Competency-Based Learning Material: Sector Tourism

COMPETENCY-BASED LEARNING MATERIAL
Sector TOURISM
Qualification Title: BREAD AND PASTRY PRODUCTION NCII
Unit of Competency: Prepare and produce pastry products
Module Title: Preparing and producing pastry products
Technical Education & Skills Development Authority

ANARETA TECHNICAL SCHOOL
POBLACION SANTA MARIA, BULACAN
Plan
Training
Session
Date Developed: Document No.

July 2010 Issued by:
BREAD AND Date Revised:
PASTRY February 2012 Page 1 of 111
Developed by: Anareta Technical
PRODUCTION NCII School
Maria Alpha DR.
Anareta Revision # 01
Sample Data Gathering Instrument for Trainee’s
Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
STUDENT’S NAME:_____________________________________ DATE:____________
Characteristics of learners
Language, literacy Average grade in: Average grade in:

and numeracy English Math
(LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
a. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level

QUALIFICATION Date Revised:
February 2012 Page 2 of 111
TITLE Developed by: SCHOOL
Redilyn C. Agub NAME
Revision # 01
h. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: _____
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous Bread and Pastry Certificates

experience with a. BPP certified
the topic b. BPP/Baking course graduate
c. BPP trainer
d. BPP lead trainer
Number of years as a competency trainer ______
Previous List down trainings related to Bread and Pastry

learning ___________________________
experience ___________________________
___________________________
Training Level National Certificates acquired and NC level

___________________________
completed
___________________________
Special courses Other courses related to BPP

a. Units in Culinary Arts/Baking course
b. Master’s degree units in education
c. Others(please specify)
_________________________
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order for
this kind of learner to retain information,
oral or written, presentations of new
information must contain diagrams and
drawings, preferably in color. The visual
learner can't concentrate with a lot of activity
around him and will focus better and learn
Revision # 01
faster in a quiet study environment.

b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students with
concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text. Having
to read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where
they can watch, listen and then review what
has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________
STUDENT’S SIGNATURE:_________________________________

Revision # 01
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
STUDENT’S NAME:______________________________________ DATE:__________
BASIC COMPETENCIES
CAN I…? YES NO
1. Participate in workplace
1.1 Obtain and convey workplace information?
1.2 Complete relevant work related documents?
1.3 Participate in workplace meeting and discussion?
2. Work in a team environment
2.1 Describe and identify team role and responsibility in a
team?
2.2 Describe work as a team member?
3. Practice career professionalism
3.1 Integrate personal objectives with organizational goals?
3.2 Set and meet work priorities?
3.3 Maintain professional growth and development?
4. Practice occupational health and safety procedures
4.1 Identify hazards and risks?
4.2 Evaluate hazards and risks?
4.3 Control hazards and risks?
4.5 Maintain occupational health and safety awareness?
COMMON COMPETENCIES
CAN I…? YES NO
1. Develop and update industry knowledge

Developed by: SCHOOL
PRODUCTION NCII
Revision # 01
COMMON COMPETENCIES
CAN I…? YES NO
1.1 Identify and access key resources of information on the
industry?
1.2 Access, apply and share industry information?
1.3 Update continuously relevant industry knowledge?
2. Observe workplace hygienic procedures
2.1 Practice personal grooming and hygiene?
2.2 Practice safe and hygienic handling, storage and disposal
of food, beverage and materials?
3. Perform computer operations
3.1Identify and explain the functions, general features and
capabilities of both hardware and software?
3.2Prepare and use appropriate hardware and software
according to task requirement?
3.3Use appropriate devices and procedures to transfer
files/data?
3.4Produce accurate and complete data according to the
requirements?
3.5Maintain computer system?
4. Perform workplace and safety practices
4.1 Practice workplace safety, security and hygiene systems,
processes and operation?
4.2 Respond appropriately to faults, problems and emergency
situations?
4.3 Maintain safe personal presentation standards?
5.Provide effective customer service
5.1 Apply effective verbal and non-verbal communication
skills to respond to customer needs?
5.2 Provide prompt and quality service to customer?
5.3 Handle queries promptly and correctly in line with
enterprise standards
5.4 Handle customer complaints, evaluation and
recommendations

PRODUCTION NCII
Revision # 01
CORE COMPETENCIES
CAN I…? YES NO
1. Prepare and produce bakery products
1.1 Prepare bakery products?
1.2 Decorate and present bakery products?
1.3 Store bakery products?
2. Prepare and produce pastry products
2.1 Prepare pastry products?
2.2 Decorate and present pastry products?
2.3 Store pastry products?
3. Prepare and present gateaux, tortes and cakes
3.1 Prepare sponge and cakes?
3.2 Prepare and use fillings?
3.3 Decorate cakes?
3.4 Present cakes?
3.5 Store cakes?
4. PREPARE AND SERVE OTHER TYPES OF DESSERTS
4.1 Prepare other types of desserts?
4.2 Plan, prepare and conduct a dessert trolley presentation?
4.3 Store and package desserts?
5. Prepare and display petit fours
5.1 Prepare iced petits fours?
5.2 Prepare fresh petits fours?
5.3 Prepare marzipan petits fours?
5.4 Prepare caramelized petits fours?
5.5 Display petits fours?
5.6 Store petits fours?
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.
STUDENT’S SIGNATURE:_________________________________

PRODUCTION NCII
Revision # 01
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
1. Prepare and  Certificate Seminar  Submitted an
produce bakery  Cert. of employment authenticated Seminar
products  Sample portfolio Certificate
 Certificate of Training  Submitted an
authenticated Certificate
of Employment
 Submitted an actual
work used in the
industry
 Submitted an
of Training
2. Prepare and  Certificate Seminar  Submitted an

produce pastry  Cert. of employment authenticated Seminar
products  Sample portfolio Certificate
of Employment
work used in the
industry
 Submitted an
of Training
 Submitted COC –
Certificate of
Competency
3. Prepare and present  Certificate Seminar  Submitted an
gateaux, tortes and  Cert. of employment authenticated Seminar
cakes  Sample portfolio Certificate
of Employment
work used in the
industry
 Submitted an
PRODUCTION NCII
Revision # 01
of Training
4. Prepare and serve  Certificate Seminar  Submitted an

other types of desserts  Cert. of employment authenticated Seminar
 Sample portfolio Certificate
of Employment
work used in the
industry
 Submitted an
of Training
5. Prepare and display  Certificate Seminar  Submitted an

petits fours  Cert. of employment authenticated Seminar
 Sample portfolio Certificate
of Employment
work used in the
industry
 Submitted an
of Training

PRODUCTION NCII
Revision # 01
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
1. Prepare and produce bakery products
1.1 Prepare bakery Prepare bakery
products products
1.2 Decorate and present Decorate and
bakery products present bakery
products
1.3 Store bakery products Store bakery
products
2. Prepare and produce pastry products
2.1 Prepare pastry Prepare pastry
products products
2.2 Decorate and present Decorate and
pastry products present pastry
products
2.3 Store pastry products Store pastry
products
3. Prepare and present gateaux, tortes and cakes
3.1 Prepare sponge and Prepare sponge and
cakes cakes
3.2 Prepare and use fillings Prepare and use
fillings
3.3 Decorate cakes Decorate cakes
3.4 Present cakes Present cakes
3.5 Store cakes Store cakes
4. Prepare and serve other types of desserts
4.1 Prepare other types of Prepare other types
PRODUCTION NCII
Revision # 01
desserts of desserts
4.2 Plan, prepare and Plan, prepare and
conduct a dessert trolley conduct a dessert
presentation trolley presentation
4.3 Store and package Store and package
desserts desserts
5. Prepare and display petit fours
5.1 Prepare iced petits Prepare iced petits
fours fours
5.2 Prepare fresh petits Prepare fresh petits
fours fours
5.3 Prepare marzipan petits Prepare marzipan
fours petits fours
5.4 Prepare caramelized Prepare caramelized
petits fours petits fours
5.5 Prepare caramelized Prepare caramelized
petits fours petits fours
5.6 Store petits fours Store petits fours

PRODUCTION NCII
Revision # 01
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
Prepare pastry products
Preparing and produce
Decorate and present bakery products
bakery products
Store bakery products
Prepare pastry products
Preparing and produce
Decorate and present pastry products
pastry products
Store pastry products
Prepare other types of desserts
Plan, prepare and conduct a dessert Preparing and serve
trolley presentation other types of desserts
Store and package desserts
Prepare iced petits fours
Prepare fresh petits fours
Prepare marzipan petits fours
Preparing and display
Prepare caramelized petits fours petit fours
Prepare caramelized petits fours

Store petits fours

PRODUCTION NCII
Revision # 01
SESSION PLAN
Sector : TOURISM
Qualification Title : Bread and Pastry Production NCII
Unit of Competency : Prepare and Produce Pastry Product
Module Title : Preparing and Producing Pastry Product
Learning Outcomes:
LO1. Prepare pastry products
LO2. Decorate and present pastry products
LO3. Store pastry products
A. INTRODUCTION
This unit deals with knowledge and skills required by bakers and pastry cooks (patissiers) to prepare and
produce a range of high-quality pastry products in commercial food production environments and hospitality
establishments.
B. LEARNING ACTIVITIES
LO 1: Prepare pastry products
Learning Content Methods Presentation Practice Feedback Resources Time

Date Revised:
QUALIFICATION TITLE February 2012 Page 13 of 111
Developed by: SCHOOL NAME
Redilyn C. Agub
Revision # 01
Culinary Individualized Learning Read Information Answer Self- Check CBLM 1
and technical Sheet 1.1-1 on Check 1.1-1 answer hour
equipment terms culinary and using
related to pastry technical terms Answer Key
1.1-1
products related to pastry
products
Video Presentation View video Answer Self- Check CBLM 1
presentation about Check 1.1-1 answer hour
“culinary and using Board and
technical terms Answer Key Marker
related to pastry 1.1-1
products
Lecture/Discussion Listen to the Answer Self- Check CBLM 1

trainer’s discussion Check 1.1-1 answer hour
about culinary using Computer
and technical Answer Key unit
1.1-1
terms related to
pastry products Power
point
slides/file
Individualized Learning Read Information Answer Self- Check CBLM 1

Baking equipment Sheet 1.1-2 on Check 1.1-2 answer hour
baking equipment using
Answer Key
1.1-2

Date Revised:
Redilyn C. Agub
Revision # 01
about baking using Board and
equipment Answer Key Marker
1.1-2
Power Point Presentation View the power Answer Self- Check CBLM 1
point presentation Check 1.1-2 answer hour
about baking using Computer
equipment Answer Key unit
1.1-2
Power
point
slides/file
Ratio of ingredients Individualized Learning Read Information Answer Self- Check CBLM 1
required to produce Sheet 1.1-2 on ratio Check 1.1-3 answer hour
a balance formula of ingredients to using
produce a balance Answer Key
formula 1.1-3

about using ratio using Computer
of ingredients Answer Key Unit
1.1-3
required to
Board
produce a balance and
formula Marker

Date Revised:
Redilyn C. Agub
Revision # 01
Practice View the power Answer Self- Check CBLM 1
about ratio of using Computer
ingredients to Answer Key unit
1.1-3
produce a balance
Power point
formula
slides/file
Correct proportion Individualized Learning Read Information Answer Self- Answer Key CBLM 1 hour
control, yields, Sheet 1.1-4 about Check 1.1-4 1.1-4
weights and sizes for correct proportion
profitability control, yields,
weights and sizes for
profitability
Lecture/Demonstration Listen to the Answer Task Check CBLM 1 hour
trainer’s discussion Sheet 1.1-4 answer
about correct using Computer
proportion control, Answer Key Unit
1.1-4
yields, weights and
Board and
sizes for Marker
profitability
Practice Perform correct Answer Self- Check CBLM 1hour
proportion control, Check 1.4 answer
yields, weights and using Board and
sizes for profitability Answer Key Marker
1.1-5
baking
ingredients

Date Revised:
Redilyn C. Agub
Revision # 01
Types, kinds and Individualized Learning Read Information Answer Self- Check CBLM 1 hour
classification of Sheet 1.1-2 about Check 1.1-5 answer
pastry products Types, kinds and using
classification of Answer Key
pastry products 1.1-5
Lecture/Discussion Listen to the Answer Self- Check CBLM 1hour
trainer’s discussion Check 1.1-5 answer
about types, kinds using Board and
and classification Answer Key Marker
1.1-5
of bakery products
Power Point Presentation View the power Answer Self- Check CBLM 1 hour
point presentation Check 1.1-5 answer
about types, kinds using Computer
and classification Answer Key unit
of bakery products 1.1-5
Power
point
slides/file
Mixing Individualized Learning Read Information Answer Self- Check CBLM 1 hour
procedures/formulat Sheet 1.1-6 about Check 1.1-6 answer
ion/recipes and Mixing using
desired product procedures/formul Answer Key
characteristics of ation/recipes and 1.1-6
variety pastry desired product
products characteristics of
variety pastry
products

Date Revised:
Redilyn C. Agub
Revision # 01
Lecture/Discussion Listen to the Answer Self- Check CBLM 1 hour
about mixing using Board and
procedures/ Answer Key Marker
formulation/recipe 1.1-6
s and desired
product
characteristics of
variety bakery
products
about mixing using Computer
procedures/ Answer Key unit
s and desired Power
product point
characteristics of slides/file
variety bakery
products
Audio/Video presentation View video Answer Self- Check CBLM 1 hour

presentation about Check 1.1-6 answer
mixing using Computer
procedures/ Answer Key unit
s and desired Video file
product
characteristics of
Date Revised:
Redilyn C. Agub
Revision # 01
variety bakery
products
Baking techniques, Individualized Learning Read Information Answer Self- Check 1 hour
appropriate Sheet 1.1-7 on Check 1.1-7 answer
conditions and baking techniques, using
enterprise appropriate Answer Key
requirements and conditions and 1.1-7
standards enterprise
requirements and
standards
Lecture/Discussion Listen to the Answer Self- Check 1 hour

about baking using
techniques, Answer Key
appropriate 1.1-7
conditions and
enterprise
requirements and
standards

Date Revised:
Redilyn C. Agub
Revision # 01
Power Point Presentation View the power Answer Self- Check 1 hour
about baking using
techniques, Answer Key
appropriate 1.1-7
conditions and
enterprise
requirements and
standards
Audio/Video presentation View video Answer Self- Check 1 hour

baking techniques, using
appropriate Answer Key
conditions and 1.1-7
enterprise
requirements and
standards

Date Revised:
Redilyn C. Agub
Revision # 01
Demonstration and Observe trainer’s Perform Task Evaluate CBLM 3
Practice demonstration and Sheet 1.1-7 performanc hours
perform the baking e using Oven
techniques, Performanc
appropriate e Criteria Baking
conditions and Checklist sheets
enterprise 1.1-7
requirements and Mixing
standards bowl,
Rubber
spatula
Wooden
spoon
Wire whisk
Basic
ingredients
in pastry
making
Temperature ranges Individualized Learning Read Information Answer Self- Check CBLM 1 hour
in baking pastry Sheet 1.1-8 on Check 1.1-8 answer
products temperature using
ranges in baking Answer Key
bakery products 1.1-8

Date Revised:
Redilyn C. Agub
Revision # 01
about temperature using Board and
ranges in baking Answer Key Marker
Power Point Presentation View the power Answer Self- Check CBLM 1
about temperature using Computer
ranges in baking Answer Key unit
Occupational health Individualized Learning Read Information Answer Self- Check CBLM 1 hour
and safety Sheet 1.1-9 on Check 1.1-9 answer
occupational using
health and safety Answer Key
1.1-9

about using Board and
occupational Answer Key Marker
health and safety 1.1-9

Date Revised:
Redilyn C. Agub
Revision # 01
about occupational using Computer
health and safety Answer Key unit
1.1-9
Power
point
slides/file
LO 2: Decorate and present pastry products

Regular and Individualized Learning Read Information Answer Self- Check CBLM 1 hour
special fillings Sheet 1.2-1 on Check 1.2-1 answer
and coating/icing, regular and special using
glazes and fillings and Answer Key
decorations coating/icing, glaze 1.2-1
and decorations

about regular and using Board and
special fillings and Answer Key Marker
coating/icing, glaze 1.2-1
and decorations

Date Revised:
Redilyn C. Agub
Revision # 01
about regular and using Computer
special fillings and Answer Key unit
coating/icing, glaze 1.2-1
and decorations Power
point
slides/file
Decorative Individualized Learning Read Information Answer Self- Check CBLM 1 hour
techniques and Sheet 1.2-2 on Check 1.2-2 answer
rules for decorative using
garnishing techniques and Answer Key
rules for 1.2-2
garnishing

trainer’s discussion Check 1.2-2 answer Board and
about decorative using Marker
techniques and Answer Key
rules for 1.2-2
garnishing
decorative using Computer
techniques and Answer Key unit
rules for 1.2-2 Video file
garnishing

Date Revised:
Redilyn C. Agub
Revision # 01
The tools and Individualized Learning Read Information Answer Self- Check CBLM 1 hour
materials in Sheet 1.2-3 on Check 1.2-3 answer
decorating, finishing tools and materials using
and presenting in decorating, Answer Key
finishing pastry 1.2-3
products

about tools and using Marker
materials in Answer Key
decorating, 1.2-3
finishing pastry
products
point presentation Check 1.2-3 answer Computer
about tools and using unit
materials in Answer Key Power
decorating, 1.2-3 point
finishing pastry slides/file
products

Date Revised:
Redilyn C. Agub
Revision # 01
Standards and Individualized Learning Read Information Answer Self- Check CBLM 1 hour
procedures in Sheet 1.2-4 on Check 1.2-4 answer
decorating, finishing standards and using
and presenting procedures in Answer Key
pastry products decorating, 1.2-4
finishing and
presenting bakery
products
about standard using Board and
procedures in Answer Key Marker
packaging pastry 1.2-4
products
about standards using unit
and procedures in Answer Key Power
decorating, 1.2-4 point
finishing and slides/file
presenting pastry
products

Date Revised:
Redilyn C. Agub
Revision # 01
Demonstration and Observe trainer’s Perform Task Evaluate CBLM 3
perform the e using Spatula
standards and Performanc
procedures in e Criteria Parchment
decorating, Checklist paper
finishing and 1.2-4
presenting pastry Piping bag
products
Pastry
brush
pastry bag
turntable
serrated
knife
grater
Icings,
coatings,
and glazes
LO 3: Store pastry products

Date Revised:
Redilyn C. Agub
Revision # 01
Different kinds of Individualized Learning Read Information Answer Self- Check CBLM 1 hour
packaging materials Sheet 1.3-1 on Check 1.3-1 answer
to be used different kinds of using
packaging Answer Key
materials to be 1.3-1
used

about different using Marker
kinds of packaging Answer Key
materials to be 1.3-1
used
about different using unit
kinds of packaging Answer Key
materials to be 1.3-1 Power
used point
slides/file
Shelf-life of pastry Individualized Learning Read Information Answer Self- Check CBLM 1 hour
products Sheet 1.3-2 on Check 1.3-2 answer
shelf-life of pastry using
products Answer Key
1.3-2

Date Revised:
Redilyn C. Agub
Revision # 01
about shelf-life of using Marker
pastry products Answer Key
1.3-2
about shelf-life of using unit
pastry products Answer Key
1.3-2 Power
point
slides/file
Standards and Individualized Learning Read Information Answer Self- Check CBLM 1 hour
procedures in Sheet 1.3-3 on Check 1.3-3 answer
storing pastry standard using
products procedures in Answer Key
storing pastry 1.3-3
products

about standard using Marker
procedures in Answer Key
products

Date Revised:
Redilyn C. Agub
Revision # 01
standard using Computer
procedures in Answer Key unit
products Video file
Standards and Individualized Learning Read Information Answer Self- Check CBLM 30
procedures in Sheet 1.3-4 on Check 1.3-4 answer minute
packaging pastry standard using s
products procedures in Answer Key
products

trainer’s discussion Check 1.3-4 answer minute
about standard using Board and s
procedures in Answer Key Marker
products
Audio/Video presentation View video Answer Self- Check CBLM 30

presentation about Check 1.3-4 answer minute
standard using Computer s
procedures in Answer Key unit
products Video file

Date Revised:
Redilyn C. Agub
Revision # 01
Demonstration and Observe trainer’s Perform Task Evaluate CBLM 1½
perform the e using Prepared
standard Performanc pastry
procedures in e Criteria products
packaging pastry Checklist
products 1.3-4 Packaging
materials
(boxes,
plastic
wrap,
microwava
ble
containers,
etc.)
Sample
product
labels
C. ASSESSMENT PLAN
 Written Test
 Performance Test
D. TEACHER’S SELF-REFLECTION OF THE SESSION

Date Revised:
Redilyn C. Agub
Revision # 01
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
References/Further Reading
Performance Criteria Checklist

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM,
the above parts are recommended for
use in Competency Based Training
(CBT) in Technical Education and
Skills Development Authority (TESDA)
Technology Institutions. The next
sections will show you the
components and features of each part.

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
(Qualification Title)
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
Preparing and
Prepare and produce
producing bakery TRS741379
bakery products
1. products
Prepare and produce Preparing and TRS741380

2. bakery products producing pastry
products
Prepare and present Preparing and TRS741342

3. gateaux, tortes and presenting gateaux,
cakes tortes and cakes
Prepare and display TRS741344

Preparing and
4. petits fours displaying petits fours
TRS741343
5. Present desserts Presenting desserts

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
MODULE CONTENT
UNIT OF COMPETENCY : PREPARE AND PRODUCE PASTRY

PRODUCTS
MODULE TITLE : Preparing and producing pastry products
MODULE DESCRIPTOR : The module covers the knowledge, skills and

attitude required to be able to prepare and
produce a range of high-quality pastry
products in commercial food production
environments and hospitality establishments
NOMINAL DURATION : 25 hours
LEARNING OUTCOMES :
At the end of this module you MUST be able to:
1. Prepare pastry products
2. Decorate and present pastry products
3. Store pastry products
ASSESSMENT CRITERIA:
1. Appropriate equipment are used according to required bakery
products and standard operating procedures
2. Ingredients are selected, measured and weighed according to recipe
requirements and established standards and procedures
3. Variety of bakery products are prepared according to standard mixing
procedures/formulation/recipes and desired product
characteristics
4. Bakery products are baked according to techniques and appropriate
conditions; and enterprise requirement and standards
5. Required oven temperature is selected to bake goods in accordance
with the desired characteristics, standards recipe and specifications
and enterprise practices
LEARNING OUTCOME NO. 1

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
PREPARE PASTRY PRODUCT
Contents:
1. Culinary and technical terms related to pastry products.
2. Baking equipment
3.Mixing procedures/formulation/recipes and desired product

characteristics of variety pastry product.
Assessment Criteria
1. Ingredients required are selected, measured and weighed according

to recipe or production requirements and established standards and
procedures.
2. Variety of pastry products are prepared according to standard
mixing procedures/formulation/ recipes and desired product
characteristics.
3. Appropriate equipment are used according to required pastry
products and standard operating procedures.
4. Pastry products are baked according to techniques and appropriate
conditions; and enterprise requirement and standards.
5. Required oven temperatures are selected to bake goods in
accordance with the desired characteristics, standards recipe
specifications and enterprise practices.
Conditions
Trainees must be provided with the following:
Practical Work Area
Equipment:
 Oven
 Electric mixer
Tools/Materials:
Personal Protective Equipment

Knives
Scales, measures
Bowls
Molds, shapes and cutter
Baking sheets and containers
Various shapes and sizes of pans
Calculator

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CD’s
Hand-outs
Assessment Method:
1. Oral questioning
2. Written examination
3. Direct observation
4. Demonstration

TITLE SCHOOL NAME
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Learning Experiences
Learning Outcome 1
Prepare Pastry Products
Learning Activities Special Instructions
Prayer
Read and understand the information
Recap of activities sheet and check yourself by answering
Read Read Information sheet 2.1-1 the Self-check. You must answer all
questions correctly before proceeding to
the next activity.
Answer Self-Check 2.1-1
Check your answer to Answer Key Task Sheets will help you practice your
2.1-1 skills. The Performance Criteria
Checklist will guide and help you
evaluate your work as you are
Read Information Sheet 2.1-2 on practicing your skills. When you are
baking tools and equipment and their ready, present your work to your trainer
uses. for final evaluation and recording.
Listen to the trainer’s discussion

about baking tools and equipment
and their uses. If you have questions about the use of
the matrix, please ask your trainer.
Task sheet 2.1-1
Check your answer to Answer Key

1.2-2
Read Information Sheet 1.2-3 on
tools and materials in decorating,
finishing pastry products

about tools and materials in
decorating, finishing pastry products
View the power point presentation

about tools and materials in
decorating, finishing bakery products

TITLE SCHOOL NAME
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1.2-3
Read Information Sheet 1.2-4 on
standards and procedures in
decorating, finishing and presenting
pastry products

observe demonstrations on standards
and procedures in decorating,
finishing and presenting pastry
products
View the power point presentation

about standards and procedures in
decorating, finishing and presenting
bakery products

1.2-4
Perform the standards and
procedures in decorating, finishing
and presenting pastry products
Perform Task Sheet 1.2-4
Evaluate performance using
Performance Criteria Checklist 1.2-4
You must finish and accomplish
all the activities/tasks of tis LO
before you proceed on the next
LO 2- Decorate and present
pastry products.

TITLE SCHOOL NAME
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Information Sheet 2.1-1
(Title)
Basic Terms in Pastry Products
Learning Objectives:
After reading this Information Sheet you should be able to:
 Familiarize the different terms in pastry products.

Pastry Terms:
Custard
A liquid that is thickened or set by the coagulation of egg protein.
Buttercream
An icing made of butter and/or shortening blended with confectioners'
sugar or sugar syrup and sometimes other ingredients.
Batter
A semiliquid mixture containing flour or other starch, used for the
production of such products as cakes and breads and for coating products
to be deep-fried.
Caramelization
The browning of sugars caused by heat.
Cocoa Butter
A white or yellowish fat found in natural chocolate.
Dredge
To sprinkle thoroughly with sugar or another dry powder.
Lean Dough
A dough that is low in fat and sugar.
Pastry Flour
used for pastries and cookie.
Molasses
Heavy brown syrup made from sugar cane.
Marble
To partly mix two colors of cake batter or icing so that the colors are in
decorative swirls.
Marshmallow
A light confection, icing, or filling made of meringue and gelatin.
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Pastry Cream
A thick custard sauce containing eggs and starch.
Petit Four
A delicate cake or pastry small enough to be eaten in one or two bites.
Biscuit
A batter made of egg whites and yolks that are whipped separately, and then
folded together.
Pulled sugar
is placed on a pump that is then used to blow air into the sugar in a process
much like glassblowing; as air is being pumped, the sugar is sculpted into
the desired shape and rotated to keep it from becoming misshapen. Fans are
used to cool the blown sugar in order to avoid cracking.
Brioche
Yeast bread enriched with eggs and butter; brioche is created in various
shapes, and it may also be stuffed with various items, such as nuts, raisins,
other dried fruit or cheese.
Coulis
Fruit purée strained to a thin consistency and sweetened with sugar syrup.
Crème patisserie
Custard made from eggs, milk, sugar and corn starch or flour and then
enriched with butter and flavoured with vanilla; most often used in fruit
tarts and cream puffs.
Dacquoise
Type of meringue that incorporates flour and nut meal (typically hazelnut
and/or almond) and is frequently used to make cakes and pastries.
Fondant
Mixture of water, sugar and glucose that is brought to a boil, then worked
into a white paste
Ganache
Filling or coating made from heavy cream and butter.
Macarons
This is a sandwich cookie made with two feather-light meringues held
together by ganache, buttercream or preserves. The meringues for macarons
are generally made with almonds, egg whites and sugar, and they may be
accented with a range of flavors, which are generally reflected in their pastel
coloring.

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Marzipan
Mixture of almond paste, sugar and corn syrup molded to make candies and
ornaments or rolled into a sheet and used to cover cakes.
Meringue
Made by beating sugar and egg whites until they become stiff; variations can
be achieved by adjusting the proportions and the temperature of the
ingredients (to change the consistency from soft to firm) and by adding
flavorings.
Mousse
Smooth preparation made by combining eggs with flavourings, fruit or
chocolate, then folding in whipped cream.
Nougatine
Sliced almonds combined with sugar syrup and allowed to harden into a
crispy confection that can be cut or molded into different shapes or crushed
and incorporated into buttercream, ice cream and pastries.
Pâte à choux
Pastry dough prepared by boiling milk and butter with a bit of sugar, then
adding flour and eggs; when the dough is baked, the outside becomes crusty
and the inside soft and chewy.
Patisserie
The trade of making pastries as well as a shop where pastries are sold.
Praline
Roasted almonds or hazelnuts combined with caramel that can be pureed or
crushed and folded into mousse, buttercream, ice cream and chocolate
fillings or used to decorate cakes and other pastries.
Pulled sugar
Sugar mixture is boiled and then combined with food colorings; this mixture
is then kneaded to create a dough. Air introduced during the kneading
makes the sugar shiny. Once the desired consistency is achieved, the sugar
is molded and left to air dry.
Streusel
Crunchy topping of butter, sugar and flour used on various pastries;
optionally, may contain nuts, oats, spices and other items.

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SELF-CHECK 2.1-1
IDENTIFICATION
Instruction: Write the word that is described or referred to
_______1. Filling or coating made from heavy cream and butter.

_______2. A white or yellowish fat found in natural chocolate.
_______3. A semiliquid mixture containing flour or other starch,
used for theproduction of such products as cakes and breads
and for coating products to be deep-fried.
_______4. The browning of sugars caused by heat.
_______5. Smooth preparation made by combining eggs with
flavourings, fruit or chocolate, then folding in whipped cream.
_______6. The trade of making pastries as well as a shop where
pastries aresold
_______7. Made by beating sugar and egg whites until they
become stiff; variations can be achieved by adjusting the
proportions and the temperature of the ingredients (to change the
consistency from soft to firm) and by adding flavourings.
_______8. A batter made of egg whites and yolks that are whipped
separately, and then folded together.
_______9. Mixture of water, sugar and glucose that is brought to a
boil, thenworked into a white paste.
_______10. A delicate cake or pastry small enough to be eaten in
one or two bites.

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ANSWER KEY 2.1-1
IDENTIFICATION:
1. Ganache
2. Cocoa butter
3. Batter
4. Caramelization
5. Mousse
6. Patisserie
7. Meringue
8. Biscuit
9. Fondant
10. Petit four

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Information Sheet 2.1-2
Baking Equipment
BAKING TOOLS AND EQUIPMENT AND THEIR USES
1. Baking wares – are made of glass or metal containers for

batter and dough with various sizes and shapes.
Cake pans - comes in different sizes and shapes and may be

round square rectangular or heart shaped.
1. Tube center pan – deeper than a round pan

and with a hollow center, it is removable
which is used to bake chiffon type cakes.
2. Muffin pan - has 12 formed cups for baking

muffins and cupcakes.
3. Pop over pan – is used for cooking pop over.
4. Jelly roll pan – is shallow rectangular pan used

for baking rolls.
5. Bundt pan – is a round pan with scalloped sides

used for baking elegant and special cakes.

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6. Custard cup – is made of porcelain or glass
used for baking individual custard.
7. Griddle pans – are used to bake griddles.
8. Loaf Pan – is used to bake loaf bread.
2. Biscuit and doughnut cutter – is used to cut

and shape biscuit or doughnut.
3. Cutting tools – include a knife and chopping

board that are used to cut glazed fruit, nuts,
or other ingredients in baking.
4. Electric mixer – is used for different baking

procedure for beating, stirring and blending

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5. Flour sifter – is used for sifting flour.
6. Grater – is used to grate cheese, chocolate,

and other fresh fruits.
7. Kitchen shears - are used to slice rolls and

delicate cakes.
8. Measuring cups –consist of two types namely:

a. A graduated cup with fractions (1, 3/4, 2/3,
½, 1/3, ¼, 1/8) marked on each side.
b. A measuring glass made of transparent glass
or plastic more accurate for measuring.
9. Measuring spoons – consist of a set of

measuringspoons used to measure
small quantities of ingredients.
10. Mixing bowl – comes in graduated sizes

and has sloping sides used for mixing
ingredients.

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11. Mortar and Pestle – is used to pound or
ground ingredients.
12. Paring knife – is used to pare or cut fruits

And vegetables into different sizes.
13. Pastry bag – a funnel shaped container of

icing or whipped cream
14. Pastry blender – has a handle and with wire

which is used to cut fat or shortening in the
preparation of pies, biscuits or doughnuts.
15. Pastry brush – is used in greasing pans or

surface of pastries and breads.
16. Pastry tip- is a pointed metal or plastic

Tube connected to the opening of the pastry
and is used to form desired designs.
17. Pastry wheel – has a blade knife used to

cut dough when making pastries.
18. Rotary egg beater – is used in beating

eggs or whipping cream.
19. Rolling pin – is used to flatten or roll the

dough.

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20. Rubber scrapper – is used to remove bits
of food inside of the bowl.
21. Spatula – comes in different sizes; small

spatula are used to remove muffins and
molded cookies from panswhich is 5 to 6
inches; large spatula for icing or frosting
cakes; flexible blade is used for various
purposes
22. Strainer – is used to strain or sift dry

ingredients.
23. Timer – is used to in timing baked

products, the rising of yeast and to check
the doneness of cake
24. Weighing scale –is used to measure

ingredients in large quantities.
25. Utility tray – is used to hold ingredients

together.
26. Wire whisk – is used to beat or whip egg

whites or cream.
27. Wooden spoon – is also called mixing

spoon which comes in various sizes suitable
for different types of mixing

TITLE SCHOOL NAME
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OTHER BAKING TOOLS
1. Cake decorator (Cylindrical) – is used in
decorating or designing cake and other
pastry products.
2. Cookie press – is used to mold and
shape cookies.
OVENS
Ovens are the workhorses of the bakery and pastry shop and are
essential for producing the bakery products. Ovens are enclosed
spaces in which food is heated, usually by hot air.
Several Kinds of Ovens are used in Baking.
A. DECK OVENS are so called because the items to be baked

either on sheet pans or in the case of some bread freestanding
are placed directly on the bottom, or deck of oven. This is also
called STACK OVEN because several may be stacked on top of
one another. Breads are baked directly on the floor of the oven
and not in pans. Deck oven for baking bread are equipped with
steam ejector.
1. RACK OVEN is a large oven into which entire racks full of

sheet pans can be wheeled for baking.

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2. MECHANICAL OVEN The food is in motion while it bakes in this type
of oven. The most common types are a revolving oven, in which his
mechanism is like that of a Ferris wheel. The mechanical action
eliminates the problem of hot spots or uneven baking because the
mechanism rotates throughout the oven. Because of its size it is
especially used in high volume operations. It can also be equipped
with steam ejector.
3. CONVECTION OVEN contains fans that circulate the air and

distribute the heat rapidly throughout the interior. Strong forced air
can distort the shape of the products made with batter and soft
dough

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SELF-CHECK 2.1-2
MATCHING TYPE
Instruction: Match Column A with Column B. Write the letter of the
correct answer.
A B
_____ 1. Is used in greasing pans or surface
of pastries and breads. a. Electric mixer
_____ 2. Is used to flatten or roll the dough. b. Rubber scraper
_____ 3. Is used for different baking procedure for
beating, stirring and blending. c. Pastry brush
_____ 4. Is a pointed metal or plastic tube
connected to the opening of the pastry and
is used to form desired designs. d Pastry tip
_____ 5. Is used to remove bits of food inside
of the bowl. e. Rolling pin
ANSWER KEY 2-1.2

TITLE SCHOOL NAME
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1. Pastry brush
2. Rolling pin
3. Electric mixer
4. Pastry tip
5. Rubber scraper

TITLE SCHOOL NAME
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TASK SHEET 2.1-1
Title: Perform mis en place
Performance Objective: Given any kind of pastry, you should be able to

Identify tools and equipment needed in the
preparation of chocolate ganache. following
proper/standard procedure in preparing pastry
products.
Supplies/Materials :
 Butter
 Cocoa powder/sweetened chocolate bar
 Milk

Equipment :
 Mixing Bowls
 Measuring Cups Solid and Liquid
 Measuring Spoons
 Spatula
 Rubber Scraper
 Double boiler
Steps/Procedure:
1. Read the given recipe carefully and list down all the tools that
you
need to prepare in order to finish the activity.
2. Look for the appropriate tools in the equipment circulation area.
3. Prepare the tools in your demonstration area for checking.
4. Present the identified tools to your trainer.
Assessment Method:
Demonstration w/ oral questioning
Portfolio
QUALIFICATION Date Developed: Document No.

TITLE July 2010 Issued by: Page 53 of 111
Date Revised:
February 2012
Redilyn C. Agub
Revision # 01
Performance Criteria Checklist ______
CRITERIA
YES NO
Did you….
1. Construct your own questions as criteria or you
may refer on the performance criteria from the TR
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

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Delete this form if you will not use a job sheet
JOB SHEET _____

Title:
Performance Objective: Given (condition), ,you should be able to

(performance) following (standard).
Supplies/Materials :
Equipment :
Steps/Procedure:
1.
2.
3.
4.
Assessment Method:

TITLE SCHOOL NAME
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Performance Criteria Checklist ______
CRITERIA
YES NO
Did you….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

TITLE SCHOOL NAME
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Training Activity Matrix
Venue
Facilities/Tools Date &
Training Activity Trainee Remarks
and Equipment (Workstation/ Time
Area)
Prayer
Recap of Activities 8:00 AM
All to 8:30
Unfreezing Activities AM
trainees
Feedback of Training
Rejoinder/Motivation
observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation1
day here) for the day
workstation and
will be written
activities here)
here
observations
(Specific Activities of (List down all
on the
each Trainee here) Facilities/Tools
progress of
each trainee
needed for the Workstation 2
for the day
workstation and
will be written
activities here)
here
observations
(List down all
on the
Facilities/Tools
workstation and
will be written
activities here)
here
observations
(List down all
on the
Facilities/Tools
workstation and
will be written
activities here)
here

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PROGRESS CHART
QUALIFICATION TITLE
UNIT 2 Prepare and produce pastry product
TRAINER: DURATION:
UNIT 1 TITLE
UNIT 1 TITLE
UNIT 1 TITLE
UNIT 1 TITLE
LO1
LO2
LO3
LO4
LO1
LO2
LO3
LO4
LO1
LO2
LO3
LO4
LO1
LO2
LO3
NAME
1
2
3
4
5
6
7
8
9
10
ACHIEVEMENT CHART
QUALIFICATION TITLE
CORE: ____________________________________________
TRAINER: DURATION:

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LO1 TITLE
LO1 TITLE
LO1 TITLE
LO1 TITLE
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
TASK
NAME
1
2
3
4
5
6
7
8
9
10

TITLE SCHOOL NAME
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Date: ________________________
Evidence Plan
Competency
standard: Visual Graphics Design NCIII
Unit of
competency:
Ways in which evidence will be collected:
Demonstration & Questioning

Observation & Questioning
[tick the column]
Third party Report
Portfolio
Written
The evidence must show that the trainee…
 Refer to your TR. Copy the performance criteria
of the elements from your selected unit.
 Copy also those on the right column of the
Critical Aspect, Underpinning knowledge, and
underpinning skills of Evidence Guide table.
 Make sure to convert each item into objective
type. (first word should be a present tense
verb)
Prepare a variety of fillings and coating/icing,
glazes and decorations for pastry products
according to standard recipes, enterprise
standards and/or customer preferences
Fill and decorate pastry products where
required and appropriate, in accordance with
standard recipes and/or enterprise standards
and customer preferences
Finish pastry products according to desired
product characteristics

TITLE SCHOOL NAME
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Present baked pastry products according to
established standards and procedures
Demonstrate an ability to produce a range of
specialist pastry products, both sweet and
savory according to establishment standards
and procedures
Demonstrate an ability to produce a quantity of
pastry products according to establishment
standards and procedures
Demonstrate an ability to store and package
pastry and pastry products according to
establishment’s standards and procedures
Demonstrate an application of hygiene and
safety principles according to established
standards and procedures
Define the varieties and characteristics of pastry
products
Identify the historical and cultural, aspects of
pastry products
Identify the underlying principles in making
pastry products
Know the commodity on including quality
indicators of ingredients for pastry products,
properties of ingredients used, interaction and
changes during processing to produce required
characteristics
Control the properties and requirements of yeast
and yeast action
Relate culinary and technical terms to pastry
products commonly used in the industry
Distinguish the expected taste, texture and
crumb structure appropriate for particular
bakery products.
Identify the ratio of ingredients required to
produce a balanced formula
Identify the influence of correct portion control,
yields, weights and sizes on the profitability of
an establishment
Defines the processes of fermentation and
dough development

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Recognize principles and practices of hygiene,
particularly on handling dough, commodities
and products
Determine safe work practices, particularly on
using cutting implements, appliances, heated
surfaces, ovens and mixing/kneading
equipment and manual handling
Perform the function and routine maintenance
of equipment used
Execute portion control yield
Identify storage conditions for bakery products
and optimizing shelf-life
Define and apply corrective steps to ensure
quality control
NOTE: *Critical aspects of competency

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TABLE OF SPECIFICATION
# of
Objectives/Content
Knowledge Comprehension Application items/
area/Topics
% of test
Content 1
Content 2
Etc..
TOTAL

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Written Test
Test 1: aaaaaaaaaaa
Test 2: aaaaaaaaaaa
TEST3: aaaaaaaaaaa

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Answer Key to Written Test
TEST 1:
1.
2.
3.
4.
5.
TEST 2:
1.
2.
3.
4.
5.
TEST 3:
1.
2.
3.
4.
5.

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Performance Test
Specific Instruction for the Candidate
Qualification
Unit of Competency
General Instruction: Given (condition), you should be able to

(performance) following (standard).
Specific Instruction:
1.
2.
3.

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DEMONSTRATION CHECKLIST
Candidate’s Juan Dela Cruz
name:
Assessor’s name: Herel L. Perez
Assessment
Center :
Competency
Standards: SHIELDED METAL ARC WELDING NC II
Unit of WELD CARBON STEEL PLATES AND PIPES
Competency:
Instructions for the assessor:
1. Given this problem the student will weld steeL plates and pipes horizontal
position (2G)
2. Based from the outputs they will be rated accordingly.
Date of demonstration
Description of assessment Actual demonstration
activity
Location of assessment
activity
The candidate…. If yes, tick the box
Yes No N/A
 Perform root pass in accordance with WPS and/or
client specifications.   
 Perform task in accordance with company or industry
requirement and safety procedure   
 Perform Weld plates in single pass groove joints in
flat, horizontal and vertical positions   
 Perform root pass cleaned and free from defects and
discontinuities   
 Performed capping in accordance with WPS and/or
client specifications   
 Paste from evidence plan na may check   
   
 Make sure to convert them into present tense   
   
   
   
   
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   
   
   
   
   
   
   
Did the candidate’s overall performance meet the  Yes  No
standard?

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Feedback to candidate
General comments [Strengths / Improvements needed]
Candidate
signature:
Assessor
signature:

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QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge respon
se
Extension/Reflection Questions Yes No
1. What is the importance of essentials of welding?  
2. What is the difference between welding procedure and
specification and welding techniques and procedures?  
3. What are the parts of welding machine?  

 
Safety Questions
5. What are the things that we will consider in using AC welding  
machine?
7. What is the proper handling of welding tools and equipment  
 
 
Contingency Questions
8. What you will do if the welding machine shutdowns while  
you are working?
9. What you will do if the grinder shutdowns while you are  
working?
 
 
Job Role/Environment Questions  
10. In the field what are the different kinds of safety precaution  
we need to follow?
11. What are the basic job role of a welder?  
 
 
Rules and Regulations  
10. In field what is the different kinds of safety precaution we  
need to follow?
 
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

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Supervise
Work-Based
Learning

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FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
CAN I…? YES NO
COPY PASTE THIS TABLE FROM YOUR PLAN TRAINING SESSION
1.
2.
3.
4.
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
COPY PASTE THIS TABLE FROM YOUR PLAN TRAINING SESSION

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
1. COPY PASTE THIS TABLE FROM YOUR PLAN TRAINING
SESSION
2.
3.
4.

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs
Module
Gaps Title/Module of Duration (hours)
Instruction
COPY PASTE THIS TABLE FROM YOUR PLAN TRAINING SESSION.

The only difference is that.. it has the 3rd column wherein you have to
indicate the hours duration of the training gaps.

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
TRAINING PLAN
Qualification: ____________________________
Date
Trainees’ Training Training Mode of Facilities/Tools Assessment
Staff Venue and
Requirements Activity/Task Training and Equipment Method
Time
List of Units /Gap List of LOs as activity Internship Industry List of equipments / Name Observation Date and
Supervis tools of Time
OJT Oral
or (name) compan
Questionig
DTS y

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
Technical Education and Skills Development Authority
Name of school here
___________________________________________
TRAINEE’S RECORD BOOK
I.D.
Trainee’s No._______________
NAME: ___________________________________________________
QUALIFICATION: _________________________________________
TRAINING DURATION :____________________________________
TRAINER: __________________________________________________

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
NOTES:
Instructions:
Put a note of trainee / supervisor / trainer here.
This Trainees’ Record Book (TRB) is intended to serve as __________________________________________________________
record of all accomplishment/task/activities while undergoing __________________________________________________________
training in the industry. It will eventually become evidence
that can be submitted for portfolio assessment and for __________________________________________________________
whatever purpose it will serve you. It is therefore important __________________________________________________________
that all its contents are viably entered by both the trainees
and instructor. __________________________________________________________
The Trainees’ Record Book contains all the required __________________________________________________________

competencies in your chosen qualification. All you have to do __________________________________________________________
is to fill in the column “Task Required” and “Date
__________________________________________________________
Accomplished” with all the activities in accordance with the
training program and to be taken up in the school and with __________________________________________________________
the guidance of the instructor. The instructor will likewise __________________________________________________________
indicate his/her remarks on the “Instructors Remarks”
column regarding the outcome of the task accomplished by __________________________________________________________
the trainees. Be sure that the trainee will personally __________________________________________________________
accomplish the task and confirmed by the instructor.
__________________________________________________________
It is of great importance that the content should be
written legibly on ink. Avoid any corrections or erasures and __________________________________________________________
maintain the cleanliness of this record. __________________________________________________________
This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and shall
form part of the permanent trainee’s document on file.
THANK YOU.

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
Unit of Competency: ________________________________________ Unit of Competency: ________________________________________
NC Level I NC Level I
Learning Task/Activity Date Instructors Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks Outcome Required Accomplished Remarks
__________________ ___________________ ____________________ ______________________

Trainee’s Signature Trainer’s Signature Trainee’s Signature Trainer’s
Signature

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
Unit of Competency: ________________________________________
Unit of Competency: _______________________________________
NC Level I
NC Level I
Learning Task/Activity Date Instructors
Learning Task/Activity Date Instructors Outcome Required Accomplished Remarks
Outcome Required Accomplished Remarks
_____________________ ____________________
_____________________ ______________________ Trainee’s Signature Trainer’s Signature
Trainee’s Signature Trainer’s Signature
Unit of Competency: ________________________________________

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
NC Level I
Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks
______________________ ____________________
Trainee’s Signature Trainer’s Signature

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
TRAINEE’S PROGRESS SHEET
Name : Trainer :
Nominal
Qualification : :
Duration
Training Training Date Date Trainee’s Supervisor’s
Units of Competency Rating
Activity Duration Started Finished Initial Initial
Total
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or
simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for
the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
Average Ratings
PREPARATION Average
1. Workshop layout conforms
with the components of a
CBT workshop
2. Number of CBLM is
sufficient
3. Objectives of every training
session is well explained
4. Expected activities/outputs
are clarified
General Average

TITLE SCHOOL NAME
Developed by:
Redilyn C. Agub
Revision # 01
SUPERVISED INDUSTRY TRAINING OR ON THE JOB TRAINING
EVALUATION FORM
Legend:
5 – Outstanding
4 – Very Good/ Very Satisfactory
3 – Good/Adequate
2 – Fair/ Satisfactory
1 – Poor/Unsatisfactory
NA – not applicable Item No.
Item
No. Questions Ratings
INSTITUTIONAL EVALUATION 1 2 3 4 5 NA
Has (your institution) conducted an orientation
about the SIT/OJT program, the requirements
and preparations needed and its expectations?
Has (your institution) the provided the necessary

assistance such as referrals or recommendations
in finding the company for your OJT?
Has (your institution)showed coordination with
the Industry partner in the design and
supervision of your SIT/OJT?
Has your in-school training adequate to
undertake Industry partner assignment and its
challenges?
Has (your institution) monitored your progress in
the Industry?
Has the supervision been effective in achieving
your OJT objectives and providing feedbacks
when necessary?
Did (your institution) conduct assessment of your
SIT/OJT program upon completion?
Were you provided with the results of the Industry
and (your institution)’s assessment of your OJT?
Comments/Suggestions:

Date Revised:
QUALIFICATION February 2012
TITLE Developed by: SCHOOL NAME Page 84 of 111
Redilyn C. Agub
Revision # 01
TRAINING SESSION EVALUATION FORM
INSTRUCTIONS:
This post-training evaluation instrument is intended to measure how
satisfactorily your trainer has done his job during the whole duration of
your training. Please give your honest rating by checking on the
corresponding cell of your response. Your answers will be treated with
utmost confidentiality.
TRAINERS/INSTRUCTORS
Very Good/
Poor/ Fair/
Good/ Very
Unsatisfactor Satisfactor Outstanding
Name of Trainer: _____***________ y y
Adequate Satisfactor
y
1 2 3 4 5
1. Orients trainees about CBT, the use of

CBLM and the evaluation system
2. Discusses clearly the unit of

competencies and outcomes to be attained
at the start of every module
3. Exhibits mastery of the subject/course
he/she is teaching
4. Motivates and elicits active participation
from the students or trainees
5. Keeps records of evidence/s of

competency attainment of each
student/trainees
6. Instill value of safety and orderliness in
the classrooms and workshops
7. Instills the value of teamwork and
positive work values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language/dialect used in
teaching
12. Provides extra attention to trainees and
students with specific learning needs
13. Attends classes regularly and promptly
14. Shows energy and enthusiasm while
teaching

Date Revised:
Redilyn C. Agub
Revision # 01
15. Maximizes use of training supplies and
materials
16. Dresses appropriately
17. Shows empathy
18. Demonstrates self-control
This post-training evaluation instrument is intended to measure how

satisfactorily your trainer prepared and facilitated your training. Please give
your honest rating by checking on the corresponding cell of your response.
Your answers will be treated with utmost confidentiality.
Very Good/
Poor/ Fair/
Good/ Very Outstandin
PREPARATION Unsatisfactor Satisfactor
Adequate Satisfactor g
y y
y
1 2 3 4 5
1. Workshop layout conforms
with the components of a CBT
workshop
2. Number of CBLM is sufficient
3. Objectives of every training
session is well explained
4. Expected activities/outputs
are clarified
Very Good/
Poor/ Fair/
Good/ Very Outstandin
DESIGN AND DELIVERY Unsatisfactor Satisfactor
y y
y
1 2 3 4 5
1. Course contents are
sufficient to attain objectives
2. CBLM are logically organized
and presented
3. Information Sheet are
comprehensive in providing the
required knowledge
4. Examples, illustrations and
demonstrations help you learn
5. Practice exercises like
Task/Job Sheets are sufficient
to learn required skills
6. Valuable knowledge are
learned through the contents of
the course
7. Training Methodologies are
effective

Date Revised:
Redilyn C. Agub
Revision # 01
8. Assessment Methods and
evaluation system are suitable
for the trainees and the
competency
9. Recording of achievements
and competencies acquired is
prompt and comprehensive
10. Feedback about the

performance of learners are
given immediately
Very Good/
Poor/ Fair/
TRAINING Good/ Very Outstandin
Unsatisfactor Satisfactor
FACILITIES/RESOURCES y y
y
1 2 3 4 5
1. Training Resources are
adequate
2. Training Venue is conducive
and appropriate
3. Equipment, Supplies, and
Materials are Sufficient
4. Equipment, Supplies and
Materials are suitable and
appropriate
5. Promptness in providing
Supplies and Materials
Very Good/
Poor/ Fair/
Good/ Very
SUPPORT STAFF Unsatisfactor Satisfactor
Adequate Satisfactor
Outstanding
y y
y
1 2 3 4 5
1. Support Staff are accommodating
Comments/Suggestions:
Put comments/suggestions here

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________
Date Revised:
Redilyn C. Agub
Revision # 01
Minutes of the Meeting
Focus Group Discussion

Date Revised:
Redilyn C. Agub
Revision # 01
Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________
4. ____________
CBT Concerns Discussions Resolutions/Agreement

1. CBT Layout
2. Monitoring of
Attendance
3. Utilization of work
area
4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system
5. RPL
6. Teaching methods
and technique
7. Monitoring of
learning activities
a. Achievement
chart
b. Progress chart
8. Feedback
9. Slow learners
10. Other
concerns
Training Evaluation Report

Date Revised:
Redilyn C. Agub
Revision # 01
1. Title of the Report
2. Executive summary
3. Rationale
4. Objectives
5. Methodology
6. Results and discussion

This is the body of the report. It should contain the following
parts:
Data interpretation
Data analysis
Conclusion
7. Recommendation

Date Revised:
Redilyn C. Agub
Revision # 01
Maintain
Training
Facilities
PASTE HERE YOU WORKSHOP LAYOUT IMAGE
WORKSHOP LAYOUT
QUALIFICATION TITLE

Date Revised:
Redilyn C. Agub
Revision # 01
Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks

Date Revised:
Redilyn C. Agub
Revision # 01
Inventory
CBLM
Textbooks
Machine manual
Magazine
 Non Print Resources As per TR As per Remarks

Inventory
Ebook
PDF Files
PowerPoint Files
Audio/Video Files
Images/Photographs
Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per TR As per Remarks
Inventory
 Tools As per TR As per Remarks

Inventory
 Equipment As per TR As per Remarks

Inventory

Date Revised:
Redilyn C. Agub
Revision # 01
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.
Form #1
OPERATIONAL PROCEDURE
Equipment Type Welding machine
Equipment Code WM-01
Location Practical Work Area
Operation Procedure:
Date Revised:
Redilyn C. Agub
Revision # 01
1. Inspect welding machine set -up. Be sure that the area is dry and no spilt
liquid nearby.
2. Check the stability of the equipment.
3. Check power cords and cables. Check connections.
4. Wipe dust and remove unnecessary objects that will obstruct the use of
the welding machine.
5. Turn on first the breaker machine and then turn on the welding.
6. Proper of Use of the welding machine. Avoid resetting the amperage while
welding.
7. After using, be sure that the welding rod holder has no welding rod.
8. Properly shut down the welding equipment.
9. Turn off the breaker.
10. Return the welding rod holder in proper place.
11. Clean your welding booth properly.
11. To protect the welding machine, cover it (if available).
Form #2

Date Revised:
Redilyn C. Agub
Revision # 01
HOUSEKEEPING SCHEDULE
Qualification Fbs ncii Station/Bldg Welding (WAF)
Area/Section Practice area
In-Charge
Schedule for the 2nd Semester, 2011

Responsible
ACTIVITIES Daily Every Weekly Every Month Remarks
Person other 15th ly
Day Day
1. Clean and check welding /
equipment/ accessories
from dust and oil; dry and
properly laid-out/
secured/stable
2. Clean and free welding /
booths and welding
positioners from
dust/rust /gums, used Mig
wire stubs and metal
scraps
3. Clean and arrange working /
tables according to floor
plan/lay-out; check
stability
4. Clean and check floor,
walls, windows, ceilings
• graffiti/dust/rust
• cobwebs and
outdated/unnecessary
objects/items
• obstructions
• any used
materials/scraps
(slugs, stubs) spilled
liquid
• open cracks (floor)
5. Clean and check work shop
ventilation and
illumination by dusting
lamps/bulbs, replacing
non-functional lamps and
keeping exhaust clean
6. Clean and check computer
set -monitor, CPU,
keyboards, mouse – free,
unnecessary markings,
dust; cables and plugs are
in order; well-arranged; all
items functional
7. Clean, inspect air
conditioning equipment:
• keep screen and filter
free from dust/rust
• Check selector knobs if
in normal positions and
are functional
• Check if drainage is OK
8. Clean, check and maintain
Tool Room
• Free of dust, not damp
• Tools in appropriate
positions/locations
• With visible
labels/signage
• Logbook and forms are
QUALIFICATION Date Developed: Document No.
complete, in order and July 2010
updated
TITLE Issued by:
Date Revised:
• Lights, ventilation – OK February 2012
Developed by: SCHOOL NAME Page 96 of 111
10. Clean and check Rest Redilyn C. Agub
Room Revision # 01
• Urinals, bowls, wash
basins, walls and
partitions are free from
stains, dirt, oils, graffiti
Form #3
WELDING WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YES NO
Dispose segregated waste; clean garbage bins /
Sweep floors; if wet, wipe dry /
Wipe and clean whiteboards /
Wipe and clean welding machine /
Clean and arrange welding booth /
WEEKLY TASK YES NO
Clean posters, visual aids and update /
accomplishment/Progress Charts
Clean bulbs/lamps/ceilings/walls /
Clean/Wash of windows/glasses/mirrors /

Date Revised:
Redilyn C. Agub
Revision # 01
Clean and check supplies, materials /
Sanitize garbage receptacles /
MONTHLY TASK YES NO
Conduct inventory /
Clean and arrange tool room /
Inspect electrical system; clean cables, wires /
Clean instructional materials & modules; arrange and put in /
order
Clean the grinder /
Form #4
WELDING LABORATORY EQUIPMENT MAINTENANCE SCHEDULE*
8 HOURS/2nd week 20 HOURS/2nd 30 HOURS/3rd week
 Clean electrical week  Check the welding
wiring, cables  Checked machine parts
and outlets the
 Clean welding condition
machine of the
grinder

Date Revised:
Redilyn C. Agub
Revision # 01
Form #5
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE Welding machine
EQUIPMENT CODE WM-01
LOCATION Practical work area
Schedule for the Month of May
ACTIVITIES MAN Dail Every Wee Ever Mon Remarks
POWER y Other kly y thly
Day 15t
h
Day
1. Check electrical Electricia / Activity is
wiring, cables n done
and outlets before and
Trainer
after using
 Clean and
the
kept dry
equipment
 Properly
labeled
2. Check welding Trainees / Activity is
rod holder done
Trainer
before and
 Parts are
after using
well-
the
secure/attach
equipment
ed
 Inspect for
damages
3. Check the Trainees / Full out
grinder defective
Trainer
parts
 Clean and
remove dust
 Parts are
well-secured/
attached
 Inspect for
damages and
replace parts
if necessary

Date Revised:
Redilyn C. Agub
Revision # 01
4. Run the Trainees / Check
equipment for 5 warranty
Trainer
minutes and and after
observe for service
unusual noise assistance
or abnormal from
operation. dealer

Date Revised:
TITLE Developed by: SCHOOL NAME Page 100 of
Redilyn C. Agub 111
Revision # 01
Form #6
WORKSHOP INSPECTION CHECKLIST
QualificationShielded Metal Arc Welding NC II

PRACTICAL WORK Razim Hammed
Area/Section In-Charge
AREA V. Dionisio
YES NO INSPECTION ITEMS

/ 1. Are the welding booths clean? Arranged according to floor
plan/layout? Stable?
/ 2. Are floor, walls, ceilings, windows and doors clean, neat,
without obstructions or unnecessary odor? All hinges and
locks functional? With exit plans
/ 3. Is the welding machine set clean and dry? Cables, plugs,
welding rod holder, properly laid-out and functional? No
cuts or splices in flexible wires?
/ 4. Is the ventilation or exhaust fan clean and still working?
/ 5. Is the Tool Room free of dust, with legible and visible
labels / signage, logbook and forms complete, in order &
updated? Tools with safety guards and in appropriate
positions/location
/ 6. Is the wash area clean, sanitized, and free from
unnecessary objects such as mops and rags? Are all water,
drainage and electrical systems functional?
/ 7. Is the rest room well-cleaned, dry and sanitized, no
unacceptable odor and free from unnecessary objects such
as mops, rags, outdated signage, dangling objects? Are the
urinals, bowl, washbasins, walls and partitions free from
stains, dirt, oils, graffiti and unnecessary objects? Is it
equipped with adequate dipper and pails and properly
located after use? Are all water, drainage and electrical
systems functional?
/ 8. Is the workshop surroundings clean and cleared of
obstructions, no impounded water and with adequate lights?
/ 9. Are there available receptacles for waste? Are the waste
materials properly segregated and disposed?
Remarks:
Inspected by: Marites Dionisio (Supervisor)

Date: May 07, 2017
Form #7
Date Revised:
Redilyn C. Agub 111
Revision # 01
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type : WELDING MACHINE
Property Code/Number: WM-01
Location : Practical Work Area
YES NO INSPECTION ITEMS
/ 1. The electrical wiring cables and outlets are clean and dry?
Properly labeled?
/ 2. Welding rod holders are clean? Parts are secured/
attached? No damage?
/ 3. Rectifier are clean and no dust? Parts are well
secured/attached? No damage?
/ 4. Is the equipment in good condition? If not, was a report
prepared and submitted to authorized-personnel?
/ 5. Is the fan of the machine properly functioning?
/ 6. Welding transformer is properly clean? Free from grinding
particles or dust?
Remarks:
Inspected by: Marites Dionisio (Supervisor)

Date: May 22, 2017
Form #8
DANGER / CAUTION TAG-OUT INDEX AND RECORD AUDITS
Date Revised:
Redilyn C. Agub 111
Revision # 01
LOG DATE TYPE DESCRIPTION DATE
SERIAL ISSUED (Danger/Cautio (System COMPLETED
n) Components, Test
Reference, etc.)
2017-01 January, Caution/damage Grinder February,
2017 transformer 2017
2017-02 January, Danger/ Cable Grinder February,

2017 with cuts 2017
2017-03 January, Caution/damage AC-DC WM-01 February,

2017 fuse 2017
2017-04 January, Caution/damage AC-DC WM-02 February,

2017 fan 2017
Form #9

Date Revised:
Redilyn C. Agub 111
Revision # 01
WASTE SEGREGATION LIST
Qualificat
Visual Graphics Design NCIII
ion
Area/Sect
Practical Work Area
ion
In-Charge Juan S. Dela Cruz
GENERAL ACCUMULATED WASTE SEGRAGATION METHOD
WASTE Recycle Compose Dispose
1. excess cut papers /
2. ink bottles /
3. Broken lights /
4. Defective exhaust fan /
5. Broken Table /
6. broken mouse /
7. broken keyboard /
8. broken memory card /
9. scratch papers /
10. Defective rags/cleaning /
materials
Form #10

Date Revised:
Redilyn C. Agub 111
Revision # 01
WASTE SEGREGATION PLAN
Qualificat
Visual Graphics Design NCIII
ion
Area/Sect
Practical Work Area
ion
In-Charge Juan S. Dela Cruz
GENERAL ACCUMULATED WASTE

WASTE SEGRAGATIO ACTION
N METHOD
1. excess cut papers Dispose Weekly disposal
2. ink bottles Dispose Weekly disposal
3. Broken lights Dispose Weekly disposal
4. Defective exhaust fan Recycle Weekly repair
5. Broken Table Recycle Weekly repair
6. broken mouse Recycle Weekly repair
7. broken keyboard Recycle Weekly repair
8. broken memory card Dispose Weekly disposal
9. scratch papers Recycle Weekly collection
10. Defective rags/cleaning Compose Monthly composition
materials
REMARKS:
Disposal - All waste materials will be disposed weekly and will be collected
by the garbage collector every Saturday.
Recycle - All waste materials that are recyclable will be repaired by the
technical people every Saturday.
Composition – Composition of waste materials will happen on its

appropriate area.
Form #11
BREAK DOWN/REPAIR REPORT
Property ID Number GRN-01

Date Revised:
Redilyn C. Agub 111
Revision # 01
Property Name Portable Grinder
Findings Recommendation
Internal gear damage Replacement of gear
Inspected by: Reported to:
Razniel V. Dionisio Rodolfo Dionisio
Date: Date:
April 3, 2017 April 3, 2017
Subsequent Action Taken: Recommendation:
Inspection of the Equipment Replacement of gear
By: Reported to:
Technician Rodolfo Dionisio
Date: Date:
April 7, 2017 April 7, 2017
Form #12
WORK REQUEST

Date Revised:
Redilyn C. Agub 111
Revision # 01
Unit No. Description:
0001 Grinder
Observation: Damage carbon brush

Carbon brush should be replace Date Reported:
05/03/17
Reported by:
technician
Activity: Troubleshooting Date completed:
05/03/17
Sign:
Spare parts used: Carbon Brush
Form #13
SALVAGE REPORT
AREA / SECTION: Practical Work Area / Welding Laboratory
IN-CHARGE: name
Date Revised:
Redilyn C. Agub 111
Revision # 01
FACILITY TYPE PART ID RECOMMENDATION
Welding machine Rectifier Forward to welding
Workshops as
Instructional Material
Grinder Carbon brush Forward to welding
Workshops as
Instructional Material
PURCHASE REQUEST
DEPARTMENT: PR No. Date:

Date Revised:
Redilyn C. Agub 111
Revision # 01
2013-0415-1
Training Department April 16, 2017
SAI No.
SECTION: 143 Date:
VGD April 20, 2017
ALOBS No.
778-02 Date:
May 16, 2017
UNITS
ESTIMATED ESTIMATED
QUANTITY OF ITEM DESCRIPTION STOCK NO.
UNIT COST COST
ISSUE
5 Pieces Ruler 0024 10.00 50.00
2 Reams Letter size bond paper 0014 120.00 240.00
3 bottles Pigment ink 0078 65.00 195.00
Purpose:
1. Additional stocks of ruler
2. Replenishment of used bond papers
3. Refill for used ink
Requested by: Approved by:
Signature: Signature:
Printed Name: Printed Name:
Designation: Designation:

Date Revised:
Redilyn C. Agub 111
Revision # 01

Competency-Based Learning Material: Sector Tourism

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COMPETENCY-BASED LEARNING MATERIAL

Qualification Title: BREAD AND PASTRY PRODUCTION NCII

Unit of Competency: Prepare and produce pastry products

Module Title: Preparing and producing pastry products

Technical Education & Skills Development Authority

Date Developed: Document No.

STUDENT’S NAME:_____________________________________ DATE:____________

Language, literacy Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Date Developed: Document No.

Previous Bread and Pastry Certificates

Previous List down trainings related to Bread and Pastry

Training Level National Certificates acquired and NC level

Special courses Other courses related to BPP

Learning styles a. Visual - The visual learner takes mental

faster in a quiet study environment.

Date Developed: Document No.

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

STUDENT’S NAME:______________________________________ DATE:__________

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Form 1.2: Evidence of Current Competencies acquired related to

2. Prepare and  Certificate Seminar  Submitted an

4. Prepare and serve  Certificate Seminar  Submitted an

5. Prepare and display  Certificate Seminar  Submitted an

Date Developed: Document No.

From the accomplished Self-Assessment Check (Form 1.1) and the

Form 1.3 Summary of Current Competencies Versus Required

Required Units of Current Training

Date Developed: Document No.

Form No. 1.4: Training Needs

Training Needs Module Title/Module of

Prepare caramelized petits fours

Date Developed: Document No.

Date Developed: Document No.

Lecture/Discussion Listen to the Answer Self- Check CBLM 1

Individualized Learning Read Information Answer Self- Check CBLM 1

Date Developed: Document No.

Lecture/Discussion Listen to the Answer Self- Check CBLM 1

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Audio/Video presentation View video Answer Self- Check CBLM 1 hour

Lecture/Discussion Listen to the Answer Self- Check 1 hour

Date Developed: Document No.

Audio/Video presentation View video Answer Self- Check 1 hour

Date Developed: Document No.

Date Developed: Document No.

Lecture/Discussion Listen to the Answer Self- Check CBLM 1 hour

Date Developed: Document No.

LO 2: Decorate and present pastry products

Lecture/Discussion Listen to the Answer Self- Check CBLM 1 hour

Date Developed: Document No.

Lecture/Discussion Listen to the Answer Self- Check CBLM 1 hour

Date Developed: Document No.

Lecture/Discussion Listen to the Answer Self- Check CBLM 1 hour

Date Developed: Document No.

Date Developed: Document No.

LO 3: Store pastry products

Date Developed: Document No.

Lecture/Discussion Listen to the Answer Self- Check CBLM 1 hour

STUDENT’S NAME:_________________________ DATE:

STUDENT’S NAME:____________________________ DATE: