eating during class hours.
4. Keep their classroom and the corridors clean, neat and orderly at all
times.
5. Avoid boisterous conduct such ad whistling, shouting, running, teasing
and any action which distract any on-going activities.
6. Put in silent mode/turn off their keypad phones during class hours and in
between periods.
7. Follow the Six Golden Rules which are the primary classroom assertive
discipline.
7.1 Pray reverently.
7.2 Follow instructions.
7.3 Ask permission.
7.4 Maintain cleanliness and orderliness in the classroom.
7.5 Stay at your seat.
7.6 Don’t disturb.
 K. Offenses and Sanctions

A student who commits any offense is subjected to the following levels of

sanctions.

Level Sanction
1 Verbal Warning
2 Letter to Parents( Written Warning) and
deduction of 10 points in the general
behaviour of the Conduct grade
3 Conference with parents/guardiance,
CPI, adviser/guidance counselor, C in
Conduct
4 Conference with parents/guardiance,
CPI, adviser/guidance counselor, C in
Conduct, 2-day suspension from class.
5 Conference with parents/guardiance,
CPI, adviser/guidance counselor, C in
Conduct, 3-day off-campus
suspension.
6 Administrative proceedings and
dismissal.
 PART III:

MEMORANDUM OF

AGREEMENT

(MOA)
 PART IV:

ACTIVITY REPORT
 TRAINING PLAN OUTLINE

The learners were grouped and were given a rotation plan wherein each

group would be able to be exposed and observe different departments. Each

day of the Immersion Program was allocated to a different department where

the learners were given lectures, instructed on the basic steps that is specialized

in that department. This rotation plan allowed for a more wholelistic experience

for each of the students that were given the opportunity to be assigned at

Riverside College.

Daily Narrative report

IMMERSION JOURNAL ENTRY # 1

December 2, 2019

I, Ronibe B Malingin, a grade 12 student of Notre Dame of Dadiangas

University-Main Campus with the strand of Humanities and Social Sciences have

been deployed in Notre Dame of Dadiangas University- Integrated Basic

Education Lagao for our Work Immersion subject.

Reflecting my first day at Notre Dame Ibed-Lagao it was one of the

most memorable days of my time at work in this institution as a teacher-student

assistant although I’m a working student here. I was assigned at Grade 8 Level in

section 801- St. Maria Goretti with the advisory of Mr. Sherwin Nebit. Before I

entered the classroom I was introduced myself to their advisor for as to be aware

of why I’m here, then their advisor introduced me to the whole class. At first, it
wasn’t nervous because I’ve already tried it as a working student in our computer

lab where when their teacher is not around the working students will give them

an instruction given by the teacher.

I was seated at the back of students, observing the behavior and

the techniques of teachers used to teach their students and how they interact

with the students. I noticed that they have 6 subjects every day and their time

was being adjusted it's because of the elementary students were being

transferred in High school building due to the rehabilitation of the elementary

building. Every day they have different subjects I’ve noticed that before they start

the class they usually pray with the rosary and checking with the attendance,

announcements or assignments. Their first subject at that time is Filipino with

subject teacher Mr. Nebit followed by the second subject is Computer with Mrs.

Dela Cruz where they usually discussed at Computer Lab 1. The third subject is

Mapeh with Mr. Dela Cruz were he gave them 10 minutes to be prepared for their

performance to be presented. The fourth subject is English and the substitute

teacher is Ms. Darato because Mrs. Betonio was not around she gave them an

activity to answer the Fact and Opinion.

Next is their recess at 3:10-3:40 at that time they’re noisy and I tend

to warn them because the other class is getting a start and it may be affected by

other classes. The fifth subject is Araling Panlipunan with Mr. Babas and he gave

them an activity to answer the quiz in their big notebook. The sixth subject is Math
with Ms. Sismar and she tackled their new lesson which is solving systems of linear

equations. Some of the students cannot understand but the teacher tried to

repeat it. Lastly, the subject is ESP with Mr. Sen but unfortunately Mrs. Jumantoc

the guidance counselor gave them an evaluation for their subject teachers.

IMMERSION JOURNAL ENTRY # 2

December 3, 2019

This is the second day of our immersion, and I was afraid because I

might be late but gladly it was not because of our daily time in must 1:10. Now

I’m seated at the back of students to listen and to observe the teacher and the

students. I notice that their ceiling fan is not functioning and there are some

garbage’s that I’ve seen. It was the second subject in Math with Ms. Sisnar when

I’ve entered the room. They pray first and the teacher gave them the assignment

to be able to check it and after that, they have a quiz about their lesson

yesterday. Next is the Araling Panlipunan with Mr. Babas he gave another set of

a quiz to be answered in a big notebook, he also said that they can answer it in

kiosks or classroom. Now, it’s the time for Computer subjects with Mrs. Dela Cruz

which they have hands-on-activity for drag and drop in completion for their

performance task in Computer Lab 1.

It’s time for recess and all of my co-workers gathered together to the

kiosk to have recess and talk about what's happening on their second day. The
bell ring and now it’s to back in the reality. In English subject was substitute by Mr.

Amancio for the preparation of their speech choir and they must practice their

script. In Tle subject with Mr. Reem that day he is not in good condition due to his

sickness. He didn’t give instruction or lesson to the students that why the whole

time was chit-chatting, playing and transferring with seats of the students. The last

subject is Science with Ms. Eliver and she gave the students a blue folder to finish

their laboratory activities and some of the students are playing. I tend to talk to

them to stop playing and answer the given activity given by them.

IMMERSION JOURNAL ENTRY # 3

December 10, 2019
We don’t have work on December 4, 5, 6 due to the given schedule given

by Ms. Tassarra and now, this day is the continuation of our work. I’m always

seated at the back and listening and observing the students and teachers. It was

always repeated before they start the class they must pray and check the

attendance. It was the second subject in Math with Ms. Sisnar and they’re talking

about the new topic “solving system of equations/elimination Method. The

student is well behaved because the teacher is angry with them because they

are not listening. The teacher tends to make her voice loud so that it will be heard

at back. I also tend to listened to her tried to solve the given problem so that I

cannot feel sleepy. In the second subject in Araling Panlipunan with Mr. Babas,

he gave the time for the student to practice the speech choir and some of them

are not participating they tend to talk with their classmates and play.
 In the continuation of the English subject, the teacher gave them allotted

time to practice their speech choir. While Tle subject with Mr. Reem, he tackled

the topic about the principles in the preparation of desserts but some of the

students are not listening because of the low voice of the teacher. It makes me

feel sleepy that time. While in the last subject in Science with Ms. Eliver the students

are well participative in discussing the table of the Elements. The teacher portrays

well the topics and it understood by students.

IMMERSION JOURNAL ENTRY # 4

December 11, 2019

It is the fourth day of our immersion, it was the second subject and Ms.

Luningling is their CLE subject teacher. She noticed me and she wanted me to

introduce but I decline because it was already done. She gave them instructions

in each group because she will give a quiz and she gave 10 minutes to study with

their groups. Now, it is Mapeh time with Mr.Dela Cruz they sing Thailand songs and

some of the students are laughing because of the lyrics especially me because

the way the sing. When their teacher is discussing the students are well attentive

in listening and they are participative. In math subject with Ms. Sisnar, the teacher

only gave them pointers or coverage for their exam and they having their review.

In Araling Panlipunan Mr. Babas discuss their new topic about Kolonyalismo at

Imperyalismo. Most of the students are attentive in listening with their teacher and
the student are well participative in a discussion. In Science with Ms. Eliver, they

discuss the continuation of their topic and the students are well listening. Lastly,

with their adviser time, they practice their speech choir. Students are very noisy

their cannot give a warning and their leaders are shouting because of their

members who didn’t listen and participating properly.

IMMERSION JOURNAL ENTRY # 4

December 13, 2019

Due to the pastoral day on December 12 we are not having our work

immersion. It was Friday and the last day of our immersion as being a student-

teacher assistant. In Science with Ms. Eliver, they have the continuation of the

topic of electronic distribution and students are listening because if they are

listening to the teacher will give them a time to practice their speech choir. In the

subject of Engish, Cle, Mapeh the teachers gave them allotted time to practice

their speech choir. Some of the students are not participating, playing, talking

and laughing. However, Mr. Dela Cruz their Mapeh teacher gave them a warning

if they are not participating well they will having a discussion and if the members

are not listening to their leaders there are the tendency that they will kick-out of

the group. In Math, the teacher gave a discussion and after that, they have a

quiz to be answered and check it.

 PART V:

REFLECTION
 Work Immersion 2019-2020: NDDU-IBED LAGAO

Actually I’m currently a working student in this institution for the past 6 years
and it is not my first time to handle a job. This work immersion is a good thing that
the Department of Education gave opportunity to us, the pioneers of K-12
curriculum to train ourselves in a work environment to the taste of real life the
moment you had your first job. I, myself have learned so much lessons and attain
so many experiences that will surely make me grow into a better student and a
better citizen in the near future. This subject also gave glimpse on us what we are
going to face the moment we step out on school and start earning money on our
own. Those struggles we’ve faced when we are travelling it takes time to go our
work so that we cannot be late, you need to have an early lunch so that It will not
be hassle and also balancing studies and work are just the basic struggles as a
true worker is facing every day. Also, with this subject, I have realized that we
should not become too burden on our parents because this is what they are
going through just to provide for the needs of the family.

You being inside the school is fun yet stressful sometimes and we
thought that we will live like this for the rest of our lives. Well, let me tell you
something; inside the school, you learn but outside of school, we learn more.
Experience is still the best teacher we could ever have. Treasure every bit of it and
learn from it.
Problem Encountered

The main problems that we encountered during the immersion program are:

1. In my own opinion, it is a good way of exposing the students to different

work environments not just only observing the class and teacher

because only observing is our job.

2. It makes me felt boring because it cannot challenge me or I cannot

showcase or apply my skills.

Suggestions and Recommendations

Therefore I recommend the following

1. Give the students some activities not only to observe, but it would also not
only satisfy their interest because it cannot help widen their knowledge to
the area of their choice.

2. The immersion must not have only 5 days it must be extended because

based on my experience it cannot yet me mold to be a true worker and it

takes time.