Francisco Osorio National High School

Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Cavite
FRANCISCO OSORIO NATIONAL HIGH SCHOOL
Osorio, Trece Martires City, Cavite 4109
A NARRATIVE REPORT ON WORK IMMERSION
AT
Cavite States University Trece Martires City, Campus
TRAINING PERIOD
NOVEMBER 04, 2017- DECEMBER 05, 2017
In Partial Requirement in Senior High School
Submitted By:
Kyla Jane T. Niaga
Submitted to:
Ms. Lizz Cubol
2017
TABLE OF CONTENTS
Page
I. TITLE PAGE
II. TABLE OF CONTENTS
III. ACKNOWLEDGEMENT
IV. INTRODUCTION
V. COMPANY PROFILE
History
Vision
Mission
Logo
Responsibilities of Management
Organizational Chart
VI. NARRATIVE REPORT
Strength
Weaknesses
Problem Encountered
Conclusion
Recommendation for the problem
Summary/Conclusion
VII. APPENDICIES
Evaluation Sheet
Resume
Pictures
ACKNOWLEDGEMENT
This success of the author couldn`t be turn into reality without this following person who
with all their help the author in different ways. The author would like to acknowledge and express
her gratitude for the following;
Our Almighty God who always guide and light the way in her study, without him, she can
do nothing in the world.
To Ma`am Lizz Cubol her work immersion coordinator, for the guide and support for the
rest of the work immersion period.
To Ma`am Jessie Demetillo, Sir Matthew Camitan the instructors in her assigned
department for teaching, guiding and giving her chance to work in their department.
To her friends, classmates and co-work immersion student who give support and advice.
To her family, most especially to her beloved parents whom with all their best, face the
hardship of working just to educate her.

INTRODUCTION
Work Immersion is one of the course requirements for graduation. A Senior High School
student has to undergo Work Immersion in an industry that directly relates to the student’s
postsecondary goal. 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 word “immersion” as it applies to the K to 12 curriculum is defined in the Department
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.”

The author was deployed at Cavite States University Trece Martires City, Campus.the
university is located at Governor`s Drive Trece Martires City, Cavite. The university offers
undergraduate programs; 1. Bachelor of Industrial Technology 2. BS Business Management 3. BS
Information Technology 4. BS Hotel and Restaurant Management and for non-degree courses; 1.
Associate in Computer Secretarial 2. Certificate in Computer Technician 3. Diploma in Hotel and
Restaurant Management.
HISTORY
The Cavite State University, (CvSU), is a university in the province of Cavite in the
Philippines. Its 72-hectare (180-acre) main campus, known as the Don Severino de las Alas
Campus, is located in the Municipality of Indang, Cavite about 60 km (37 mi) southwest of Manila.
The educational institution has ten other campuses spread all over the province. The school was
established initially as an intermediate school by the Thomasites, a group of American teachers
brought by the United States during the early part of the American colonial period to revamp the
system of education in the country. By 1964, the school has grown into a college known as the
Don Severino Agricultural College (DSAC). It became a university on January 22, 1998, and was
renamed as the Cavite State University. Since then, the university has grown offering close to 100
curricular programs in the undergraduate and graduate levels. It has more than 25,000 students and
1,200 faculty and staff from all eleven campuses.
The state university was first established by the Thomasites as an intermediate school,
named Indang Intermediate School in 1906 with C.E. Workman its first principal. Subsequently,
Americans Henry Wise and Joseph Coconower succeeded Workman as the school's principal. In
1915, the school had its first Filipino principal, Mariano Mondoñedo. The school's focused on
vocational agriculture for boys and domestic science for girls. In 1918, the name of the school was
changed to Indang Farming School.
As enrollment increased, the school site was expanded through the land donations of the
citizens of Indang, including Francisco Ocampo and Don Severino de las Alas, Secretary of
Interior during the Aguinaldo cabinet. In 1927, the school was renamed Indang Rural High School,
during the incumbency of Principal Simeon Madlangsakay. It first offered a secondary courses in
vocational agriculture in 1923 and Home Economics in 1927.

In recognition of the generosity of Don Francis June Guañezo to the community, the
province of Cavite and the nation, the name of the institution was changed to Don Severino
National Agricultural School in 1958 by a congressional action.

VISION
MISION
LOGO

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Republic of the Philippines

A NARRATIVE REPORT ON WORK IMMERSION

Cavite States University Trece Martires City, Campus

NOVEMBER 04, 2017- DECEMBER 05, 2017

In Partial Requirement in Senior High School

Kyla Jane T. Niaga

Ms. Lizz Cubol

II. TABLE OF CONTENTS

VI. NARRATIVE REPORT

her gratitude for the following;

do nothing in the world.

rest of the work immersion period.

hardship of working just to educate her.

of employment or higher education after graduation.

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

of Education (DepEd) Order No. 40, series of 2015:

include offices, factories, shops and project sites.”

undergraduate programs; 1. Bachelor of Industrial Technology 2. BS Business Management 3. BS

Associate in Computer Secretarial 2. Certificate in Computer Technician 3. Diploma in Hotel and

established initially as an intermediate school by the Thomasites, a group of American teachers

1,200 faculty and staff from all eleven campuses.

changed to Indang Farming School.

vocational agriculture in 1923 and Home Economics in 1927.

National Agricultural School in 1958 by a congressional action.

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