WORK IMMERSION EXPERIENCES AT THE

BUREAU OF FIRE PROTECTION STATION

OF SAN ISIDRO, ISABELA

Student Portfolio

Submitted to the Faculty of Senior High School Department

MANUEL L. QUEZON NATIONAL HIGH SCHOOL

Quezon, San Isidro, Isabela

In partial fulfillment of the requirement for

Work Immersion, Academic Track

General Academic Strand

JELLY B. AQUILANA
Work Immersion Student

JORYAN B. IBARRA
Work Immersion Teacher

HANNAE ALYZA P. DOMINGO

SHS Focal Person

MAY 2024

i
 APPROVAL SHEET

A Narrative Report entitled “ A Narrative Report on Work Immersion”

undertaken at the Bureau of Fire Protection (BFP) Station at San Isidro, Isabela,

prepared and submitted by JELLY B. AQUILANA. In partial fulfillment of the

requirement for Work Immersion, Academic Track General Academic Strand (GAS),

is hereby endorsed for approval.

Accepted and approved in partial fulfillment of the requirement for General

Academic (GAS) Strand.

JORYAN B. IBARRA, T-II Date: ____________________________

Work Immersion Adviser

HANNAE ALYZA P. DOMINGO,T-II Date: ____________________________

SHS Focal Person

RAINER S. GANTE Date: ___________________________

Senior Fire Officer III

MYR ANN S. SALAZAR, T-III Date: ____________________________

Officer-In-Charge

MELANIE P. ARANA,T-III Date: ____________________________

Officer-In-Charge

ii
 LETTER TO THE READERS

Dear Readers,

The work immersion is one of the author's memorable experiences as a

seniorhigh school student. She had learned different kind of things that makes her a

betterperson. This experience helped her to develop and improve her knowledge and

skills.Inthis narrative report, you will be able to read what she had experienced and

learned in theten days of her work immersion and it will also show every detail of her

activities. This narrative report would be of great help to the next student who will

undergothe work immersion. She also hopes and prays that this will serve as the

reader's guide inthe future.

Sincerely,

JELLY B. AQUILANA
Student-Trainee

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 ACKNOWLEDGEMENT

With the deepest gratitude and appreciation, I humbly thank the people who, in

whatever way they could, helped me make my Immersion possible.

To my parents, for their undying love and support, for providing all my financial and

moral needs, for their patience and understanding during my weary days when I

couldn't help them with chores- home, for their never-failing advice and for being

there for me no matter what.

To my brothers and sisters who serve as my inspiration, who constantly encourage

me to always do the best in everything and for their pride and constant support. In

the institution where I study, the Manuel L. Quezon National High School, where I

continue to grow as a Senior High student and family for giving us, students, the

opportunity to study without spending Too much.

To all my teachers who have shared and continue to share their knowledge with

students like me and continue to shape me into a better person. I extend my warm

gratitude especially to Mr. Ibarra and Mrs. Pascua, who, in their best way, shared

with us everything they knew

 Table of vContents

I. PRELIMINARIES………………………………………………
TITLE PAGE……………………………………………………………………… i
APPROVAL SHEET……………………………………………………………... ii
LETTER TO THE READERS…………………………………………………….iii
ACKNOWLEDGEMENT………………………………………………………iv-v

II. INTRODUCTION..........................................................................1
OBJECTIVES OF THE WORK IMMERSION.........................................................2
DURATION AND PLACE OF WORK IMMERSION.............................................3
III. THE TRAINING AREA................................................................4
HISTORY...................................................................................................................4
MISSION....................................................................................................................5
VISION.......................................................................................................................6
ORGANIZATIONAL STRUCTURE........................................................................9
IV. THE TRAINING EXPERIENCES............................................11
DAILY NARRATIVE JOURNAL..........................................................................13
OBSERVATION AND INSIGHTS.........................................................................26
OVERALL REFLECTION AND SELF-APPRAISAL...........................................27
V. APPENDICES..............................................................................28
STUDENT-TRAINEE RESUME............................................................................29
DAILY TIME RECORD..........................................................................................31
CERTIFICATION OF ENGLISH CRITIC..............................................................32
CERTIFICATE OF COMPLETION........................................................................33
DOCUMENTATION..........................................................................................34-42
 INTRODUCTION
In terms of education, the Philippine educational system has undergone

significant development, particularly with the transition from the traditional

curriculum to the widely adopted K-12 curriculum. Recently, the Department of

Education (DepEd) introduced guidelines for work immersion activities for senior

high school students, a key component of the Senior High School (SHS) curriculum.

Work Immersion entails 80 hours of hands-on experience or simulated work

environments, providing students with exposure to real workplace settings and

enhancing their competencies under the supervision of school authorities and

partnering organizations. This experiential learning opportunity, ranging from 80 to

320 hours, allows students to familiarize themselves with the workplace, apply their

specialized skills, and fulfill graduation requirements.

Work Immersion serves as a crucial aspect of the SHS program, offering

students practical knowledge and experience to facilitate their professional growth.

Moreover, it offers a chance to engage in actual job methodologies, utilizing authentic

tools, equipment, and documents, thereby serving as a developmental platform for

students to deepen their understanding of their chosen fields and apply academic

learnings in real-world scenarios. Ultimately, the immersive experience equips

students with valuable skills and insights that will benefit them not only in their

current academic pursuits but also in their future professional endeavors.

Experience is one of life’s greatest teachers. As trainees, they can use it as an

inspiration as they gain ability in their respective fields. This experience will surely

1
help them not only for their present job as a student but also for their future job as

professional employees of this society. (Lozada, 2017)

OBJECTIVES OF THE WORK IMMERSION

Work Immersion will help to develop the learners’ 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.

By the time learners reach senior high school, they would have already

acquired almost all the competencies and skills that would prepare them for the

curriculum exists (higher education, middle-skills development, and

entrepreneurship). Work immersion provides them with an avenue to test themselves

and apply what they have learned in a non-school scenario. In work immersion,

learners are not only able to apply their previous training but are also able to

experience social interactions in work environment. Their experiences during work

immersion will develop many skills and values that would help them as they

transition from high school to real life.

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 To assure the achievement of the above objectives of Work Immersion, this policy

serves to guide schools in:

1. creating flexible Work Immersion arrangements for their learners;

2. providing options for Work Immersion that are relevant to learners’ purposes

and needs;

3. organizing Work Immersion opportunities for learners that are consistent with

the diverse human resource requirements of partner institutions for work

immersion; and

4. articulating the scope and limits of Work Immersion in the context of basic

education when building relationships with Work Immersion partners.

DURATION AND PLACE OF WORK IMMERSION

On February 26, 2024, the 80-hour Work Immersion program got underway,

and it ended on March 8, 2024. We had to stay in our allocated area for eight hours

every day. Our work immersion teachers placed us in offices related to the careers we

had selected. We will return to school to complete our narrative report or portfolio

about the knowledge we gained from the Work Immersion program after it is over.

3
 FIGURE 1. Designated Office of the Bureau Of Fire Protection (BFP)
San Isidro, Isabela

THE TRAINING AREA

This building is the San Isidro’s Bureau of Fire Protection Fire Station, this

station here is where the staffs of BFP are actively alert against fire.

HISTORY

The Bureau of Fire Protection (BFP) is the government body in

the Philippines responsible for the provision of fire services. It is under the

jurisdiction of the Department of Interior Local Government. The BFP is responsible

for ensuring public safety through the prevention or suppression of all destructive

fires on buildings, houses, and other similar structure, forests, and land transportation

vehicles and equipment, ships/vessels docked at piers, wharves or anchored at major

4
seaports, petroleum industry installations. It is also responsible for the enforcement of

the Fire Code of the Philippines (PD 1185) and other related laws, conduct

investigations involving fire incidents and causes thereof including the filing of

appropriate complaints/cases. The BFP was formed from the units of the Integrated

National Police's Office of Fire Protection Service on January 29, 1991 through

Republic Act No. 6975, which created the present Interior Department and placed the

provision of fire services under its control.

Republic Act No. 6975, or the Department of Interior and Local Government

Act of 1990, took effect on January 1, 1991 and paved the way for the establishment

of the Philippine National Police, BFP and Bureau of Jail Management and Penology

as separate entities. Specifically, the Fire Bureau's charter was created under Chapter

IV (Section 53 to 59) and carried-out through the provisions of Rule VII (Sections 49

to 58) of the Implementing Rules and Regulations of the act. The organization was

then placed under the direct supervision of the DILG undersecretary for peace and

order. The Appropriation Act of 1991 also caused the inaugural operation of the BFP

on August 2, 1991 as a distinct agency of the government, with the initial preparation

of its operation plans and budget (OPB) undertaken by the staff of the Office of the

National Chief Fire Marshal at Camp Crame, Quezon City headed by F/Brigadier

General Ernesto Madriaga, INP (1990–1992), which took over from the long reign of

F/Major Primo D. Cordeta (Ret.), the first chief fire marshal (1978–1989). Madriaga

served as the BFP's first acting fire chief/director from 1991 to 1992.

5
 MISSION

We commit to prevent and suppress destructive fires; investigate its causes;

enforce the Fire Code and other related laws; and respond to man-made and natural

disasters and other emergencies.

VISION

A modern fire service fully capable of ensuring a fire-safe nation by 2034.

QUALITY POLICY

BFP commits to providing a high quality, professional and efficient service to

ensure the satisfaction of all the requirements of our clients. This achievement will

result in ascertaining superior services, securing client-oriented enterprises for a long-

term sustainability towards pursuit of organizational excellence. bearing the

responsibility for establishing, implementing, integrating, and maintaining the Quality

Management system. In accordance to its significance, the Command sufficient

resources, time and talents within the organization to achieve this. Ensure through

communication, engagement, practical example and training that Quality is the aim of

all members of the organization

Equally, every employee is responsible and accountable to perform the duties

required by his or her specific role. The Organization has a Policy of promoting

continual improvement of Quality Objectives in line with the framework laid down

within SO 9001:2015 Standard These objectives will address the risks and

opportunities within the Organization as determined by Top Management. DFSE

hereby certifies that this Quality System Manual and the Standard Operating

6
Procedures Manual accurately describe the Quality, System followed or implemented

within the Organization to meet the requirements of ISO 9001:2015. As a

manifestation of Management's ultimate responsibility, the Quality system will be

regularly monitored, measured, evaluated and enhanced through a reliable, equitable

and credible processes of its status and

QUALITY OBJECTIVES

The Office of the Chief, BFP shall conform at least 80% of customer

satisfaction in term of documentation signature and approvals, including Emails

within the prescribe duration. The Office of the Deputy Chief for Administration shall

achieve 100% of the delegated tasks pertaining of administrative matters and to

recommend all forms of communication concerning policies, plans and programs, and

requests for financial, logistical and manpower requirements.

The Office of the Deputy Chief for Operation shall accomplish 100%

operational matters and of recommend all methods of communication concerning

policies, plans and programs, systems and procedures, and requests for financial,

logistical and manpower requirements.

The Office of the Chief Directorial Staff shall establish 100% assistance to all

BFP offices, disposition of their functions, duties and responsibilities towards the

modernization of BFP.

The Directorate for Personnel and Records Management shall ensure 100%

accuracy of personnel records, continuous monitoring of nationwide vacancies for

uniformed personnel, submission of documents for performance management, welfare

and awards of personnel.

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 The Directorate for Human Resource Development shall build and maintain a

pool of professional and competent personnel through merit-and-fitness principle by

ensuring that 95% of vacancies are filled-up: 100% of

appointments are attested, 90% of personnel are designated to positions

commensurate to rank, qualifications and competencies, and at least 80% of personnel

are provided with appropriate mandatory training.

The Directorate for Comptrollership shall ensure 100% financial transactions

ore recorded accurately and timely in accordance with Philippine Public Sector

Accounting Standards and COA regulations.

The Directorate for Plans shall ensure that 100% of the BFP's organizational

performance outcome and output targets are evaluated and 100% of the programs,

projects and activities (PPAs) pursuant to its mandated functions are monitored and

subjected to assessment; monitor alignment and implementation of Quality

Management System in the BFP-National Capital Region and three regions; and

ensure the achievement of 75% overall customer satisfaction from stakeholders.

The Directorate for Logistics shall build at least 20 new Fire Stations/Fi e Sub-

Stations, procure 20 new fire fighting vehicles, 1,000 units of SCBA, 1,000 sets of

PPE, and at least 20 units of rescue boats.

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 ORGANIZATIONAL STRUCTURE

As you can see here, The

Chief, BFP, FDIR Louie
S Puracan is the head of
the Regional Directory.
Actually, in every
department or office, the
Chief, BFP, is always the
head of all the BFP
Stations here in the
Philippines. Followed by
Regional Director,
FCSUPT Rizalde M
Castro, Next is the
Provincial Fire Marshal,
FSUPT Fernando Noel
DC De Leon, Then comes
the Local Personnels of
BFP San Isidro headed by
Officer-In-Charge, SFO3
Rainier S Gante followed
by Chief IIU, SFO2
Mariwil T Adriano, Chief,
Admin, Agnes Q Limos,
Figure 2. Regional Directory of BFP San Isidro
Chief, Personnel Training
Unit, FO3 Mary Grace G Le-is, Chief, Fire Safety Enforcement Unit, Rowley Van D
Tuguinay, Chief, Emergency Medical Services Unit, FO2 Patrick Chester S Joson,
Collecting Agent, FO2 Princess Joy A Maninang, Chief, Logistics, FO1 John Davis V
Parragua, and the last but not the least, Chief, Finance Unit, FO1 Mary Grace S
Baliza.

9
FIGURE 3. Office of the Bureau of Fire Protection ( BFP) San isidro, Isabela.

This is the office of the BFP San Isidro. Our school coordinator and work

immersion teacher placed us here because of the knowledge we can gain for free. The

responsibilities of a firefighter encompass a wide range of crucial tasks essential for

public safety and emergency response. At the forefront of their duties is the prompt

and effective response to various emergencies, including fires, medical incidents,

hazardous material incidents, vehicle accidents, and natural disasters. Firefighters are

extensively trained to suppress fires using specialized equipment and techniques,

ensuring the safety of individuals and the preservation of property.

Additionally, they are skilled in conducting rescue operations, often

navigating hazardous environments to extricate individuals from perilous situations

such as burning buildings or collapsed structures. In medical emergencies, firefighters

10
provide essential first aid and medical care, stabilizing patients until they can be

transferred to appropriate medical facilities. Beyond their immediate response duties,

firefighters also play a vital role in fire prevention and community education,

imparting essential knowledge on fire safety measures to the public. Through their

unwavering dedication and bravery, firefighters serve as pillars of safety and

resilience in their communities, upholding public trust and safeguarding lives and

property.

THE TRAINING EXPERIENCES

"Educating the mind without educating the heart is no education at all.” -

Aristotle

Work Immersion will provide practical experience in the workplace, which

can enhance job readiness. It allows students to gain skills and knowledge in a real-

world setting, help build professional networks, and gain references for future job

opportunities. It also provides an opportunity to explore different career paths and

industries that can help students develop interpersonal and communication skills.

Below is the narration of the student-trainee's experience in the Bureau of Fire

Protection (BFP) Station which gives a lot of learnings for the student-trainee’s

chosen career.

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DAILY NARRATIVE TRAINING

EXPERIENCES

12
 DAILY NARRATIVE JOURNAL

DAY 1- February 26, 2024/ MONDAY

On my first day of immersion, I came here at 7:20 AM. We attended the flag

ceremony at 8:30 AM, while the ceremony is ongoing, one of the officials here will

be relocated to another LGU as they gave their farewell gift, Vice Mayor Tumamao

talked about Heidi and introduced all the immersionists. After the ceremony, we went

back to our respective stations, SFO3 Rainier S Gante greeted us all, as he gave his

remarks, he stated all the pre-requisite and requirements for joining the BFP. Each of

us showed our talents after we introduced ourselves.

After lunch, OJT Intern Alipio taught me (Team Leader) on how to report for

duty. After that we prepped a yell for the immersion symposium, when we arrived at

the room, I was called on to make a speech right in front, I was hesitating at first but I

abruptly stood and made a speech about the BFP. Subsequently, SFO3 Rainier S

Gante and the OJT Interns (Back at the Station) gave us all an inspirational quote.

As we proceed onto the lecture about free insurance, Sir Gante taught us the

proper formation and reporting, then we continued until it was our dismissal. The

farewell ceremony and subsequent activities at my new LGU underscored the

valuable skills and knowledge gained during my time with the Bureau of Fire

Protection (BFP). Vice Mayor Tumamao's recognition and SFO3 Rainier S. Gante's

13
guidance highlighted the importance of BFP's rigorous prerequisites and individual

talents. Delivering an impromptu speech showcased my growing confidence, while

inspirational quotes reinforced the supportive BFP community. Practical training in

duty reporting and formation deepened my understanding of BFP responsibilities, and

a lecture on free insurance underscored the organization's holistic support for

firefighters.

This experience solidified my admiration for BFP's dedication, fueling my

commitment to community service.

Figure 4. Making a speech in front of all the immersionists

and officials in my first day of Work Immersion

Day 2-February 27, 2024/TUESDAY

On the second day, at the start of the morning, FO1 Roy Owen Galuyo taught

us the proper platoon formation for quite a long time, then we proceeded to the

lecture. It was headed by SFO3 Rainier S Gante, he taught us the brief history of BFP,

14
the nature and behavior of fire, characteristics and chemistry of fire, methods of heat

transfer, stages of fire, how to survive from a fire, different types of fire, different

kinds of fire extinguishers and its parts.

Afterwards, we played a game called ABC and relay the message while we

were playing, Jannel fell down because of her competitiveness but ultimately Jannel’s

group won, we all did a reflection on what we had learned on each of the games that

we played then we shared our insights right in front. Then we were dismissed. The

intensive morning session led by FO1 Roy Owen Galuyo on platoon formation

underscored the importance of precision and discipline within the Bureau of Fire

Protection (BFP).

Following this, the comprehensive lecture by SFO3 Rainier S. Gante provided

a deep understanding of fire behavior, extinguishing methods, and survival

techniques, emphasizing the gravity of the BFP's mission. The unexpected turn during

the game, where competitiveness led to a fall, served as a reminder of the importance

of balance and safety in all endeavors.

Reflecting on these experiences, I realized the critical role of both knowledge

and teamwork in effectively combating fires and ensuring community safety.

15
 Figure 5. Immersionist Students on stand-by waiting for SFO3
Rainier Gante
Day 3-February 28, 2024/WEDNESDAY

We started the morning strictly with a platoon report. I am early compared to

the immersion students of SINHS. I brought my father’s fire extinguishers as Sir

Gante had requested yesterday, as it will be used for next week on our practical

application. I proceeded the day with discipline and attentiveness, on his (Sir Gante)

continuation of his lecture, I learned some basic firefighting skills, firefighting

strategies, and firefighting tactics.

While we were on duty, our teachers, Sir Jo and Ma’am Hannae gave us a

surprise visit to FIGURE

inspect and
2. observe on what have on
We the Immersionists we Lecture
learned. Moreover, I continued

my day with the OJT Interns as Sir Gante was not available that afternoon, so they

replaced him for the meantime and while waiting they taught us how to do a proper

platoon report phases, basic ropemanship and camaraderie. Then we ended our day

with a platoon report. The day's experiences underscored the importance of readiness,

discipline, and camaraderie within the Bureau of Fire Protection (BFP) immersion

program.

From the punctual platoon report to the practical lessons on firefighting skills

and tactics, each moment highlighted the gravity of the responsibilities involved. The

surprise inspection from teachers served as a reminder of the accountability inherent

16
in the training process. Collaborating with the OJT Interns further emphasized the

value of shared knowledge and teamwork in preparing for the challenges ahead. This

day reinforced the understanding that success in firefighting requires not only

individual readiness but also collective effort and support.

FIGURE 6. A photograph of us and our teachers on the municipal

hall of San Isidro.

Day 4-February 29, 2024/ THURSDAY

On my fourth day of immersion, I arrived here at 6:50 AM. We started the

morning with a platoon report before proceeding to a lecture. As immersionists, we

did Zumba before SFO3 Rainier S Gante's lecture on ropemanship and the necessary

permits for gasoline trucks, stores, windmills, and others. Afterwards, we took a

break. Upon our return, we inspected a gasoline tanker truck and learned to compute

collection taxes. We formed up for another platoon report before lunchtime.

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Following lunch, we returned to the BFP where FO1 John Davis V Paraggua taught

us about donning, doping of personal protective equipment (PPE) such as self-

contained breathing apparatus, cylinders, back plates, rubber buffers, shoulder plates,

gauges, waist belts, facepieces, lung demand valves, firecoats, fire trousers, fire boots,

and fire gloves. After learning how to wear the PPEs, we were taught by Jericho and

his colleagues how to march before being given a rest. At 3:50 PM, SFO3 Rainier S

Gante instructed us to relay a message to the PNP with proper etiquette. We had

another platoon report before heading home at 5:00 PM.

During my immersion experience, I engaged in a diverse array of activities

aimed at equipping me with essential skills for firefighting and emergency response.

From platoon reports to lectures, Zumba sessions, and hands-on training, each

component contributed to my understanding of organizational structure, safety

protocols, and professional conduct. Practical exercises such as inspecting a gasoline

tanker truck and learning to don personal protective equipment highlighted the

meticulous attention to detail required in the field. Moreover, instruction on

communication etiquette underscored the importance of clear and respectful

interaction within emergency response teams. Overall, my immersion experience

provided invaluable insights into the multifaceted nature of firefighting and

emergency preparedness.

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Day 5- March 01, 2024/ FRIDAY

The fifth day of immersion reiterated the importance of foundational knowledge

and adherence to protocols within the Bureau of Fire Protection (BFP). Commencing

with a punctual platoon report, the morning's focus on memorizing the BFP's vision,

mission, and directories underlined the significance of understanding the

organization's objectives and structure. The lecture on the Brief History of BFP

provided context to our role within the institution, reinforcing the importance of

historical understanding in shaping present-day practices.

Through structured sessions and breaks, the day emphasized the balance

between learning and rest, ensuring optimal absorption of information. Overall, the

day's activities highlighted the BFP's commitment to thorough preparation and

comprehensive understanding among its members.

19
Figure 8. A groupfie by Jm with our fellow Immersionists at the
back while memorizing the Vision and Mission of BFP.
Day 6-March 04, 2024/ MONDAY

The sixth day of immersion epitomized the multifaceted training approach of

the Bureau of Fire Protection (BFP), balancing both ceremonial and practical learning

experiences. Beginning with the platoon report and attendance at the flag ceremony,

the day commenced with a display of respect and patriotism. The lecture by FO2

Rowley Van D Tuguinay on Basic Fire Support provided essential knowledge on

emergency response tactics, while the subsequent sessions on recognizing signs of

high blood pressure, performing CPR, and triangle bandaging underscored the

importance of medical preparedness in firefighting scenarios.

Despite the interruption for a school pictorial, the day remained focused on

equipping us with the diverse skills needed for effective emergency response. This

day highlighted the comprehensive training approach of the BFP, ensuring readiness

in both ceremonial and practical aspects of firefighting.

FIGURE 9. FO2 Rowley Van D Tuguinay teaching us the proper way

of handling an unconscious person via CPR and Basic Life Support.

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Day 7-March 05, 2024/ TUESDAY

The day's immersion at the Bureau of Fire Protection (BFP) was characterized

by practical training in medical procedures under the guidance of FO2 Rowley Van D

Tuguinay. Beginning with a punctual platoon report, the morning focused on

bandaging techniques, emphasizing proper procedures for various scenarios such as

intoxication or unconsciousness. After lunch, the session continued with instruction

on splinting techniques, followed by a hands-on rescue simulation to apply the newly

learned skills.

Recognition of outstanding performance further motivated participation,

highlighting the importance of proficiency in emergency medical response. The day

concluded with a final platoon report, cementing the day's lessons and experiences.

This immersive training underscores the BFP's commitment to comprehensive

preparedness for emergency situations.

Figure 10 . Group lecture together with our fellow Immersionists

while being taught by FO2 Rowley Van D Tuguinay

21
Day 8-March 06, 2024/WEDNESDAY

The day's activities at the Bureau of Fire Protection (BFP) highlighted a blend

of spiritual nourishment and practical training, underscoring the holistic approach to

learning within the organization. Beginning with the customary platoon report, the

morning saw a visit from guests who shared spiritual insights, fostering a sense of

community and reflection.

The subsequent session led by FO1 Roy Owen Galuyo delved into the

technical aspects of fire truck hoses, providing comprehensive knowledge on types,

parts, and deployment techniques. Following a break, the day continued with

formation drills and further platoon reporting, maintaining a focus on discipline and

accountability. The afternoon session on college criminology, facilitated by seniors,

expanded our understanding of related subjects, enriching our skill set beyond

firefighting. Concluding with a final platoon report, the day encapsulated the

multifaceted training approach of the BFP, integrating both practical skills and

broader educational experiences.

22
 FIGURE 11. Lessons about Fire Fighting Hoses at the
municipal office of the San Isidro.
Day 9-March 07, 2024/THURSDAY

The ninth day of immersion at the Bureau of Fire Protection (BFP) was

marked by hands-on firefighting activities, providing practical experience in

emergency response. Beginning with the customary platoon report, the day

transitioned to the San Isidro market for firefighting exercises. Engaging directly in

tasks such as hose handling and coupling attachment during the exercise underscored

the importance of teamwork and technical proficiency in firefighting scenarios. After

a brief rest and formation platoon report, the day resumed with further firefighting

activities at the BFP station, including extinguishing fires using fire extinguishers.

The day concluded with cleanup, physical activity in the form of Zumba, and a final

platoon report, encapsulating the rigorous yet rewarding nature of BFP training.

I realized on the ninth day of my immersion at the Bureau of Fire Protection

(BFP) the importance of hands-on firefighting activities, providing practical

experience in emergency response. Beginning with the customary platoon report, the

day transitioned to the San Isidro market for firefighting exercises. Engaging directly

in tasks such as hose handling and coupling attachment during the exercise

underscored the importance of teamwork and technical proficiency in firefighting

scenarios. After a brief rest and formation platoon report, the day resumed with

further firefighting activities at the BFP station, including extinguishing fires using

fire extinguishers. The day concluded with cleanup, physical activity in the form of

23
Zumba, and a final platoon report, encapsulating the rigorous yet rewarding nature of

BFP training.

Figure 13. Simulation of Real Fire Fighting, at the San Isidro

Marketplace.
Day 10-March 08, 2024/FRIDAY

The final day of immersion at the Bureau of Fire Protection (BFP) was a

culmination of physical exercises, camaraderie, and heartfelt farewells. Beginning

with the customary platoon report, the day transitioned to sports attire for agility

exercises, highlighting the importance of physical readiness in firefighting. Following

refreshing showers from the firetruck, preparations for the boodle fight fostered a

24
sense of community among immersionists and BFP staff. As we shared a meal

together, bonds were strengthened and memories cherished.

Upon returning to the BFP, reflections on our learning journey were shared

before bidding farewell to SFO3 Rainier S Gante and the BFP team. The final platoon

report formation provided an opportunity to express gratitude for the mentorship and

guidance received, acknowledging the BFP staff as second parents and college

criminology students as invaluable teachers. This closing ceremony encapsulated the

profound impact of the immersion experience and the lasting relationships forged

within the BFP community.

Figure 14. End of Work Immersion and Boodle Fight with the Bureau
of Fire Protection (BFP) Staff together with the Criminology student-
interns from ISU-E and Northeastern College of Santiago City.

25
 OBSERVATION AND INSIGHTS

Students participating in the Bureau of Fire Protection (BFP) immersion

program stand to acquire invaluable knowledge and skills. The disciplined

environment at BFP, overseen by esteemed leader SFO3 Rainer S. Gante, is integral

to the experience. Adherence to protocols, starting with platoon reporting, ensures a

structured approach to learning.

The program sheds light on the critical and demanding nature of BFP's work,

encompassing fire suppression and victim rescue. Central to the experience is

fostering a culture of teamwork and camaraderie among participants. Through

collaborative exercises, individuals not only refine technical competencies but also

undergo personal growth, bolstered by mutual support and confidence-building.

Interactions with BFP staff and fellow immersionists play a vital role in

facilitating social and emotional development, enriching the educational journey and

forging lasting connections. The program's emphasis on fellowship and

communication skills lays the groundwork for accomplishing tasks through

cooperation and diligence. Participants navigate various life challenges, strengthening

mutual trust and advancing both technical expertise and personal maturation.

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 As the immersionists conclude their narratives, they express gratitude to the

BFP staff, led by the respected Sir SFO3 Rainer S. Gante, for their guidance,

discipline, and camaraderie. These expressions of appreciation reflect the students'

growth as learners, heightened self-assurance, and enriched personal and professional

experiences.

The BFP immersion program stands out for its holistic approach, integrating

appreciation for the environment with practical skill development.

OVERALL REFLECTION AND SELF-APPRAISAL

Completing the 10-day immersion program at the Bureau of Fire Protection

(BFP) was transformative for me. It enabled me to overcome challenges, enriched my

understanding of emergency response and firefighting, and instilled in me a sense of

discipline and camaraderie. Under the guidance of esteemed instructors like Sir SFO3

Rainer S. Gante, I gained practical skills and valuable insights.

A key takeaway from this experience was the importance of teamwork and

cooperation. Working alongside fellow immersionists and BFP staff, I witnessed the

power of collaboration in overcoming obstacles and achieving common objectives.

This experience not only enhanced my technical proficiency but also underscored the

significance of unity in crisis situations.

Furthermore, this journey of self-discovery encouraged me to step out of my

comfort zone and embrace new challenges, whether it was delivering spontaneous

speeches or participating in practical exercises. I am immensely grateful to the BFP

27
staff, particularly my peers and Sir SFO3 Rainer S. Gante, for their unwavering

support and mentorship throughout this journey.

As I move forward, I am excited to share the knowledge and skills I have

acquired and contribute to enhancing community and environmental safety.

APPENDICES

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 STUDENT-TRAINEE RESUME

JELLY B. AQUILANA
Victoria, San Isidro, Isabela
CP #: 0926-805-8572
Email: aquilanajelly69@gmail.com

CAREER OBJECTIVES

Seeking a challenging career with a progressive organization that provides an

opportunity to enhance my skills and abilities.

PERSONAL INFORMATION

Birthday: January 24, 2004

Birthplace: Ramos East, San Isidro, Isabela
Age: 20
Weight: 53kg
Height: 153cm
Dialect: Tagalog/Ilocano
Mother’s Name: Jasmin B. Aquilana Occupation: House Wife
Father’s Name: Matias C. Aquilana Occupation: None

EDUCATION BACKGROUND

Senior High School School Year

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 Manuel L. Quezon National High School 2022-2024
Quezon, San Isidro, Isabela

Junior High School

Divisoria, High School 2016-2019
Divisoria, Santiago City, Isabela

Elementary School
Ramos Elementary School 2010-2015
Ramos East, San Isidro, Isabela

PERSONAL SKILLS

:Time Management

CHARACTER REFERENCES

HANNAE ALYZA P. DOMINGO, T-II

SHS Focal Person
Manuel L. Quezon National High School
Quezon, San Isidro, Isabela
CP # 0997-661-7958

JORYAN B. IBARRA, T-II

Senior High School Teacher
Manuel L. Quezon National High School
Quezon, San Isidro, Isabela
CP # 0955-922-3567

EVELYN S. SERAFICA, T-III

Senior High School Teacher
Manuel L. Quezon National High School
Quezon, San Isidro, Isabela
CP # 0926-610-9321

I hereby certify that the information mentioned above is true and correct to the

best of my knowledge and belief.

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 JELLY B. AQUILANA
Applicant

DAILY TIME RECORD

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 CERTIFICATION OF ENGLISH CRITIC

This is to certify that the undersigned has read, reviewed, and edited the

Narrative Report of JELLY B. AQUILANA, in partial fulfillment of the

requirements for the Work Immersion. This certification is issued to the

aforementioned author for English critic requirements.

Issued this 30th day of April in the year of our Lord, two thousand and twenty-

four (2024).

JORYAN B. IBARRA, LPT

English Critic

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CERTIFICATE OF COMPLETION

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DOCUMENTATION

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