School Division Office

CALAMBA BAYSIDE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL

District IV, Calamba City, Laguna

A DOCUMENTARY REPORT OF WORK IMMERSION

UNDERTAKEN AT

INTERNATIONAL ELECTRONICS AND TECHNICAL INSTITUTE (IETI)

Presented to Mrs. Mylene Ganzon

In Partial Fulfillment of the Requirements for the

General Academic Strand (GAS)

ARIANNE J. ELEC
 2019

TABLE OF CONTENTS

Title Page……………………………………………………………………………….……1
Recommendation Letter …………………………………………………………...………4
Waiver………………………………………………………………………………………..5
Clearance Sheet………….………………………………………………………………….6
Approval Sheet………………………………………………………………………………7
Acknowledgement…………………………………………………………………………...8
Dedication…………………………………………………………………………………….9
PART1: IMPORTANT POINTS IN WORK
IMMERSION……………………………....9
Introduction…………………………………………………………………………..9
Objectives of the Work Immersion…………………………………...…………..10
Values and Attributes of a Student in a Work Immersion…………………...…11
PART 2: THE
WORKPLACE…………………………………………………...………..12
Company Profile……………………………………………………………………12
Company History………………………………………………………..…………12
Company Mission and Vision……………………………………….……………13
Company Organizational Chart……………………………………..……………14
Company Core Values………………………………………………….…………15
Product Services Description………………………………..……………………16
Logo and Its Meaning………………………………………………...……………17
Company Partner………………………………………………...……..…………18
Company Target Clientele…………………………………………..……………19
Location of Company………………………………………………...……………20
Company Thrusts and Policy Directions………………………………...………21
Company Rules and Regulations……………………………………...…………21
PART 3: MEMORANDUM OF AGREEMENT (MOA)…………………………...…….

PART 4: ACTIVITY
REPORT………………………………………………….…………23
Training Plan Outline………………………………………………………………24
Daily Accomplishment Report…………………………………………………….25
Weekly Activity Report……………………………………………………….……26
Work Immersion Highlights……………………………………………………….27
Performance Appraisal Report…………………………………………………...28
PART 5:
REFLECTION…………………………………………………………………...29
Problems Encountered…………………………………………………………....30
Suggestions and Recommendations……………………………………………31
APPENDICES……………………………………….……………………………………..32
A. SUMMARY OF WORK IMMERSION DUTY………………………………..33
B. DAILY TIME RECORD………………………………………………………..34
C. CERTIFICATE OF COMPLETION…………………...………………….…..35
D. GALLERY OF PICTURES WITH CAPTIONS…..………………………….36
E. APPLICATION LETTER………………………...…………………………….37
F. UPDATED RESUME/CURRICULUM VITAE…………...…………..………38
 RECOMMENDATION LETTER

Nov. 25 , 2019

Greeting of peace!

One of the goals K to 12 Basic Education program is to develop in 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 development
targets. In line with this I, Mylene Ganzon SHS Coordinato in Calamba Bayside
Integrated School recommend our students to work in your business IETI for their working
immersion from November 25, 2019 until they finish the 80 hours equivalent working hours
needed for their WORKING IMMERSION.

These are the following students who under in work immersion

1. ELEC, ARIANNE J.
2. VELASQUEZ, JOCHEBED
3. CALUGAY, CHRISTINE
4. POLITICO, REBECCA
5. ANTOLIN, KEVIN
6. CAPIROSO, GIAN

Thank you very much for your kind support and part of this program.

Yours truly,

MYLENE D. GANZON
SHS Coordinator
 WAIVER

CALAMBA BAYSIDE INTEGRATED SCHOOL

Palingon, Calamba City

Nobyembre 25, 2019

Ako si Evelyn Elec ay pinahihintulutan ang aking anak na si Elev, Arianne J. upang
sumailalim sa WORK IMMERSION PROGRAM na pasisimulan sa ika-25 ng Nobyembre,
2019 na gaganapin sa Calamba Bayside Integrated School bilang bahagi ng kurikulum ng
Senior High School General Academic Strand..

Akin pong nauunawaan na hindi saklaw ng paaralan ang anumang insidenteng posibleng
mangyari sa panahon ng immersion.

Lagda ng Magulang,

EVELYN ELEC
 APPROVAL SHEET

This portfolio, “Calamba Bayside Integrated School” prepared and submitted by

Arianne J. Elec in partial fulfillment of the requirements for the Grade 12General Academic
Strand (GAS) , has been examined and is recommended for acceptance and approval.

Checked By:

MARVZ REYES MYLENE GANZON

Class Adviser Immersion Teacher

Noted By:

MA. HELEN MAGNAYE

Principal II

Accepted and approved in partial fulfillment of the requirements for the Grade 12
Track/Strand (GAS/TVL)

MYLENE D. GANZON
SHS Coordinator

SOLIDAD VALDOZ
School Librarian

Portfolio Contribution No.

 ACKNOWLEDGEMENT

To all my teachers who shared and continuously sharing their knowledge and skills
with student like me and keep on molding me into a better person. I am extending my
warmest thanks especially to Mr. Marvz Reyes, who do what she can do, share with us
everything that slhe knows and keep on inspiring me to pursue my goals in life. I thank him
for his patience during the times that we commit failures and a big thanks for touching my
life and motivating me to study harder for me to have a better future. And also to Mrs.
Mylene Ganzon, Work Immersion teacher who guide and her assistance in the station
assignment in Work Immersion.

To the Institution where I am studying, Calamba Bayside Integrated School, where

I am continuously growing as a GAS student and to Mrs. Ma. Helen Magnaye, for giving
us the opportunity to be educated without spending too much.

To Mrs. Mylene Gnazon and Sir Marvz Reyes, you’ve all been generous and
considerate to assist us during our stay in the company. I want to thank them for all the
things that I’ve taught us and for all the happy memories we had.

To my parents, for their unending love and support, for providing all my needs
financially and morally, for their patience and understanding my tiring days that I can’t even
help them in the chores.

To my friends and co-trainees, for the happiness and for being there to support me
and helped me whenever I have difficulties during my training. I thank them for the
friendship and teamwork and being my companions when I can share my laughter sorrows
with.

And lastly, To our Almighty God, Thank you for the guidance, strength, power of
mind, protection and skills and for giving me a healthy life. All of these, I offer to you.
 DEDICATION

As well as everything that I do, I would be honor to dedicate this Portfolio to my

parents. The two persons that gave the tools and values necessary to be where I am standing
today. My parents support me on every step I make, and decision I take, but is necessary to
understand that they let me take my decisions alone in order for me to learn from my
personal mistake. I will never finish to thank my parents for all the opportunities that they
offer and gave me, for all the teachings that they have told me and for every advise that
come out of their mouth. I am so grateful with them for trusting me that I would do a great
job as their daughter.

So that’s why I dedicate this my Portfolio to my parents, when expect my effort on

everything that I do, and I think that this Portfolio is the the perfect image and reflection of
my effort and hard work on my first Work Immersion.
PART 1: IMPORTANT POINTS IN WORK IMMERSION

INTRODUCTION

The word “immersion” as it applies to the K to 12 curriculum is defined in

theDepartment of Education (DepEd) Order No. 40, series of 2015:
“Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting
of 80 hours of hands-on experience or work simulation which the Grades 11 and 12 students
will undergo to expose them to the actual workplace setting and to enrich the competencies
provided by the school under the supervision of the School Head and the designated
personnel of the Partner.”
Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined
as “the place where work immersion of students is done. Examples of work immersion
venues include offices, factories, shops and project sites.”
What could lead to confusion isthat the word “immersion” actually has two meanings
in K to 12. The first meaning refers to a required SHS subject in the curriculum. The second
meaning refers not to a subject but to a preferred modeof delivery of Tech-Voc subjects.
Let us take the first meaning – immersion as a subject in the curriculum.
In the Curriculum Guides posted on the DepEd website, the word “immersion” occurs
in the Specialized Subjects of the tracks (Academic, Technical-Vocational-Livelihood or
TVL, Sports, and Arts and Design).
Immersion is only one of four options under “Work Immersion / Research / Career
Advocacy / Culminating Activity.” (Let us call that subject WRCC for convenience.) In the
Academic Track, WRCC is the ninth required specialized subject in the Accountancy,
Business and Management (ABM), Humanities and Social Sciences (HUMSS), and Science,
Technology, Engineering, and Mathematics (STEM) strands. WRCC is not listed in the
General Academic Strand (GAS), but since two Electives may be taken from the other
strands, it may be required also by particular schools.
WRCC is a required specialized subject in the Sports Track. In this particular track,
the phrase “Apprenticeship (off-campus)” is added as an example of a WRCC. The use of
this phrase is unfortunate, because the word “apprenticeship” has a legal meaning in RA
1826 (National Apprenticeship Act of 1957). Legally, an apprentice is “a worker of at least
16 years of age who is covered by a written apprenticeship agreement with an employer, an
association of employers, an organization of workers, or an apprenticeship committee
registered with the Apprenticeship Division, which contract provides for not less than two
thousand hours of reasonably continuous employment for such worker and for his
participation in an approved schedule of work experience through employment and
supplemented by related classroom instruction. No person shall work or be engaged as
apprentice unless he is at least sixteen years of age, has completed the high school course or
such course or courses as the Secretary of Labor may prescribe.”
 There are two things that show that the word “apprentice” cannot be used within the
Sports track. First, the apprentice must already have finished high school, and second, the
apprentice must render at least 2,000 hours. Immersion as a subject covers only 80 hours, or
if the student spends all day Monday to Friday, only two weeks out of the school year.
WRCC is a required specialized subject in the Arts and Design Track. In this track,
there is another required specialized subject called “Apprenticeship and Exploration of
Different Arts Fields.” Here, the word “apprenticeship” does not fall under RA 1826,
because the word has an established meaning in the field of arts. In the US, for example, a
“Fine Arts Apprentice Program provides specialized experiences beyond the regular art,
music and drama curriculum for selected high school students (rising 10th, 11th, or 12th
graders). Opportunities for students may include ensemble works, master classes, attendance
at professional rehearsals and performances, museum courses, small group instruction,
seminars, exhibit and performance opportunities.” In the UK, there are apprenticeships for
new media, such as “animation assistant, archive assistant, broadcast assistant, junior
designer, production runner, digital assistant.” The use of the word “apprentice” in the Arts
and Design track may lead to legal confusion, but there is no choice. The word has a longer
history in the arts than it does in our laws.
The House of Representatives has approved a bill amending both RA 1826 and the
Labor Code, but the equivalent Senate Bill has not yet been passed. In House Bill 5303, the
word “apprenticeship” refers to “a training within an enterprise involving a contract between
an apprentice and an enterprise on an approved apprenticeable occupation.” This House Bill
specifies that it is the Technical Education and Skills Development Authority (TESDA) that
will supervise apprentices, as it does today, not DepEd.
As one of the options for WRCC, immersion is limited to at most 80 hours, because it
is merely one subject. It may not even be chosen by the student or the school to comply with
the requirement. DepEd Order No. 40 covers the procedures for a school that has decided to
use immersion as their WRCC.
The other meaning of the word “immersion” in K to 12 refers to a mode of delivery
of Tech-Voc subjects.
Here, immersion is not limited to 80 hours. In fact, the TVL curriculum posted on the DepEd
website specifies that immersion should take at least 640 hours.
 OBJECTIVES OF THE WORK IMMERSION

The program aims to develop in students the knowledge and skills that contextualize
their specialization exit outcomes and provide students relevant learning experience by
giving them the exposure to the actual workplace setting.

Once of the goals of the K to 12 Basic Education Program is to develop in 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:

 To become familiar with the work place

 For employment simulation; and
 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 the rich experiments of modelling 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 their related resources.
 VALUES AND ATTRIBUTES OF A STUDENT IN A WORK IMMERSION

In the approved latest draft of the Senior High School (SHS) curriculum,
students that choose to take the Technical-Vocational-Livelihood and the Arts and Sports
tracks are expected to spend 1,404 hours outside campus, doing “Immersion.”

This total is divided into four. In the first half or semester of Grade 11, the student
will spend 270 hours in a company, field, organization, or other workplace. In the second
half or semester of Grade 11, s/he will spend another 270 hours. In the first half or semester
of Grade 12, s/he will do 324 hours.

In the final half or semester of Grade 12, the student will spend practically all the
time (or 540 hours) outside campus (except for a few monitoring or processing sessions on
campus). In effect, for much of three-fourths of his or her time and for a whole fourth of his
or her time in SHS, the student becomes a de facto full-time employee or worker in a
workplace.

Our country has had a lot of experience with on-the-job training (OJT) programs on
the collegiate level. Unfortunately, many (if not most) college OJT students are assigned
only to insignificant jobs in a company (answering the phone, making photocopies, making
coffee – that sort of thing). Rarely are OJT students expected to produce the same products
that regular employees produce.

CAREER GUIDANCE AND COUNSELLING

IMMERSION can be used as a facilitative tool for career counselling for students,
especially those in professional courses. By placing them in a real-world work scenario, it
gives them an opportunity to explore the kind of tasks and activities they would like to do.
IMMERSION also matches the candidate’s profile with a list of occupations, which can be
used as a reference point for exploring opportunities.

CAREER DEVELOPMENT AND INTERNAL MOBILITY

IMMERSION highlights individuals’ self-awareness and provides a deeper understanding

of their interests and strengths in a work environment. It guides an individual's career
choices by matching their interests and personality with various job profiles. From an
internal mobility perspective, IMMERSION can facilitate people’s development within a
company and encourage those who are looking for growth and change.
PART 2: THE WORK PLACE

COMPANY PROFILE

COMPANY HISTORY

International Electronics and Technical Institute (IETI), Inc. was established in July
1974 in Taft Ave, Pasay City. IETI Pasay offered one and two- year courses in Electronics.
In 1975, IETI opened schools in Cubao and Makati. IETI Makati is still located at
Guadalupe Commercial Complex (GCC) and initially offered courses in Electronics,
Electricity, Radio Communications, Refrigeration, Automotive, Typing and Stenography.
IETI Cubao, was located at EDSA corner New York St. offered courses in Electronics
specializing in Radio and Television. In 1981, IETI Schools offered the course two-year (2-
yr) Electronic Computer Technician (ECT) course earning the distinction of being the first
private school in the Philippines to offer such a program. In 1984, IETI Caloocan was
opened in Caloocan City, near the Bonifacio Monument and offered courses in Electronics
and Radio Communications (ERC). A new two-year (2 yr) course was introduced also in
1984 in all IETI Schools, the Industrial Electronics Technician (IET).
space
In Academic Year (AY) 1985-86, IETI applied with the Department of Education, Culture
and Sports (DECS) for a Trimestral School Calendar which was pilot tested for two (2)
years. Eventually, the Trimestral School Calendar was institutionalized in AY1987-88.
space
In Academic Year (AY) 1986-87, the two year (2 yr) Electrical, Refrigeration and
Airconditioning Technician (ERTA) was offered in all the IETI schools, this is IETI ‘s
answer to the call for a technician-level education in related fields of electricity and
refrigeration.
space
IETI Alabang College was opened in 1987 in Alabang, Muntinlupa, Metro Manila. The
following year in 1988, IETI Cainta was opened in Cainta, Province of Rizal together with
IETI College of Science and Technology Marikina, in Marikina City, Metro Manila. Both
schools offered the same courses given in other IETI schools with a new course in Computer
Secretarial (CS).
space
With continued research on manpower needs of business and industry, the IETI Curriculum
Development Group introduced the following programs which were offered in all IETI
schools starting 1990: Computer Systems Management (CSM), General Electronics
Technician (GMT), Advanced Computer and Office and Management and Certificate in
Entrepreneurship. The latter was originally developed by DECS and further enriched by
IETI to accommodate computer subjects concentrating on software packages.
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In AY1991-92, IETI introduced and offered the following new 6- Trimester programs:
Computer Systems and Business Management (CSBM), Electronic Systems Management
Technician (EST), Computer Technician and Systems Management (CTSM),
Electromechanical and Electronics Equipment Technician (MEET), and the Business
Machines and Electronics Technician (BMET). Graduates of the above programs are
expected to be skilled with a wider scope of knowledge and skill.
space
Entrepreneurial and Management courses were integrated in to the curriculum to give the
graduates skills in managing people and activities in order to achieve personal and
organizational goals. In June 1993, IETI Binan School was opened in Binan, Laguna,
Region 4.
space
The program offerings at IETI Binan are the same as its sister schools. The courses are
uniquely designed to embrace a wider scope of skills and competence and assure graduates
of accommodation by the industry on multiple job positions. Graduates also have the
opportunity of establishing their own business ventures because they are likewise trained for
entrepreneurial management.
space
IETI Las Pinas was opened in June AY 1994-95. IETI Las Pinas is at Pamplona, Las Pinas,
Metro Manila, just beside the Municipal Hall of Las Pinas City, Metro Manila.
space
IETI Imus was opened in 1995 in Imus, Cavite with a course offering of Office Management
(OM).
space
Aside from the 6-trimester programs offered at IETI in the technical-vocational level,
undergraduate programs in Bachelor of Science in Computer Science and Technology
(BSCST), Bachelor in Science in Technological Education (BSTE), Associate in Computer
Science and Technology (ACST), Associate in Technological Education (ATE).
space
IETI College of Science and Technology, San Pedro was opened in San Pedro, Laguna in
1996 offering technical courses in ITM, CTSM, EST, MEET and AET and baccalaureate
courses in BS Information Technology (BSIT) and BS in Industrial Technology (BSIT)
major in Electronics, Industry Electricity Computer, Refrigeration and Airconditioning and
Automotive.
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IETI Calamba and Lagro was opened 1997 with the initial course offerings of Information
Technology Management (ITM), Computer Technician and Systems Management (CTSM),
Electromechnical and Electronics Technician (MEET), Electronics Service Technician
(EST).
space
In 2008 IETI opened its first school in Bacolod City, Negros Occidental offering Shielded
Arc Welding (SMAW) NCI (Plates) and NCII (Pipes), Electrical Installation and
Maintenance (EIM) NC II and Pipefitting NC II.
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IETI vigorously pursues its objective of establishing linkages with different companies in
the Philippines especially those located in NCR, Region 4 and Region 6. Presently, IETI has
established linkages with more than one hundred companies for On-the-Job training (OJT)
and employment of its graduates.

COMPANY’S MISSION AND VISION

COMPANY’S ORGANIZATIONAL CHART
COMPANY’S CORE VALUES
PRODUCT SEVICES DESCRIPTION

LOGO AND ITS MEANING

 Company Partner

American Power Conversion

Amkor/ Anam Advance Packaging, Inc.
ASTI Reel Service (Philippines), Inc.
Automated Technology Phils., Inc.
AZ Contracting System Services, Inc.
Bureau of Internal Revenue
Coca-Cola Bottlers Phils., Inc.
CREOTEC Philippines, Inc.
Fastech Manufacturing
First Philippine Industrial Park
First Sumiden Circuit, Inc.
Ford Motor, Company Phils., Inc.
Fuji Electronic Phils., Inc.
Fujitsu Computer Products Corp of the Phils.
Gencars Batangas, Inc.
Honda Cars Philippines, Inc.
ICX Corporation
Integrated Device Technology Phils., Inc.
International Rice Research Inst., Inc.
Ionics Circuits, Inc. II
IPF-TAK, Inc.
Kyouritzu Electronics Philippines, Inc.
Lazaro Group of Companies
Light Industry & Sci. Park of the Philippines
Mariposa Realty & Mngt. Services
MESA-LAND
Meta and Lithography, Plant
SORVEIGON
Shindencen Philippines
Siam Mariwasa Toto
LOCATION OF COMPANY
COMPANY RULES AND REGULATIONS

PART 3: MEMORANDUM OF AGREEMENT (MOA)

24May2017v.1
Local Government Unit

MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSHIP

This Memorandum of Agreement is entered into this 6thday of November, 2017, in Palingon,
Calamba City by and between:

The Calamba Bayside National High School, with School Identification Number 301514 a
public high school, with principal address at Palingon, Calamba City, represented in this
Agreement by its PRINCIPAL, FLOR I. TOMAS, FILIPINO of legal age, and hereinafter
referred to as the PRINCIPAL SCHOOL;

-and-

The PALINGON ELEMENTARY SCHOOL, of the Republic of the Philippines, with

principal address at CALAMBA CITY, and represented in this Agreement by BRYAN M.
OJERA, Filipino, of legal age, hereinafter referred to as the “PARTNER COMPANY”.

WITNESSETH:

WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

“DepEd”, is the primary government instrumentality mandated to formulate, implement, and
coordinate policies, plans, programs and projects in the areas of formal and non-formal basic
education; supervise all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provide for the establishment and
maintenance of a complete, adequate and integrated system of basic education relevant to the
goals of national development;

WHEREAS, DepEd has introduced the K to 12 basic education reform program that
includes Senior High School, hereinafter referred to as “SHS”, with the major objective of
ensuring the graduates of basic education are ready for employment, entrepreneurship and
higher learning;

WHEREAS, the SHS curriculum can be customized at the local levels to take into
consideration the needs of local industries and the labor market;

WHEREAS, DepEd believes that for the effective delivery of SHS instruction, there is need
for school-industry partnerships that will provide the school the necessary expertise and
venue for practical, on-the-job, enterprise-based training for SHS learners;

WHEREAS, DepEd will start full implementation of SHS in School Year 2016-2017;

WHEREAS, the SCHOOL is among those that will offer SHS to students in the community
to carry out DepEd’s objectives for SHS as spelled out above;

WHEREAS, to achieve this objective, the School needs to enter into a Work Immersion
partnership with the LGU / PRIVATE INSTITUTION;

WHEREAS, the LGU / PRIVATE INSTITUTION operates in the area where the School is
located and has offices, facilities, project sites, and expertise that it can make available to the
School for purposes of student work immersion;

WHEREAS, the LGU / PRIVATE INSTITUTION considers going into a work immersion
partnership with the School as part of its mission to create a positive impact in the
community, especially the young people;

WHEREAS, the institutionalization and implementation of the K to 12 program is among

the priority programs of the Government for promoting inclusive growth;

WHEREAS, the LGU / PRIVATE INSTITUTION is encouraged to fully support the

successful implementation of the K to 12 Program of the Department of Education as stated
in Paragraph 4, Section 2 of the Republic Act 9155 or “ Governance of Basic Education Act
of 2001”;

WHEREAS, the LGU / PRIVATE INSTITUTION recognizes the need for a work
immersion environment that is safe for the students and teachers, and conducive to learning,
and has the capability to provide these;

WHEREAS, the SCHOOL and the LGU /PRIVATE INSTITUTION, hereinafter

collectively referred to as “PARTIES”, undertake to collaborate toward the successful
implementation of the SHS in Barangay / Municipal / City / Province cognizant of the need
for special protection of the child and with the best interest of the SHS learner at heart;

NOW, THEREFORE, for and in consideration of the foregoing premises, the PARTIES
hereby agree as follows:

DESCRIPTION OF THE WORK IMMERSION PROGRAM

With the passage of the Enhanced Basic Education Act of 2013 or Republic Act 10533,
DepEd was tasked to implement the K to 12 Program, essentially adding two (2) year of
specialization with the Basic Educational System;

DepEd designed the implementation of RA 10533 within the framework of increased

community involvement in the learner’s experience;

With the premise, DepEd offers venues for various stakeholders to participate in the
implementation of RA1053 and, the same offer, accepted by the PARTIES herein;

The Work Immersion Program is one of the course requirements for graduation. A SHS
student has to undergo work immersion in a business organization or establishment with
work requirements related to the specialization. Through work immersion, the students are
exposed to and are familiarized with the work-related environment related to their field of
specialization. Specifically, the students are able to:

1. Appreciate the importance and application of the principles and theories learned in
school.
2. Enhance their technical knowledge and skills.
3. Enrich their skills in communications and human relations.
4. Develop good work habits, attitudes, appreciation and respect for work

I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP

The Work Immersion Partnership has the following objectives:

1. To supplement the formal curriculum of the SHS program with special inputs coming
from the LGU /PRIVATE INSTITUTION experts and practitioners in order to align
the SHS program with work standards.
 2. To develop in the students of the SHS program the knowledge and skills that are
relevant to the needs of the job market in the area.
3. To provide SHS students relevant learning experiences by exposing them to the actual
workplace setting.
4. To form Work Immersion Partnership between the SCHOOL and the LGU
/PRIVATE INSTITUTION, allowing the students, faculty and staff of the schools
concerned the use of and access to the LGU /PRIVATE INSTITUTION workplace
and equipment as part of their Work Immersion Program.

II. RESPONSIBILITIES OF THE PARTIES

A. Joint Responsibilities

Both the SCHOOL and the LGU /PRIVATE INSTITUTION shall:

1. Create a joint working group that will prepare the action plan to operationalize the
partnership.

2. Form a joint steering committee to monitor the progress of the partnership and to
make sure that the provisions of this Memorandum of Agreement (MOA) are met.

3. Adhere to all laws, memorandums, and circulars especially those pertaining to child
protection as provided for in the Guidelines for Work Immersion (Guidelines).

4. Develop the students’ Work Immersion module specifying goals and objectives,
desired outcomes of the program and how these outcomes will be achieved, also
noting the specific knowledge, skills, attitudes, and competencies that the student
should acquire after completing the program. (See Annex A and Annex C of the
Guidelines.)
5. Develop a Work Immersion Daily Schedule of Activities that will be followed by the
student during the whole duration of the work immersion in the LGU /PRIVATE
INSTITUTION. (See Annex C of the Guidelines.)

6. Formulate local school work immersion policies and guidelines on selection,

placement, monitoring, and assessment of student (immersion participants to ensure
that each student is assigned to an immersion partner matched to his/her desired track,
qualifications, and aptitude.

B. Responsibilities of the SCHOOL

 The SCHOOL shall:

1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s that will be
the subject of the partnership.

2. Make the needed adjustments to contextualize the SHS subjects based on inputs
from the LGU /PRIVATE INSTITUTION.

3. Designate a person in charge of coordinating with the LGU / PRIVATE

INSTITUTION and supervising the activities of the students for the duration of
the Work Immersion Program.

4. Provide insurance coverage for learners during the Work Immersion Program.

5. Continue to exercise its Special Parental Authority under the Family Code over
the SHS student under immersion in the premises of the partner.

6. Monitor each student’s progress throughout the duration of the entire Work
Immersion program so as to make sure that the tasks assigned to each student are
meaningful, challenging, and applicable to his/her particular programs and are
able to maximize the quality of the learning experience.

7. Provide the LGU / PRIVATE INSTITUTION evaluation tool for the students’
immersion performance.

8. Issue a final grade to the student upon completion of the requirements within a
prescribed period.

9. Ensure that the student will adhere to the nondisclosure policies of the
Municipality / City / Province as agreed to by the School.

10. Provide signed Consent forms from the parents as applicable.

11. Provide the LGU/ PRIVATE INSTITUTION a Certificate of Participation in the

SHS Program for whatever purpose it may serve.

12. Execute a deed of acceptance as a way of recognizing and acknowledging the

donation/s received from the LGU/ PRIVATE INSTITUTION.

C. The LGU shall:

1. Assign a competent Immersion Coordinator from the LGU/ PRIVATE
INSTITUTION to liaise with the School and supervise the students without
prejudice to the special parental authority of the school, its administrators and
teachers for the duration of the work immersion program so as to ensure efficient
implementation of all stages of the program.

2. Provide inputs into the curriculum through the discussions or workshops that
DepEd will organize.

3. Lend its expertise by making available its resident resource persons to provide
training to the students.
4. Allow the student to be deployed to the different sections/departments/project
sites of the LGU / PRIVATE INSTITUTION based on the Work Immersion Daily
Schedule of Activities.

5. Agree to the required number of hours of the immersion program set under the
DepEd SHS curriculum. See Annex A of the Guidelines.)

6. Provide immersion opportunities <number of students> students for <School

Year>.

7. Provide students with an orientation about the LGU, the job as well as expose
them to the various stakeholders of the community in which it operates for the
students to get a holistic understanding of the LGU / PRIVATE INSTITUTION.

8. Similarly, ensure that students undergo training related to their course, and
provide the students with work or activities based on the activities listed in the
prescribed template for the Immersion Program of Activities (Annex C of the
Guidelines).

9. Make its workplace and facilities available to students and teachers, and shall
similarly take all necessary action to ensure the safety of students within their
areas of operation at all times, which shall include, but shall not be limited to, the
provision for Personal Protective Equipment (PPE’s), if applicable. Ensure that
the students will not be exposed to hazardous materials and working environment
throughout the duration of the immersion.

10. Evaluate students’ performance in the immersion venue by accomplishing

provided evaluation tool.
 11. Issue a Certificate of Completion to the student trainees upon satisfactory
compliance with all requirements of the program.

12. Execute a deed of donation in favor of DepEd for the completed Work Immersion
Partnership.

III. EFFECTIVITY

This agreement shall hold for the duration of the <from year-to year> Academic
School Year and is renewable every year. The LGU / PRIVATE INSTITUTION and
the SCHOOL shall submit their intention for renewal of this agreement through
formal notice within thirty (30) days before the expiration of this Agreement.

The LGU and the SCHOOL reserve their respective rights to terminate their
participation in the agreement after the duration of this Agreement through formal
written notice within thirty (30) days before the effectivity of the termination. Both
parties shall turnover all deliverables agreed thereto in the Work Immersion Program.
Termination shall be subject to the mutual agreement between the parties.

A material breach of the Work Immersion Guidelines and/or this MOA shall
constitute a ground for termination of the MOA, in whole or in part, by the aggrieved
party, without prejudice to other legal remedies.

IV. LIABILITY

The school, its administrator, and teachers exercising authority and supervision
over the Senior High School Student undergoing immersion in the premises of the
partner may be held accountable for the student’s acts.

Each party shall answer for the losses and damages arising from any accident,
act, or omission directly attributable to its fault or negligence, which may cause
death or bodily injury to any persons, or loss or damage to property, by or on
account of the performance of the respective obligations by the parties pursuant to
this Agreement. Such responsibility shall continue to remain that of the
responsible party’s even after the termination of this agreement, if such losses and
damages were incurred during the effectivity of this agreement.

DepEd shall not be liable for opportunity losses of the LGU / PRIVATE
INSTITUTION during the duration and after the termination of this agreement.
V. NONDISCLOSURE PROVISION

It is expressly understood by DepEd and the students that all information on

technology, manufacturing process, process standards, quality assurance
methodologies, quality standards, production capabilities, raw material purchasing,
marketing, finance, and all other related documents, manuals, operational, and
technical matters that the LGU / PRIVATE INSTITUTION shall make available to
them shall be used for the sole purpose of student training. All these matters are
classified as confidential in nature and proprietary to the LGU and thereby each
student hereby undertakes to prevent transfer of such information by any of its
members to any party outside of the LGU / PRIVATE INSTITUTION.

VI. OWNERSHIP OF OUTPUT AND INTELLECTUAL PROPERTY

Intellectual properties developed by the student as part of his or her regular Work
Immersion duties in the LGU / PRIVATE INSTITUTION and their corresponding
copyrights and/or patents shall belong to the LGU.

Intellectual properties developed by the student outside of his or her regular Work
Immersion duties in the LGU / PRIVATE INSTITUTION and their corresponding
copyrights and/ot patents shall belong to the student, even if the student used the time,
facilities, materials of the LGU / PRIVATE INSTITUTION, unless otherwise
stipulated in a separate agreement between the student and his or her parent or
guardian and the LGU/ PRIVATE INSTITUTION.

The above provisions shall apply in proportion to the intellectual properties

developed the student in case intellectual property is jointly developed by the student
with an employee or personnel of the LGU / PRIVATE INSTITUTION, unless
otherwise stipulated in a separate agreement between the student and his or her parent
or guardian and the LGU.

VII. OTHER PROVISIONS

It is expressly understood by the PARTIES that the LGU/ PRIVATE

INSTITUTION is not obliged to pay wage or salary since no employer-employee
relationship exists between them. However, the LGU/ PRIVATE INSTITUTION is
not precluded from providing the student with any monetary or financial assistance in
the form of transportation fee, food allowance, etc.
 In determining the existence of an employer-employee relationship, the following
elements are considered: (1) the power to hire; (2) the payment of wage; (3) the
power to dismiss; and (4) the power to control the employee’s conduct, with the
control test generally assuming primacy in the overall consideration.

No employer-employee relationship exists between the student and the partner in

Work Immersion if all the following criteria are met:

1. The training, even though it includes actual operation of the employer’s

facilities, is similar to training provided in an educational program.
2. The training is for the benefit of the student.
3. The student does not displace regular employees, and work under close
supervision.
4. The students are not entitled to a job at the conclusion of the training period
and are free to take jobs elsewhere in the same field.
5. Any clinical training is performed under the supervision and direction of
people who are knowledgeable and experienced in the activity.
6. The training is general, and qualifies the student to work in any similar
business. It is not designed specifically for a job with the employer that offers
the program.
7. The screening process for the Immersion program is not the same as that for
employment, and does not appear to be for that purpose. The screening only
uses criteria relevant for admission to an independent educational program.
8. Advertisements, posting, or solicitations for the program clearly discuss
education or training, rather that employment, although employers may
indicate that qualified graduates may be considered for employment.

FOR THE SCHOOL: FOR THE LGU / PRIVATE

INSTITUTION:

_____________________ ____________________________
FLOR I. TOMAS BRYAN M. OJERA
Principal II EMPLOYEE ACQUISITION
MANAGER
Calamba Bayside National High School PALINGON ELEM.SCHOOL
 WITNESSED BY:

MARVZ REYES MYLENE D. GANZON

Class Adviser Immersion Coordinator

APPROVED BY:

_______________________________________

DR. ROSEMARIE D. TORRES

Schools Division Superintendent
Department of Education Division of Calamba City
 PART 4: ACTIVITY REPORT

TRAINING PLAN OUTLINE

PLACE OF TRAINING: PALINGON ELEMETARY SCHOOL, CALAMBA, LAGUNA

PROPOSED DURATION OF TRAINING:

DAYS & TIME: Mondays-Fridays from 7am-5pm

NO. OF HOURS TO FINISH: 160 Hours

FIELD OF TRAINING: Assistant Cook

 Overall Program Objective

Work immersion will help develop among the learner’s life and career skills, and will
prepare them to make decisions on postsecondary education or employment. Through
partnership building, DepEd hopes that the Partner Institutions will provide learners with
work immersion opportunities, workplace or hands-on experience, and additional learning
resources. It aims to make the learners:
1. Appreciate the importance and application of the principles and theories learned in
school;
2. Enhance their technical knowledge and skills;
3. Enrich their skills in communications and human relations; and
4. Develop good work habits, attitudes, appreciation and respect for work.

 Why immersion is necessary

Work Immersion is one of the course requirements for graduation. A Senior High
School student has to undergo work immersion in a business organization/establishment
whose work requirements are related to the specialization. Through this work immersion, the
students are exposed to and become familiarized with work-related environment related to
their field of specialization.“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,” Education Secretary Leonor Briones said. The guidelines said work immersion
– which can range from 80 to 320 hours – will enable students to become familiar with the
workplace, experience workplace simulation and apply their competencies in areas of
specialization.

 What specific skills and knowledge the trainee will acquire during the work
immersion and how will they be taught
 The specific skills and knowledge the trainee will acquire during the work immersion
are one of the goals of the K to 12 Basic Education Program which is to develop in 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.
Work immersion will help develop among the learner’s life and career skills, and will
prepare them to make decisions on postsecondary education or employment. Through
partnership building, DepEd hopes that the Partner Institutions will provide learners with
work immersion opportunities, workplace or hands-on experience, and additional learning
resources.and how will they be taught

 The areas in which the trainee will receive instruction in conjunction with the
specific task and responsibility to be assigned to the trainee in each department.
The areas in which the trainee will receive instruction in conjunction with the specific
task and responsibility to be assigned to the trainee, comes from the on-site supervisors
namely, ----------------. We are assigned to receive documents to the different departments
namely, Assistant Secretary For Field Operation (ASEC-FOO), Bureau of Land Tenure
Implementation (BLTI)-Survey and Mapping Division, Department of Agrarian Reform
Adjudication Board, Bureau of Land Tenure Implementation (BLTI)-Survey and Mapping
Division, and Bureau of Land Tenure Implementation (BLTI)-DCD Records.


 Method of Evaluation and Certification

PURPOSE:
 Your evaluation is requested to guide the work immersion coordinator in determining a
fair grade to be given to the student-trainee assigned in your company. It is also intended to
make the student-trainee aware of his/her strengths and areas of improvement.

TIMETABLE:

To enable us to monitor the progress of the student-trainee, it is requested that an

evaluation be done after the 120 hours of training and after the completion of his/her
assignment in your company.

PROCEDURE:

1. It is suggested that the student-trainee’s immediate superior evaluates his/her

performance.
2. The evaluator should accomplish the evaluation form then rate the student as
objectively as possible.
3. After filling in the form, the evaluator should discuss the results of his/her evaluation
with the student-trainee.
4. The accomplishment evaluation form should then be awarded to the immersion
coordinator.

Using the scale below, write the number that corresponds to your trainee on the space
provided on the right hand side:

5– OUTSTANDING 3 - GOOD 1 – NEEDS IMPROVEMENT

4– VERY GOOD 2 – FAIR

DAILY ACCOMPLISHMENT REPORT

DAY 1

I cleaned in the computer lab.

I organized the document forms just like applicants' forms and national assessment reults of
National Competency Assessment Candidates.

DAY 2
I organized the documents of old students and scanned them.

I was inventorying books in the library.

DAY 3

I was inventorying books in the library.

I encoded the inventory of the books

DAY 4

I scanned old students files

I encoded requirements

DAY 5

I gave brochures.

DAY 6

Today I I scanned old documents

DAY 7

I endoded

DAY 8

Today I organized documents.

DAY 9

I cleaned in the hallway

I scanned old documents

DAY 10
Today, I mopped the College DeanOffice'Floor.
I encoded some documents.

DAILY ACCOMPLISHMENT REPORT

STUDENT TRAINEE: ROLAN P. OLAN

COMPANY: CALAMBA BAYSIDE INTEGRATED SCHOOL

D A Y D A T E DAILY WORK ACTIVITIES NO. OF WORKING HOURS ON-SITE SUPERVISOR SIGNATURE

M o n d a y 7 Ms. Javeloza
- I help the cainteen staff in cooking some dishes

- I help the canteen staff in cooking some dishes

T u e s d a y NOVEMBER 26, 2019 7 Ms. Javeloza
-I also wash some plates and buy ingredients.

Wednesday - I was assigned in the canteen

NOVEMBER 27, 2019 Ms. Javeloza
7
- I also cooked ginisang ampalaya.

- I w a s a s s i g n e d i n t h e
T h u r s d a y NOVEMBER 28, 2019 Canteen which deals in 7 Ms. Javeloza
s c h o o l s u p p l i e s a n d
j u n k f o o d
F r i d a y NOVEMBER 29, 2019 - D i s h w a s h i n g 7 Ms. Javeloza

-cleaning the kitche n

T h u r s d a y December 5, 2019 - D i s h w a s h i n g 7 Ms. Javeloza

F r i d a y December 6, 2019 - C o o k i n g
-Serving Foods 7 Ms. Javeloza

-Cleaning the Kitchen

M o n d a y December 9, 2019 7 Ms. Javeloza
-Serving Foods

- C o o k i n g
T u e s d a y December 10, 2019 7 Ms. Javeloza
-Serving Foods

-Dish Washing
W e d n e s d a y December 11, 2019 7 Ms. Javeloza
-Cleaning the Kitchen
 T O T A L N U M B E R O F H O U R S : 180 Hours Ms. Javeloza

WEEKLEY NARRATIVE REPORT

STUDENT TRAINEE: VON RYAN ARNAIZ RIMAS

COMPANY: PALINGON ELEMENTARY SCHOOL
DEPARTMENT:

WEEK NO. D A T E SPECIFIC ACTIVITY/ASSIGNED TASK L E A R N I N G S

 - C o o k i n g
- S e r v i n g F o o d s I learned how to co k dif erent dishes, I also learned the proper way of dealing with kids especial y the kids that don’t like to eat veg ies.
1 NOVEMBER 13-17, 2017
-Cleaning the kitchen
- D i s h W a s h i n g

- C o o k i n g
- S e r v i n g F o o d s I learned how to co k dif erent dishes, I also learned the proper way of dealing with kids especial y the kids that don’t like to eat veg ies.
2 NOVEMBER 20-24, 2017
-Cleaning the kitchen
- D i s h W a s h i n g

- C o o k i n g
- S e r v i n g F o o d s I learned how to co k dif erent dishes, I also learned the proper way of dealing with kids especial y the kids that don’t like to eat veg ies.
3 NOVEMBER 27- DECEMBER 1, 2017
-Cleaning the kitchen
- D i s h W a s h i n g
 - C o o k i n g
- S e r v i n g F o o d s .I learned how to co k dif erent dishes, I also learned the proper way of dealing with kids especial y the kids that don’t like to eat veg ies.
4 DECEMBER 4-8, 2017
-Cleaning the kitchen
- D i s h W a s h i n g

WORK IMMERSION HIGHLIGHTS

S U B J E C T A P P L I C A T I O N / T A S K

PERSONAL DEVELOPMEN T - P a t i e n c e a n d l o v e f o r t h e j o b t h a t I m d o i n g

O R A L C O M M U N I C A T I O N - Communicating to the kids that part of our feeding program

UNDERSTANDING CULTURE, SOCIETY AND POLITICS - Dealing with the kids, asking them what they want to eat
C O O K E R Y - C o o k i n g n u t r i t i o u s f o o d

READING AND WRITING - Listing the task that we did ;

PART 5: REFLECTION

DAY 1

Today I learned how to cook different dishes they guide us on cooking, and told us
the work we need to do.

DAY 2

On our second day, I learned the easiest way on cooking Sinigang Mrs.Angie teach
me andI learned a lot from her

DAY 3

In our third day, they allow us to do the work for the kids.

DAY 4

Today I just clean the kitchen and room that we are using for our feeding program.

DAY 5

Today I learned how to cook Pinaupong manok.

DAY 6

Today they teach us how to cook hamonado

DAY 7

Today they teach me how to cook Imbutido.

DAY 8

Today they teach us the ingredients of Chicken Curry

DAY 9

Today I learned the proper way of dish washing.

DAY 10

Today, I learned the proper cooking of Java rice.

DAY 11

Today, I learned many things and ideas in terms of cooking.

DAY 12

Today I learned how to deal with kids.

DAY 13

Today I learned how to cook ginisang ampalaya.

DAY 14

Today I learned how to cook Carbonara.

DAY 15

Today I learned how to cook Adobong manok

DAY 16

Today I learned the proper way of serving food.

DAY 17

Today I learned the proper way of cleaning the kitchen step by steps.

DAY 18
 Today I learned how to cook Balatong.

DAY 19

Today I learned how to cook Sinigang na sugpo

DAY 20

Today is our last day, I learned a lot of things and cooking techniques while I’m
working on the feeding program.

PROBLEMS ENCOUNTERED

In my 20 days of working in Palingon Elementary School (feeding program) Ive

encountered some problems like dealing with kids,some of them are hard headed they
always play inside the room some of them run inside the kitchen, and when the feeding
program starts they cant stop their mouth on talking even when they are allready eating, and
some of them don’t like to eat vegetables, they are too messy. I know that they are kids and
need to understand by the eldest but when youre tired its hard to be patient dealing with their
attitude some of them are Impolite and rude.

In terms of cooking Ive also encountered problems like when the stove is out of gas,
and the program will start a few minutes we need to be in a hurry and when we are cooking
many dishes.
 SUGGESTIONS AND RECOMMENDATIONS

In my 20 days during my work immersion, I have many experienced and I’ve

learned a lot on that comapany. But most importantly I have observe many positive and
negative points during this period of 20 days that I would like to address.

First of all, there are several things that could be improve, for example the
manpower, they need to gather more persons that are willing to help on their program to
lessen the work problems. I also think that they need to provide more cleaning equipments.

I recommend my portfolio for the students in Grade 12 SNS in Calamba Bayside

Integrated School to read this and get some information for their specialization that they get.
They can read this for they have an idea if they going to do a portfolio so that they will not
have any difficulties while they are doing this. This portfolio can be they guide.
APPENDICES

A. SUMMARY OF WORK IMMERSION

As a part of K-12 program, I, students are required to take work immersion. I have
trained in Palingon Elementary School and as one of the 40 trainees in different company. I
have gained insight in the management and operations in that School. I have experienced
educational and supportive guidance from professional staff.

In 20 days, I’ve learned a lot on them, there so many different ways to do their job
easily and they taught us to do it properly. I’m very thankful for that experience. Nothing
beats experience as the perfect learning tool. This Work Immersion served as my stepping
stone to pursue my dream to be a certified Chef someday. This training gave me an
inspiration to be more serious an focused in studying. I was encouraged to do more efforts in
my studies. Since I was given some ideas about the work of a Cook in the School where I
conducted my training, I am inspired to like them someday.

Despite the short period of my training, it was still a very meaningful one. The
training enriched my confidence created a foundation of being a good employee someday. It
caused a very huge effect to me as a Cookery student. I was really renewed. I learned to be
diplomatic in both action and words.

This training made me realize that it is really good to know what you’ve doing and
to love it. As a student, what I can do for is to learn whatever I can in school be inspired,
love the path I am taking, and do my best in everything I do, with a positive outlook in
mind. I realized that I should be more focused in school and do everything heartily and with
all that I can.

B. DAILY TIME RECORD

C. CERTIFICATION OF COMPLETION
D. GALLERY OF PICTURES WITH CAPTIONS
Day 1
Day 2

Day 3
Day 4

Day 5
 APPLICATION LETTER

November 13, 2017

Mrs. Angie
Assistant Cook
Palingon Elementary School
Palingon, Calamba City, Laguna

Dear Ma’am:

I am signifying my intent to apply as a Work Immersion Student in your reputable

institution. I am a grade 12 student from Calamba Bayside Integrated School, currently
taking up the Technical Vocational Livelihood Track with specialization in the Cookery
I believe that the knowledge and skills that I have gained from my beloved school may
contribute something worthwhile to your company as it is at the same , one of the best
avenues to hone my skill better.

Attached herein are my credentials for your perusal. I would appreciate the opportunity to
meet you to discuss my qualifications as I look forward to work with the people in your
company.

Thank you.

Sincerely,

VON RYAN A. RIMAS

UPDATED RESUME
VON RYAN ARNAIZ RIMAS
Bucal
Calamba City, Laguna
09976622718
Email add: vonrimas@gmail.com

OBJECTIVE:
To pursue venerable career in a professional organization enable achieving
company’s objectives of development, customer pleasure and service

EDUCATIONAL BACKGROUND

Secondary Graduating
Senior High School Grade 12
Calamaba Bayside Integtared School
Palingon Calamba City, Laguna

2012-2016
Junior High School Completer
Calamba Bayside Integrated School
Palingon Calamba City, Laguna

Primary 2006-2012
Lingga Elementary School
Calamba City, Laguna

TRAINING/SEMINAR ATTENDED

Nov. 2017 – Dec. 2017 OJT in Palingon Elementary School

Palingon, Calamba City, Laguna

SKILLS/TALENT
- Hardworking
- Cooking
- Creative Thinking
SPECIAL AWARDS

Lambat Sining Production

Loyalty Award
Calamba City, Laguna

TV Broadcasting
CBNHS Junior High School
Palingon Calamba City, Laguna

PERSONAL BACKGROUND

Name : Von Ryan A. Rimas

Age : 18 yrs. Old
Birth date : September 6, 1999
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Mother’s Name : Richelle Arnaiz
Contact number : 09396518984
Father’s Name : Randy Rimas
Contact Person : 09297084178

CHARACTER REFERENCES

Sir Bobby De Jesus

SHS Coordinator
Calamba Bayside Senior High School

Mrs. Catherine Novillos

Adviser Teacher
Calamba Bayside Senior High School