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MEMORANDUM
DM-C1-2020-0008S

To Bureau Directors
Regional Directors
Minister, Basic, Higher, and Technical
Education, BARMM Schools Division
Superintendents
Public and Private Elementary and
Secondary School Heads All Others
Concerned

From DIOSUnde O . SAN ANTONIO

Subject GUIDELINES FOR WORK IMMERSION
IMPLEMENTATION DURING CRISIS SITUATION

Date June 2, 2020

The Office of Cirriculum and Instruction (CI),

through the Bureau of
Curriculum Development (BCD), issues
theseguidelines as basis for the Work Immersion
implementation of all senior high schools during
crisis situation.
The ongoing COVID-19 pandemic has caused massive
disruption in the education sector. In the context
of basic education, crisis is a condition in
whichthe regular operation of schools including
the relevant offices in the division, region, and
central levels is suspended; and its
learners'physical attendance in school is
prohibited or limited.
In the Senior High School, the implementation of
Work Immersion, which is a required subject for
the Technical-Vocational-Livelihood (TVL) track is
assumed to be severely affected in this scenario.
However, learning should not stopeven during
crisis situations. While limitations for learners
and schools are recognized, the Department should
take a proactive stance in anticipating and
planning for various service delivery conditions.
Work Immersion (WI) aims to provide SHS learners with
opportunities to

familiarize themselves with the workplace; simulate employment; and to

apply their competencies in areas of specialization/ applied subjects in
authentic work environments. However, its implementation must be
flexible enough to fit the complex setup and needs of learners, schools and
partner institutions in the country.
Since schools aretasked to create their own class program per school year, it is
highly suggested that Grade 12 TVL track learners be prioritized to undergo
Work Immersion while other grade levels take other subjects and undergo Work
Immersion whennormal condition resumes.
These Guidelines will only take effect within the School Year 2020-2021
for all senior high schools unless sooner repealed, amended, or rescinded
based on the continuing changes in the national situation.
Immediate dissemination of and strict compliance with this Order is
directed.
DepED Complex, Meralco Avenue, Pasig City, Philippines
Direct Line: (632) 8633-7202/8687-4146 Fax: (632) 8631-5057
E-mail: diosdado.sanantonio@deped.gov.ph; ouci@deped.gov.ph Website:
www.deped.gov.ph Annex 1

As stipulated in DepEd Order No. 39, s. 2018 entitled Clarification and

Additional Information to DepEd Order No. 30, s. 2017 (Guidelines on Work
Immersion), Work Immersion is a requirement for TVL track while it is optional
for Academic, Arts and Design, and Sports tracks.
For Academic Track, the following suggested activities guided by the attached
MELCs are rovided:
Accountancy, Business and This subject integrates all the key concepts
Management (ABM) and processes of Accountancy, Business
and Management (ABM) as applied in real-
Business Simulation life activities following the business cycle:
business opportunity search, product/
service development, business formation
and organization, business implementation
and control, business wind-up, and relevant
management reporting in the context of
ethical standard and social responsibility.
Technologies are used in a business
enterprise as appropriate.
In the culminating of the course, the
school has the following options for the
team of students based on the Most
Essential Learning Competencies:
* Model A— Simulationor operation of a
micro business enterprise in the
Barangay
The class will be divided into groups with 1()
members each.
The teachers will conduct pre-business
simulation orientation to all students about
the folowing:
* Planning, establishment, and operation of
micro business enterprise
* Requried documents
Product or Service Feasiblity Report
Business Plan
Parent's Consent
Barangay Business Permit
Business Report
* Inspection of business simulation
* Post-busines Simulation Requirements
* Computation of Grades
Let each group do research on and analysis
of business opportunities present in their
community by considering the following:
Scanning of business opportunities
Employing appropriate framework and
 analysis for product or service feasibility
Appropriate method010U for
determining the demand and market
feasiblity
Group conclusion and recommendation
Ask the group to prepare a business plan,
underscoring the following:
Strategic Plan and Competition
StrateU
Marketing Plan
Operating Plan
Financial Plan ( the business fund shall
be collected from equal contribution of
each member of the group )
Let each group operate the micro business
(including the production of goods/
preparation of services) within 10 Saturdays
(8 hours per Saturday) on the site approved
by the Barangay.
For the security of the students, the business
will be established in the nearest location
and common to all the members.
The barangay kagawad/tanod will be
requested to check the security of all groups
in the Barangay during the period of
business simulation.
Every Saturday, the inspection team
composed of the following, will check
the operation business using the
prepared evalaution tool:
Barangay kagawad/tanod in charge
of ensuring the security of all groups
in the Barangay during the period of
business simulation ABM Teacher
Other ABM Teacher/ s
Other barangay kagawad/tanod
(*the number of hours spent by ABM teacher/s
in the inspection is computed as part of the
regular teaching load)
Let each group discuss and record the
transactions, sales, and experiences of the
group.
After the business simulation proper, the
Business Simulation Conference will be
conducted by the Accountancy and Business
Department. Each group shall participate
and showcase their 15-minute presentation.
 * Model B—Taking part in the operation
of an existing business fora community
with an industry partnership
The class will be divided into groups with 5
members each.
The teachers will conduct pre-business
simulation orientation to all students
* Planning, establishment, and operation
of micro business enterprise
* Required documents
Product or Service Feasiblity Report
Business Plan
Parent's Consent
Barangay Business Permit
Business Report
Let each group do research on and analysis
of business opportunities present in their
community by considering the following:
Scanning of business opportunities
Employing appropriate framework and
analysis for product or service
feasibility
Appropriate method010U for
determining the demand and market
feasiblity
Group conclusion and recommendation
Let each group identify which of the
existing businesses within the community
operate and address such demand.
The groups shall then decide which of
these business have met the following
criteria for business simulation:
Duly registered/ recognized by
any accrediting government
agency Established business with
3 years minimum of operation
Has good reputation and conducive for
business simulation
Operates within nearby residence of the
members of the group
• Willing to partner with the DepEd school
through a Memorandum of Agreement
The Business company shall be selected
only after thorough study, screening, and
preparation to ensure that each venue is a
safe, secure, and suitable lace for learnin
All applicable safety guidelines of Departmet
of Education (DepEd), Department of Labor
and Employment (DOLE), and the business
company relevant to basic education shall
apply.
Let each group observe the company
operation in terms of the following:
Strategic plan and competition
strateU
Marketing Plan
Operating Plan
Financial Plan
(*the business fund shall be collected
from equal contribution of each member
of the group )
Actual Business Operation
Let each group take part inthe identified
business within9 Saturdays (8 hours per
Saturday).
Each group shall discuss and record the
transaction, sales, and experiences of the
group.
After taking part in the actual business
operation, each group will be given 15
minutes to present their journey in the
Business Simulation Conference to be
conducted by the Accountancy and
Business Department of the school.
*The other details of Model A and B are
subject to the discretion of implementing
schools.
On the other hand, due to inevitable challenges
or problems caused by the recent COVID-19
pandemic, and the probability of seasonal
implementation of community quarantines (as
the need arises),schools may opt to employ:
*Model C — Online selling or online business
simulation for ABM students especially when
a lockdown is being implemented in the
community

The aforementioned models need to follow the

Most Essential Learning Competencies
(MELCs) which are derived from the
curriculum guide of Business Simulation and
the expected output for the enabling
tasks/activities and the business simulation ro
er.
All applicable safety guidelines of Departmet
of Education (DepEd), Department of Labor
and Employment (DOLE), and the business
company relevant to basic education shall
apply.
Let each group observe the company
operation in terms of the following:
Strategic plan and competition strategy'
Marketing Plan
Operating Plan Financial
Plan
(*the business fund shall be collected
from equal contribution of each
member of the group )
Actual Business Operation
Let each group take part inthe identified business
within9 Saturdays (8 hours per Saturday).
Each group shall discuss and record the
transaction, sales, and experiences of the
group.
After taking part in the actual business
operation, each group will be given 15
minutes to present their journey in the
Business Simulation Conference to be
conducted by the Accountancy and Business
Department of the school.
*The other details of Model A and B are
subject to the discretion of implementing
schools.
On the other hand, due to inevitable
challenges or problems caused by the recent
COVID- 19 pandemic, and the probability
of seasonal implementation of community
quarantines (as the need arises),schools
may opt to employ:
*Model C — Online selling or online business
simulation for ABM students especially when a
lockdown is being implemented in the
community

The aforementioned models need to follow the

Most Essential Learning Competencies
(MELCs) which are derived from the
curriculum guide of Business Simulation and
the expected output for the enabling tasks/
activities and the business simulation ro er.
 Below are the other activities/ Best Small
Business Ideas for High School Students in 2020
cited by ProfitableVenture.com (available at
https:/,/www.profitableventure.com/businessideas-
high-school-students/):

1. Start an errand running service

2. Become a moving assistant
3. Become a scrapbooker
4. Offer homecheckservice
5. Become a personal shopper
6. Become a holiday decorator
7. Become a garage sale organizer
8. Start gift wrapping services
9. Start a candle making business
10. Start a logo creation business
11.Sell seasonal goods online
12.Set up a social media consulting business
13.Start a web design service
14.Make how-to videos
15.Be a blogger
16.Bake and selldog treats
17. Start a computer service
18.Be a cake decorator
19.Provide car wash services
20.Start a photography business
21.Bake and sell cookies
22.Provide editing or proofreading services
Model D
Drafting a business proposal employing the
different analysis tools like SWOT and
appropriate in the current condition of their locali
Science, In lieu of the Work Immersion, a Capstone Project may
Engineering, and be done by SHS learners under the Science,
Technology, Engineering, and Mathematics (STEM).
Mathematics
The following guidelines shall be observed:
(STEM)
Capstone Project a. The SHS learner may have the option to choose
the topic related to his/her specialization.

b. The SHS learner is encouraged to relate the

project to home or community issues, and to
integrate these to outside-of-school learnin
 experiences.Hence, the project should
encourage learners to think critically, solve
challenging problems, and develop skills that
will prepare them for college, work, and adult
life.

c. The SHS learner must consider the

following in crafting their research:
1. Deriving the research problem,
which must be contextualized
according to the learners' current
situation;
2. Reviewing related literature and/or
studies;
3. Designing methods/ways of
understanding;
4. Collecting, analyzing, and interpreting
data;
5. Reporting the findings

d. It should be clear to the SHS learners that the

outputs would be limited to what the learners
and the school are equipped with, which may
be different from the research that they would
like to do. It should be noted also that they
may be working on a limited support for
conducting tests requiring research centers.

e. TheSHS learner must maintain a portfolio

of findings or results, create a final product
demonstrating their learning acquisition or
conclusions (a paper, short film, or
multimedia presentation, for example),
and submit a prerecorded video
presentation or conduct a liveonline
presentation on the project to a panel of
teachers, experts, and community
members who shall collectively evaluate
the quality of the output submitted.

f. Here are some examples of capstone project

ideas:
Community-based projects
• Math investigation (e.g., providing and
formulating theories) which is basically
more on library research Document
analysis
Robotics or ICT ro•ects
Humanities and Social This subject is designed to provide students
Sciences (HumSS) Strand the opportunity to integrate their learning in
and General Academic the different learning areas of the humanities
Strand(GAS) and social sciences through a creative
culminating activity. It focuses on the
Culminating Activity exhibitions/ exhibits of authentic products
and performances as evidence of their
learning in the humanities and social
sciences.
In consideration of the current limitations, the
following maybe undertaken by the schools:
1. Teachers must program the activities of
learners where they can perform the learning
competencies within the confines of their
home.
2. Since the subject's performance standard is
to produce a creative portfolio that will
integrate their learning in specialized
learning areas under humanities or social
sciences, learners can be asked to:
a. create a plan to make their portfolio
including its timeline, processes involved,
and key concepts;
b. write a concept paper that will
encapsulate their learning in humanities or
social sciences;
c. write insights after each part of
portfolio has been completed;
d. compile all outputs to include in their
portfolio; and
e. write an overall reflection and learning
based on the evaluation of their teachers
which will be given based on the condition of
the locali
3. Schemes for the Conduct of Suggested Activities in Arts and Design,
Sports, and TVL Tracks
Employing the different learning modalities or blended learning
approach which combines techn010U-based e-learning, distance
learning, and traditional classroom-based methods, all schools shall
ensure the acquisition of the academic requirements for SHS without
sacrificing the standards of quality education, and safety and security
of learners and teachers.
 The activities in all tracks can be performed in different schemes
which include in-school, home-based, community-based, and
schoolindustry partnership.
In-School.The school shall provide a mock environment given the
available school facilities. Arrangements shall be made between the
school management and parents/ guardians. Guided by the learning
competencies, SHS learners will perform the activities.
Home-based. The learners shall perform their activities at home but will
be monitored regularly by the SHS teacher. This scheme is applicable
only for learners with available materials, tools, or devices that can be
used to demonstrate their competencies. Guided by the learning
competencies, the teacher and learners need to select the activities to be
performed.
Community-based. The school may arrange with the government and
non-governmental organizations, such as local government unit or private
sector, the necessary environment. They can participate in government's
projects, community development activities, and other relevant
community piojects guided by the learning competencies.
School and IndustryTie-up. The school and partner institution shall arrange
theneeded environment of learners provided that physical distancing is
observed at all times.

The suggested activities in Annex 1 are provided to guide the schools in

implementing the different schemes. Schools may have different
activities other than the ones presented in this DepEd Order.

In extreme situations where any of the four schemes are not applicable or
in specializations such as maritime which cannot have a Work
Immersion, schools may opt to ask the learners to develop micro scale
business proposal/ research for arts production or feasibility study
(whichever is applicable and relevant to the tracks) guided by their
teacher. The business/arts production proposal that was developed in
Grade 10 (from SYPVE-implementing schools), in Grade 1 1, or in Grade
12 (Arts and Design Apprenticeship) shall be implemented but its context
shall require less people involved, less movement,and no physical
contact. This can be done at home or in school.

All lessons and activities of Work Immersion or its equivalent shallbe

delivered using different modalities applicable to the learners and schools.

Manual or online submission shallbe arranged in consideration to the

safety of learners and teachers with the help of the government and
non-governmental organizations (if available).
Proper modification of learner's tasks and activities shall be
implemented as deemed necessary based on the changes in the
learners' condition and their locality.
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