TM 1 T EMPLATES

Templates
Sector : TOURISM
Qualification Title: BREAD AND PASTRY PRDUCTION NC-II
Unit of Competency: PREPARE AND PRODUCE BAKERY PRODUCTS
Module Title: Preparing and Producing Bakery Products
TECHNICAL EDUCATION SKILLS DEVELOPMENT AUTHORITY

SOUTHERN ISABELA COLLEGE OF ARTS AND TRADES
Calaocan, Santiago, Isabela
Plan
Training
Session
Data Gathering Instrument for Trainees 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.
Characteristics of learners
Language, Average grade in: Average grade in:

literacy and English Math
numeracy (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. Senior High School
knowledge
b. College Level
c. College Graduate
d. with units in Masters degree
e. Masteral Graduate
f. With units in Doctoral Level
g. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: 18
Physical ability 2.1 Disabilities(if any)_____________________
2.2 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
experience with
the topic
Previous
learning
experience
National Certificates acquired and NC level
Training Level
Cookery NC-II
completed
Special courses Other courses related to BPP

a. College level
b. Units in education
c. Masters degree units in education
d. 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 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)
___________________________
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
Basic Competency
1. Participate in workplace communication
1.1 Obtain and convey workplace information
1.2 Participate in workplace meetings and discussions
1.3 Complete relevant work related documents
2. WORK IN TEAM ENVIRONMENT

2.1 Describe team role and scope
2.2 Identify own role and responsibility within team
2.3 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
4.4 Maintain OHS awareness
Common Competency
1. PERFORM WORKPLACE AND SAFETY
PRACTICES
1.1 Follow workplace procedures for health, safety and security
practices
1.2 Deal with emergency situations
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
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Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
BASIC COMPETENCIES
CAN I? YES NO
Basic Competency


PROCEDURES
Common Competency
PRACTICES
practices
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.
Evidences/Proof of Current Competencies(Sample)
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current competencies Proof/Evidence Means of validating

Basic Competency
1. Participate in Certificate of Submitted and
workplace Achievement Authenticated
communication copy of Certificate
1.1 Obtain and convey
workplace information
1.2 Participate in workplace
meetings and discussions
1.3 Complete relevant work
related documents
2. Describe team role Certificate of Authenticated copy of
and scope Achievement Certificate
2.1 Describe team role and
scope
2.2 Identify own role and
responsibility within team
2.3 Work as a team
member
3. PRACTICE CAREER Certificate of Authenticated copy of
PROFESSIONALIS Achievement Certificate
M
3.1 Integrate personal
objectives with
organizational goals
3.2 Set and meet work
priorities
3.3 Maintain professional
growth and development
4. PRACTICE Certificate of Authenticated copy of
OCCUPATIONAL Achievement Certificate
HEALTH AND
SAFETY
PROCEDURES
4.1 Identify hazards and
risks
4.2 Evaluate hazards and
risks
4.3 Control hazards and
risks
4.4 Maintain OHS
awareness
Common Competency
1. PERFORM Certificate of Authenticated copy of
WORKPLACE AND Achievement Certificate
SAFETY
PRACTICES
1.1 Follow workplace
procedures for health,
safety and security
practices
1.2 Deal with emergency
situations
1.3 Maintain safe personal
presentation standards
2. PROVIDE Certificate of Authenticated copy of
EFFECTIVE Achievement Certificate
CUSTOMER
SERVICE
2.1 Greet customer
2.2 Identify customer
needs
2.3 Deliver service to
customer
2.4 . Handle queries
through telephone, fax
machine, internet and email
2.5 . Handle complaints,
evaluation and
recommendations
3. OBSERVE Certificate of Authenticated copy of
WORKPLACE Achievement Certificate
HYGIENE
PROCEDURES
3.1 Follow hygiene
procedures
3.3 . Identify and prevent

hygiene risks
4. DEVELOP AND Certificate of Authenticated copy of
UPDATE INDUSTRY Achievement Certificate
KNOWLEDGE
4.1 Seek
information on the
industry
4.2 Update industry
knowledge
5. PERFORM Certificate of Authenticated copy of
COMPUTER Achievement Certificate
OPERATIONS
5.1 Plan and prepare for
task to be undertaken
5.2 Input data into computer
5.3 Access information using
computer
5.4 Produce/output data
using computer system
5.5 Maintain computer
equipment and systems
Core Competency
1. PREPARE AND
PRODUCE BAKERY
PRODUCTS
1.1 Prepare bakery
products?
1.4 Decorate and present
bakery products?
1.3 Store bakery products?
2. PREPARE AND Certificate of Authenticated copy of

PRODUCE PASTRY Achievement Certificate
PRODUCTS
1.2 Prepare pastry products
2.2 Decorate and present
pastry products
2.3 Store pastry products

PRESENT Achievement Certificate
GATEAUX, TORTES
AND CAKES
3.1 Prepare sponge and
cakes
3.2 Prepare and use fillings
3.3 Decorate cakes
3.4 Present cakes

3.6 Store cakes
DISPLAY PETITS Achievement Certificate
FOURS
4.1 Prepare iced petits fours
4.2 Prepare fresh petits

fours
4.4 . Prepare marzipan

petits fours
4.4 Prepare caramelized

petits fours
4.5 Display petits fours
4.6 Store petits fours
5. PRESENT DESSERTS Certificate of Authenticated copy of
Achievement Certificate
5.1 . Present and serve
plated desserts
5.2 Plan, prepare and
present dessert buffet
selection or plating
5.3 . Store and package

desserts
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 (Sample)
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
Basic Competency
1.Participate in workplace communication
1.1 Obtain and convey 1.1 Obtain and convey
workplace information workplace information
1.2 Participate in workplace 1.2 Participate in
meetings and discussions workplace meetings
and discussions
1.3 Complete relevant work 1.3 Complete relevant
related documents work related
documents
WORK IN TEAM ENVIRONMENT
2.1 Describe team role and 2.1 Describe team role
scope and scope
2.2 Identify own role and 2.2 Identify own role
responsibility within team and responsibility within
team
2.3 Work as a team member 2.3 Work as a team
member
PRACTICE CAREER PROFESSIONALIM
3.1 Integrate personal 3.1 Integrate personal
objectives with organizational objectives with
goals organizational goals
3.2 Set and meet work 3.2 Set and meet work
priorities priorities
3.3 Maintain professional 3.3 Maintain
growth and development professional growth and
development
PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
4.1 Identify hazards and risks 4.1 Identify hazards and
risks
4.2 Evaluate hazards and 4.2 Evaluate hazards
risks and risks
4.3 Control hazards and risks 4.3 Control hazards and
risks
4.4 Maintain OHS awareness 4.4 Maintain OHS
awareness
Common Competency
1. PERFORM WORKPLACE AND SAFETY PRACTICES
1.1 Follow workplace 1.1 Follow workplace

procedures for health, safety procedures for health,
and security practices safety and security
practices
1.2 Deal with emergency 1.2 Deal with
situations emergency situations
1.3 Maintain safe personal 1.3 Maintain safe
presentation standards personal presentation
standards
2. PROVIDE EFFECTIVE CUSTOMER SERVICE
2.1 Greet customer 2.1 Greet customer
2.2 Identify customer needs 2.2 Identify customer
needs
2.3 Deliver service to 2.3 Deliver service to
customer customer
2.4 . Handle queries through 2.4 . Handle queries
telephone, fax machine, through telephone, fax
internet and email machine, internet and
email
2.5 .Handle complaints, 2.5 .Handle complaints,
evaluation and evaluation and
recommendations recommendations
3. OBSERVE WORKPLACE HYGIENE PROCEDURES
3.1 Follow hygiene 3.1 Follow hygiene
procedures procedures
3.2 Identify and prevent 3.2 Identify and prevent

hygiene risks hygiene risks
4. DEVELOP AND UPDATE INDUSTRY KNOWLEDGE
4.1 Seek information on 4.1 Seek information
the industry on the industry
4.2 Update industry 4.2 Update industry
knowledge. knowledge.
5. PERFORM COMPUTER OPERATIONS
5.1 Seek information on 5.1 Seek information
the industry on the industry
5.2 Update industry 5.2 Update industry
knowledge knowledge
Core Competency
1. PREPARE AND PRODUCE BAKERY PRODUCTS
1.1 Prepare bakery 1.1 Prepare bakery
products products
1.2 Decorate and present 1.2 Decorate and
bakery products present bakery
products
1.3 Store bakery 1.3 store bakery
products products
2. PREPARE AND PRODUCE PASTRY PRODUCTS
2.1Prepare pastry products 2.1Prepare pastry
products
2.2 Decorate and present 2.2 Decorate and
pastry products present pastry products
2.3 Store pastry products 2.3 Store pastry

products
3. PREPARE AND PRESENT GATEAUX, TORTES AND CAKES

3.1 Prepare sponge and cakes 3.1 Prepare sponge and
cakes
3.2 Prepare and use fillings 3.2 Prepare and use
fillings
3.3 Decorate cakes 3.3 Decorate cakes
3.4 Present cakes 3.4 Present cakes

3.5 Store cakes 3.5 Store cakes
4. PREPARE AND DISPLAY PETITS FOURS
4.1 Prepare iced petits fours 4.1 Prepare iced petits
fours
4.2 Prepare fresh petits fours 4.2 Prepare fresh petits
fours
4.3 . Prepare marzipan petits 4.3 . Prepare marzipan

fours petits fours
4.4 Prepare caramelized petits 4.4 Prepare caramelized

fours petits fours
4.5 Display petits fours 4.5 Display petits
fours
4.5 Store petits fours 4.6 Store petits fours
5. PRESENT DESSERTS
5.1 . Present and 5.1 . Present and serve
serve plated plated desserts.
desserts.
5.2 Plan, prepare and present 5.2 Plan, prepare and
dessert buffet selection or present dessert buffet
plating. selection or plating.
5.3 Store and package 5.3 Store and package

desserts desserts
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 (Sample)
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
2.1Prepare bakery products 1. PREPARING AND
PRODUCING BAKERY
2.2 Decorate and present bakery products
PRODUCTS
2.3 Store bakery products

SESSION PLAN
Sector : TOURISM
Qualification Title : BREAD AND PASTRY PRODUCTION
Unit of Competency : PREPARE AND PRODUCE BAKERY PRODUCTS
Module Title : PREPARING AND PRODUCE BAKERY PRODUCTS
Learning Outcomes:
In this module deals with the knowledge skills required by baker and pastry cooks (patissiers) to prepare and produce a range of high - quality
bakery products in commercial food production environments and hospitality establishment.
A. INTRODUCTION
B. LEARNING ACTIVITIES
LO 1: PREPARE BAKERY PRODUCT

Learning Content Methods Presentation Practice Feedback Resources Time
Culinary and Discussion/ Read Information Answer Self Check Compare CBLM 1
technical sheet 1.1-1 1.1-1 answer with Hour
Video Presentation
terms answer keys
Perform Job Sheet
related to 1.1-1.1
bakery
products
Baking equipment Discussion/ Read Information Answer Self Check Compare Personal 2
sheet 1.2-1 in 1.2-1 answer with Protective Hours
Video Presentation.
Baking answer keys Equipment
equipment 1.2-1 Baking Books
Brainstorming Commercial
mixers and
attachments
Cutting
implements
Scales,
measures
Bowls
Ovens
Molds,
shapes and
cutter
Baking
sheets and
containers
Discussion Read Information Answer Self Check Compare Calcula 3

Specific baking sheet 1.3-1 in 1.3-1 answer with Hours
Self-paced
answer keys
tor
ingredients and Modular Specific baking
its substitution Video presentation ingredients and
its substitution Evaluate
Demonstration Perform Job Sheet
Performance
1.3-1.1
using
Performance
Criteria
Checklist
Applied Discussion Read Information Answer Self Check Compare Scales, 2
mathematical sheet 1.4-1 in 1.4-1 answer with measures Hours
operations answer keys
Applied
mathematic
al
Demonstration operations
Evaluate
Perform Job Sheet
Performance
1.4-1.1
using
Performance
Criteria
Checklist
Types, kinds Read Information
and sheet 1.5-1
classification of
bakery
products
Mixing Read Information

procedures/for sheet1.5-1
mulation/recipe
s and desired
product
characteristics
of variety
bakery
products
Read Information
Baking sheet 1.6-1
techniques,
appropriate
conditions and
enterprise
requirements
and standards
Temperature Read Information

ranges in sheet 1.7-1
baking bakery
products
Occupational Read Information

health and sheet 1.8-1
safety
LO 2: Decorate and Present bakery Products
Regular and special Discussion/ Read Answer Self Compare spatula 3

fillings and Video Information Check 2.1-1 answer parchment Hour
coating/icing, sheet 2.1-1 in with paper s
Presentation.
glazes and answer Piping bag
Regular and
decorations keys Pastry
special fillings
and brush
coating/icing, pastry bag
glazes and Bowls
decorations ovens
Seeds and
nuts, fresh
and
preserved/c
rystallized
fruits
Ganache,
fondants,
flavored and
colored
sugar,
butter
creams
Savory
fillings,
jellies and
glazes Tuile
Flowers
and leaves,
herbs,
biscuits
Chocolate
powder,
icings
Decorating
tools
Decorative Discussion/ Read Answer Self Compare Commercial 4
techniques and Information Check 2.2-2 answer mixers and Hour
Video
rules for garnishing sheet 2.2-2 in with attachments s
Presentation.
answer Cutting
Decorative
keys implements
techniques and
rules for Scales,
garnishing measures
Pastry
Demonstration Perform Job brush
Sheet 2.2-2.1 pastry bag
Evaluate
Performanc Bowls
e Criteria ovens
Checklist Seeds and
nuts, fresh
&
preserved/c
rystallized
fruits
Ganache,
fondants,
flavored and
colored
sugar,
butter
creams
Savory
fillings,
jellies and
glazes tuile
Flowers
and leaves,
herbs,
biscuits
Chocolate
powder,
icings
Decorating
tools
Decorative Discussion/ Read Answer Self Compare Commercial 4
techniques and Information Check 2.2-2 answer mixers and Hour
Video
rules for garnishing sheet 2.2-2 in with attachments s
Presentation.
answer Cutting
Decorative
keys implements
techniques and
rules for Scales,
garnishing measures
Pastry
Demonstration/ Perform Job brush
application Sheet 2.2-2.1 pastry bag
Evaluate
Performanc Bowls
e Criteria ovens
Checklist Seeds and
nuts, fresh
&
preserved/c
rystallized
fruits
Ganache,
fondants,
flavored and
colored
sugar,
butter
creams
Savory
fillings,
jellies and
glazes tuile
Flowers
and leaves,
herbs,
biscuits
Chocolate
powder,
icings
Decorating
tools
Standards and Discussion/ Read Answer Self Compare Decoratin 4

procedures in Information Check 2.4-2 answer g tools Hour
Video
decorating, sheet 2.4-1 in with s
finishing and Presentation Standards and answer
presenting bakery procedures in keys
products decorating,
OHS finishing and
presenting
Demonstration pastry Perform Job
products OHS Sheet 2.4-2.1
Evaluate
Performanc
e Criteria
Checklist
LO3: ST0RE BAKERY PRODUCTS

Different kinds of Discussion/Video Read Information Answer Self Compare Storage area 3
packaging Presentation. sheet 3.1-1 in Check 3.3-1 answer with Packaging Hour
materials to be answer keys and labeling s
Different kinds of
used materials
packaging materials
to be used Containers
Demonstration Display
cabinet
Perform Job
Refrigerator
Sheet 3.1-1.1 Evaluate
Performance Upright
Criteria Freezer
Checklist
Different kinds of Discussion/Video Read Information Answer Self Compare Storage area 2
packaging Presentation sheet 3.1-1 in Check 3.3-1 answer with Package Hour
answer keys s
materials to be and labeling

used materials
Different kinds of
packaging materials Containers
to be used Display
Demonstration cabinet
Refrigerator
Perform Job Evaluate Upright
Sheet 3.1-1.1 Performance
Criteria
Checklist
Shelf-life of bakery Discussion/ Read Information Answer Self Compare Storage area 2
products sheet 3.2-1 in Check 3.2-1 answer with Packaging Hour
Video
answer keys and labeling s
Presentation. Shelf-life of bakery
products material
Containers
Display
cabinet
Refrigerator
Upright
Freezer
Standards and Discussion/ Read Information Answer Self Compare Storage area 2
procedures in sheet 3.3-1 in Check 3.3-1 answer with Packaging
Video Hour
storing bakery Standards and answer keys and labeling
Presentation. s
products procedures in material
storing bakery Containers
products Display
cabinet
Demonstration Perform Job
Refrigerator
Sheet 3.3-1.1 Evaluate
Upright
Performance
Freezer
Criteria
Checklist
Function and Discussion/Video Read Information Answer Self
routine Presentation. sheet 3.4-1 in Check 3.4-1
maintenance of Demonstration/ap Function and Perform Job
equipment used plication routine maintenance Sheet 3.4-1.1
of equipment used
C. ASSESSMENT PLAN
Written Test
Performance Test
Oral interview
D. TEACHERS SELF-REFLECTION OF THE SESSION
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.
(Qualification Title)
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

Prepare and Produce
bakery products Preparing and
1. TRS741379
producing bakery
products
Prepare and produce
pastry products Preparing and
2. producing pastryTRS741380
products
Prepare and present
gateaux tortes and
cakes Preparing and TRS741342
3.
presenting
Prepare and display

petit four Preparing and TRS741344
4.
displaying petit four
5. Present desserts TRS741343

Presenting desserts
MODULE CONTENT
UNIT OF COMPETENCY: Prepare and Produce Bakery Products
MODULE TITLE: Preparing and Producing Bakery Products
MODULE DESCRIPTOR: This unit covers the skills, knowledge and attitudes to
identify role and responsibility as a member of a team.
NOMINAL DURATION: 25 HOURS
LEARNING OUTCOMES:
At th e end of this module you MUST be able to:
1. Prepare Bakery Products
2. Decorate and Present Bakery Products
3. Store Bakery Products
ASSESSMENT CRITERIA:
1. Decorate and Present Bakery Products
2.1 A variety of fillings and coating/icing, glazes and

decorations for products are prepared according to standard
recipes, enterprise standards and/or customer preferences
2.2 Bakery products are filled and decorated, where required and
appropriate, in accordance with standard recipes and/or enterprise
standards and customer preferences
2.3 Bakery products are finished according to desired product

Characteristics
2.4 Bakery products are presented according to established standards

and procedures.
LEARNING OUTCOME NO. 2
Decorate and Present Bakery Product
Contents:
1. Regular and special fillings and coating/icing, glazes and

decorations
2. Decorative techniques and rules for garnishing
3. The tools and materials in decorating, finishing and presenting
bakery products
4. Standards and procedures in decorating, finishing and presenting
bakery products OHS.
Assessment Criteria
1. Required and appropriate fillings and coating/icing, glazes and

decorations for variety of bakery products are prepared in
accordance with standard recipes, enterprise standards and/or
customer preferences
2. Bakery products are filled and decorated, where required and

appropriate, in accordance with standard recipes and/or
enterprise standards and customer preferences.
3. Bakery products are finished according to desired product
characteristics
4. Bakery products are presented according to established
standards and procedures
Conditions
The participants will have access to:
1. Spatula
2 . Parchment paper
3. Piping bag
4. Pastry brush
5. pastry bag
6. turntable
7. serrated knife
8. grater
9. Seeds and nuts, fresh and preserved/crystallized fruits
10. Ganache, fondants, flavored and colored sugar, butter creams
11. Savory fillings, jellies and glazes
Assessment Method:
1. Oral questioning
2. Written examination
3. Direct observation
4. Demonstration
Learning Experiences
Learning Outcome 2
Decorate and Present Bakery Product
Learning Activities Special Instructions

Read Information sheet 2.1-1 in Read and understand the
Required and appropriate fillings and information sheet and Check
coating/icing, glazes and decorations yourself by answering the Self-
Check. You must answer all
questions correctly before
proceeding the next activity.
Answer Self Check 2.1-1 Compare your answer with the
answer keys
Perform Job Sheet 2.2-1 in Job Sheets will help you practice
Decorative techniques and rules for your skills. You may refer to the LO-
2 Decorate and Present bakery
garnishing
Products of Bread and Pastry
Production NC-II as a sample.
The Performance Criteria Checklist
will guide and help you evaluate
your work as you are practicing your
skill.
Evaluate your own work using the
Performance Criteria. When you are
ready, present your work to your
trainer for final evaluation and
recording.
If you have questions about the use
of the LO please ask your trainer.
After doing all activities of this LO,
you are ready to proceed to the next
LO on Facilitating Training Sessions
information sheet and Check
The tools and materials in decorating,
finishing and presenting bakery yourself by answering the Self-
Check. You must answer all
products
proceeding the next activity
Answer Self Check 2.3-1 Compare answer with answer keys

Standards and procedures in information sheet and Check
decorating, finishing and presenting yourself by answering the Self-
bakery products OHS Check. You must answer all
proceeding the next activity.
Answer Self Check 2.4-1 Compare answer with answer keys
Perform Job Sheet 2.4-1.1 in Job Sheets will help you practice
Standards and procedures in your skills. You may refer to the LO-
decorating, finishing and presenting 2 Decorate and Present Bakery
bakery products OHS Products of Bread and Pastry
Production NC-II as a sample.
Evaluate your own work using the
Performance Criteria. When you are
ready, present your work to your
trainer for final evaluation and
recording.
If you have questions about the use
of the please ask your trainer.
After doing all activities of this LO,
you s are ready to proceed to the
next LO on Facilitating Training
Sessions.
Information Sheet 2.1-1
REGULAR AND SPECIAL FILLING AND COATING/ICING,
GLACE AND DECORATIONS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1 .Define decoration
2 Identify what is regular fillings, special fillings, coating, icing, glaze
and decorations
Introduction
The decorations and fillings of bakery products is sometimes enough

reason for consumers to buy the bakery products most especially if the
bakery doesnt have the name or trademark.
This Module will help you understand better the significance of the
following: The filling, coating, icing, glazes and decorations for the
enhancement bakery products.
Decoration is a process of enhancing the image of a product or output
DIFFERENT KINDS OF FILLINGS
Filling- an edible mixture used to fill pastries, sandwiches, or cakes.
Coating- is an industrial process that consists of applying a liquid or

a powder onto the surface of a product of any possible shape to convey
new (usually sensory) properties.
Icing- often called frosting in the United States, is a sweet, often
creamy glaze made of sugar with a liquid, such as water or milk, that is
often enriched with ingredients like butter, egg white, cream cheese, or
flavorings
Glaze- is a coating of a glossy, often sweet, sometimes savoury,

substance applied to food typically by dipping, dripping or with a brush.
Decoration- the process or art of decorating or adorning something.

Self- Check 2.1-1
Multiple Choice:
Choose the best answer. Write the letter of your choice on your
answer sheet.
1. It is the process or art of decorating or adorning something.
A. Icing
B. Glaze
C. Decoration
D. Coating
2. It is a coating of a glossy, often sweet, sometimes savoury,

substance applied to food typically by dipping, dripping or with a
brush.
A. Coating
B. Glaze
C. Coating
D. Filling
3. It is often called frosting in the United States, is a sweet, often

creamy glaze made of sugar with a liquid, such as water or
milk.
A. Filling
B. Coating
C. Icing
D. Glaze
4. It is an industrial process that consists of applying a liquid or

a powder onto the surface of a product of any possible shape
to convey new (usually sensory) properties.
A. Decoration
B. Coating
C. Filling
D. Glaze
5. It is an edible mixture used to fill pastries, sandwiches, or

cakes.
A. Coating
B. Filling
C. Icing
D. Glaze
ANSWER KEY 2.1-1
1. C
2. B
3. C
4. B
5. C
JOB SHEET 2.2-1
Title: Prepare and Bake Spanish Bread
Performance Objective: Given the supplies and materials, you should

be able to prepare and bake Dinner Rolls
accordance with the industry standard.
Supplies/Materials :
For the dough:

500 grams Bread Flour
230 ml Fresh Milk
15 g Yeast
1 Large Egg
160 grams Sugar
60 g Lard
5 grams Salt
Bread Crumbs ( for dusting)

Baking sheet, portioning bowl, Weighing scale, proofing cabinet,
mixing bowl, measuring spoon, dry measuring cup, liquid measuring
cup, dough cutter.
Equipment : Oven
Steps/Procedure:
Straight / Direct Method
1. Combine all the dry ingredient in a mixing bowl, stir until
well blended then make a well in the center.
1 . Dissolve the yeast in lukewarm water. Pour into the well
along with the shelled large egg.
2 . Stir until well blended. Adding the shortening last.
3 . Transfer into the clean surface and knead until smooth
and elastic.
4 . Equally portion the dough then use rolling pin to flatten
then spread filling.
5 . Roll the bread crumbs then arrange in a greased baking
sheet and let rise until double in size.
6 . Bake in 300 F oven until light golden brown.
Assessment Method: practical demonstration.

Decorative techniques and rules for garnishing
1. Differentiate decoration and garnish.
2. Create bakery product
Decorating is not limited just to bread, cakes and cookies, but bakery,
as well as and pies and tarts, can be decorated, as well. The decorative
technique in bakery product is the main reason why bakery stores targeted its
market. bakery products that are attractive are the best sellers. Consumers
like me, always considers the appearance of products.
following: Decorative techniques and the rules for garnishing.
DECORATION AND GARNISHING

A decoration is something to make food look better but is not edible.
A garnish is an edible object that you put on or near food or drinks. Such as
parsley or lemon and so on. Actually the only difference
between a decoration and a garnish is the food which it goes on. A decoration
goes on anything sweet such as a cake. it is true that some decorations are not
edible but that is because pastry chefs or such use inedible objects like beads.
A garnish goes on anything savory. Since a bead or an umbrella like that does
not look good on say a steak you use foods like parsley which so happens to be
edible. (garnishes are often green)
Rules for Garnishing
1. Generally speaking, garnishes should be edible.
2. Beauty is obtained through simplicity. Garnishes should appear natural,

fresh, and dainty-never overworked or overdone.
3. All garnishes should be suitable in character and size to the food adorned.
For example, a pickle fan would be out of place if served next to a piece of cake,
just as a large calla lily arrangement would be out of proportion on a small
platter.
4. The flavor of edible garnishes should be in keeping with the food. Bland
foods require more highly seasoned garnishes.
5. A few small groups of garnish are often more attractive than a continuous
decorative scheme. For example, to carry out a Christmas theme around a
salad mold, green-tinted mayonnaise may be fashioned into the shape of leaves
with specks of candied cherry to simulate holly arranged at intervals instead of
forming a continuous border. Elaborate wheels, flowers, chains, diamonds, or
circles are lovely if carefully done. Use either whole or clean-cut pieces of fruit
or vegetables and arrange in an orderly design around ring or loaf molds.
6. A garnish must be neatly arranged in a fashion that will enhance the food
with which it is to be used. A flat-spreading garnish will make a mold appear
smaller whereas perky lettuce will give it height.
7. Colors should harmonize-never clash. Small quantities of the more vivid

natural colors may be used to accent a food. In using artificial coloring, great
care must be exercised in producing tints that will be in keeping with the
occasion and at the same time produce a pleasing effect rather than one which
is repellent. Contrasting colors usually produce an artistic picture. So much of
our food is neutral that a wide range of color treatment is permitted.
8. Garnishes which are too highly seasoned are not in good taste.
9. The serving dish as well as the garnish used must be considered. A beautiful
dish serves as an accessory to the food. Do not hide it.
10. Temperature is a factor that will make or mar a garnish. To serve cold
sliced frankfurters on a hot soup as a garnish would be most unsatisfactory.
Any frozen food that is used as a garnish should be sufficiently cold to hold its
shape.
11. The consistencies of garnish and food can be contrasted with excellent
results, such as sauce over molded food.
12. Garnishes need not be expensive. Properly used, almost any leftover
material can do wonders to make a drab or uninteresting dish take on a regal
aspect.
13. Garnishes should not be used to disguise deficiencies or food of poor

quality.
14. The setting must be viewed as a whole. Harmonious plate or platter

arrangements can be ruined if they clash with the table color scheme or the
lighting of the room.
Self- Check 2.2-1

Decorative techniques and rules for garnishing
True or False
Write T if the statement is true and write F if the statement is false.
1. The setting must be viewed as a whole. Harmonious plate or platter
arrangements can be ruined if they clash with the table color scheme
or lighting of the rom.
2. Garnishes should be used to disguise deficiencies or food of poor
quality.
3. The consistencies of garnish and food can be contrasted with excellent
results, such as sauce over molded food.
4. The consistencies of garnish and food cannot be contrasted with
excellent results, such as sauce over molded food.
5. Temperature is a factor that will make or mark a garnish.
6. The serving dish as well as the garnish used should not be
considered.
7. Garnishes which are too highly seasoned are not in good taste.
8. Contrasting colors are not usually produces an artistic picture.
9. A garnish must be neatly arranged in a fashion that will enhance the
food with which it is to be used.
10. Generally speaking, garnishes should not be edible.
ANSWER KEY 2.2-1
1. True
2. False
3. True
4. False
5. True
6. False
7. True
8. False
9. True
10.False
Performance Criteria Checklist 2.2-1.2
CRITERIA
YES NO
Did you.
1. Wear your Personal Protective Equipment?
2. Observe the Occupational Health and Safety?
3. Preheat the oven?
4. Mise en place?
5. Knead the dough until smooth and elastic?
6. Grease the baking sheet?
7. Bake until light to golden brown?
8. Temperature is a factor that will make or mark a
garnish?
9. Garnishes should not be edible.
The Tools and Materials in Decorating, Finishing and Presenting Bakery

Products
Know the usage of tools and materials needed in decorating, finishing
and presenting bakery products.
Decorate your own bakery products.
o Right tools and materials needed in decorating, finishing and

presenting bakery products are very essential for you to produce
attractive bakery products
o This Module will help you understand better the importance of
tools and materials needed in decorating bakery products.
TOOLS AND MATERIALS NEEDED IN DECORATING, FINISHING AND

PRESENTING BAKERY PRODUCTS
1. Spatula is used for frosting cakes and to spread toppings or mixtures smoothly over
the food being prepared. ... The spatula is used as a decorating tool but can also be
used to serve slices of cake, pieces of pie or bars.
2. Parchment paper and bakery release paper are cellulose-based papers that are
used in baking as a disposable non-stick surface. Both are also called bakery paper or
baking paper. They should not be confused with waxed paper, also known as
wax paper or rarely as butter paper.
3. Pastry bag (or piping bag in the Commonwealth) is an often cone- or triangular-
shaped, hand-held bag made from cloth, paper, or plastic that is used to pipe semi-solid
foods by pressing them through a narrow opening at one end, for many purposes
including cake decoration.
4.Pastry brush
A pastry brush can perform many tasks. Use it to brush melted butter inside
your cake pans before baking or to sweep excess toppings, such as toasted
coconut flakes or sprinkles, off your cake platter when decorating. If youre
decorating your cake with fresh fruit, such as sliced strawberries or peaches,
use a pastry brush to paint a thin layer of melted preserves over the fruit to
prevent it from dying out.
5. Cake turntable helps decorators spread icing evenly. Features a stainless steel
bearing. Locking switch to keep turntable in place when needed. Rubberized feet help
keep it from moving while decorating.
6. Serrated blade is a type of blade used on saws and on some knives or scissors. It is
also known as a dentated, saw tooth, or toothed blade. A serrated blade has a cutting
edge.
7. Grater a device having a surface covered with holes edged by slightly raised
cutting edges, used for grating cheese and other foods.
8.Toppings Choose your favorite toppings to dress up the tops or sides of a

cake, or to give cupcakes extra flair. Try dried fruit, mini marshmallows,
chopped nuts, toasted coconut, crushed cookies, or any small, lightweight
candies.
8. Frosting or icing, fillings and glazes are typically a sweet, sugar-based soft
mixture used to fill, coat, add flavor, and improve the appearance and texture,
They are used on baked recipes such as cakes, cupcakes, cookies and pastries,
or formed and used when decorating as a Crafty Baker, ranging from simple to
elaborate. The filling is applied before the frosting or glaze is applied.
Self- Check 2.3-1

True or False:
1. If you dont have a pastry bag, you can use a resealable plastic bag.
2. Choose your favorite toppings to dress up the tops or sides of a cake,
or to give cupcakes extra flair.
3. When making the cupcake, beat your butter and sugar until fluffy,
and use a lower speed when adding your dry ingredients.
4. Have a sharp serrated knife on hand to slice edible decorations such
as fruit and candy to the desired size.
5. Have a pair of scissors on hand to cut the parchment paper to the
appropriate size for your cupcake pan.
6. Scoop your flour directly from the bag with a measuring cup-the flour
will become compacted, and youll get more than you need for the
recipe.
7. Youll need four mixing bowls for the cupcake-two for wet and two for
dry ingredients.
8. A pastry brush can perform one task only.
9. It is easier to frost a bread when its not elevated.
10. The filling is applied after the frosting or glaze is applied
ANSWER KEY 2.3-1
1. True
2. True
3. True
4. True
5. True
6. False
7. False
8. False
9. False
10. False
Standards and procedures in decorating, finishing and presenting Bakery
products OHS
1. Follow the procedures in decorating, finishing and presenting
products OHS.
2. Explain the significance of decoration to bakery product.
following: Decorative techniques and the rules for garnishing.
PROCEDURES IN DECORATING BAKERY PRODUCTS:

In order to provide our customers with consistent high quality bakery
products, procedures for decorating, finishing ,and presenting bakery products
OHS. Since bakery products vary there are different instructions for each type
of item.
The purpose behind bakery decorating is to turn an ordinary bakery

product into a spectacular piece of food art. Decorating pastries can be as
complex or as simple as you wish. Even a simple decoration can be highly
effective, so you don't need to be afraid that you don't possess the skills needed
to be good at decorating much of it is about applying your creativity along
with a little know-how on effective decorating.
STEPS
1. Visit a bakery decorating supplier. It's worth spending time to wander

around a pastry decorating store to see what's available and what tickles your
fancy. If there are items that you'd love to learn how to work with, consider
talking with the store assistant to find out more and make a decision about
what to try at home.
2. Check out some bakery decorations. You could head to a bakery, or just
go on google images. The internet can definitely give your ideas and inspiration.
3 .Choose the right type of bakery to decorate. Decorating bakery products

requires additional effort; hence, it makes sense for the reason to decorate it to
be a good one. It wouldn't be worth trying to decorate bakery products that are
to be eaten warm from the oven.
4. Decide on the type of frosting or icing you'd like to work with if icing
pastries. It's important to feel comfortable with the frosting or icing techniques
required for decorating bakery products; some are more complicated than
others and if you're just starting out, it's recommended that you don't take on
difficult decoration projects until your confidence increases.
5. Think beyond icing or frosting. There are many other means for
decorating a bakery products besides icing or frosting. You can use such items
in combination with icing, or add them direct to the bread. These include:
Fruit fresh fruit pieces, dried fruit, fruit arranged into shapes such as
flowers or animals, glazed fruit (with jam, etc.), toffee-dipped, crystallized
rind, etc.
Flowers edible flowers can make appear very elegant
Cream thickened cream can be shaped into quenelles, spread over a
bread, used for filling or piped on
Candies all sorts of candies can make excellent bread designs
Drizzled chocolate either randomly drizzled, or in a pre-determined
pattern
Dusted cocoa or other chocolate chocolate curls, sprinkles, pieces, shapes,
etc.
Nuts especially halved, slivered, or shaved nuts
Streusel topping baked on, no need to decorate other than a
quenelle of cream next to each serve
Toffee strands, shards, or shapes you'll need to practice making
these until you get the knack of it but toffee can work well as a
decorative element on a cake
Coconut (shredded or desiccated) coconut can be colored using
food coloring (use wet hands or wet gloved hands to rub the
coloring through); it can also be toasted Jam or preserves
6. Learn some other essential techniques required for decorating bakery
products successfully.
7. Use color creatively. When choosing the color themes for your decorated
bakery, consider the following things to help you choose the right colors.
Self- Check 2.4-1
Standards and procedures in decorating, finishing and presenting pastry
products OHS
True or False
1. The purpose behind bakery product decorating is to turn an ordinary

bakery product into a spectacular piece of food art.
2. Always choose the right type of pastry to decorate.
3. Decide on the type of frosting or icing you'd like to work with if icing
pastries.
4. For you to become successful baker you should learn some other
essential techniques required for decorating bakery products.
5. The internet can definitely give your ideas and inspiration in
decorating your bakery product.
6. Fruit like kiwi is an example of garnish.
7. Edible flowers can make a cake appear very elegant
8. Thickened cream can be shaped into quenelles, spread over a cake,

used for filling or piped on
9. Not all sorts of candies can make excellent cake designs
10. You can use sprinkles, other frosting colors, or different types of
chocolate for extra color.
ANSWER KEY 2.4-1
1. True
2. True
3. True
4. True
5. True
6. True
7. True
8. True
9. False
10. True
JOB SHEET 2.4-1.1
Title: BUTTERCREAM FROSTING/ICING
Performance Objective:Given the following materials, you should be able to

perform buttercream frosting following the standard
procedure and rules for garnishing.
Supplies/Materials :
INGREDIENTS
4 cups of powdered sugar
1 Cup (2 sticks) of Softened butter (we have used both salted
and unsalted, but we normally use salted.)
2-3 teaspoons of vanilla
1-2 tablespoons of milk
Bowls, measuring cups and spoons, kitchen scissors, cupcake stand, offset
spatula, pastry bag, wilton 2D decorating tip, piping gel, toothpick and
paring knife.
Equipment : Electric Mixer
Steps/Procedure:
1.Wear you PPE
2. Observe OHS
3.Mis en place
4. Start your mixer (or beaters) on the lowest setting. I usually put a clean
dishtowel around my mixer to keep the sugar from flying out. Keep on low
until the butter and sugar are incorporated and then kick your mixer up to
medium high.
5. Once fully incorporated, after a minute or so, stop the mixer and check the
consistency and taste. At this point your frosting may be a little dry. Add a
little bit of milk, mix and check again.
TIPS:
ALWAYS ALWAYS ALWAYS taste your frosting.If you are adding

food coloring now is the time to do it. Make sure the food coloring
gets fully incorporated. (Most of the time I do this part by hand.)
Assessment Method: Demonstration and Oral Questioning

Performance Criteria Checklist 2.4-1
CRITERIA
YES NO
Did you.
1. Wear your Personal Protective Equipment?
2. Observe the Occupational Health and Safety?
3. Did you follow mis en place?
4. Start your mixer in a high setting?
5. Add milk in making your frosting?
6. Taste your frosting/icing?
Evidence Plan
Competency Bread and Pastry Production NCII

standard:
Unit of Prepare and Produce Bakery Products
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
Selects and establish standards and procedures of
required, measured, and weighed ingredients x
according to recipe or production requirements
Prepares variety bakery products according to
standard mixing procedures/formulation/ recipes x
and desired product characteristics.
Uses appropriate equipment according to required
bakery products and standard operating x
procedures.
Bakes product according to techniques and
appropriate conditions; and enterprise x
requirement and standards.
Selects required oven temperature to bake goods in
accordance with the desired characteristics,
x
standards recipe specifications and enterprise
practices
Prepares variety of fillings and coating/icing,
glazes and decorations for bakery products
x
according to standard recipes, enterprise
standards and/or customer preferences
Fills and decorates bakery products that are
required and appropriate, in accordance with
x
standard recipes and/or enterprise
standards and customer preferences.
Finishes bakery products according to desired
x
product characteristics.
Presents bakery products according to
x
established standards and procedures
Stores bakery product according to established
x
standards and procedures.
Selects appropriate packaging for the
preservation of product freshness eating and x
characteristics
NOTE: *Critical aspects of competency

TABLE OF SPECIFICATION
# of
Objectives/Content
Knowledge Comprehension Application items/
area/Topics
% of test
TOTAL
Performance Test
Specific Instruction for the Candidate
Qualification Bread and Pastry Production NCII
Unit of Competency Decorate and Present Bakery

Products
General Instruction:
Given all the tools and materials needed you should be able to decorate
and present bakery products.
Specific Instruction
QUESTIONING TOOL
Satisfactory
Questions to probe the candidates underpinning knowledge respon
se
Extension/Reflection Questions Yes No
1.
2.
3.
4.
Safety Questions
5.
6.
7.
8.
Contingency Questions
9.
10.
11.
12.
Job Role/Environment Questions
13.
14.
15.
16.
Rules and Regulations
17.
18.
19.
20.
The candidates underpinning Satisfactory Not
knowledge was: Satisfactory
Templates for Inventory of Training Resources
Resources for presenting instruction
Print Resources As per TR As per Remarks
Inventory
Non Print Resources As per TR As per Remarks

Inventory
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
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.
Supervise
Work-Based
Learning
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.
CORE COMPETENCIES
CAN I? YES NO
5
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.
Evidences/Proof of Current Competencies(Sample)
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
Basic
competencies
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 (Sample)

1.

2.
3.
4.
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 (Sample)
Module
Gaps Title/Module of Duration (hours)
Instruction
TRAINING PLAN
Qualification: ____________________________
Trainees Training Training Mode of

Staff
Requirements Activity/Task Training
Technical Education and Skills Development Authority
___(your institution)___
TRAINEES RECORD BOOK
I.D.
Trainees No._______________
NAME: ___________________________________________________
QUALIFICATION_____
TRAINING DURATION :____________________________
TRAINER: __________________________________________________
Instructions:
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 trainees document on file.
THANK YOU.
NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION Unit of Competency: 2 PERFORM MINOR CONSTRUCTION
WORKS
NC Level I
Learning Task/Activity Date Instructors NC Level I
Outcome Required Accomplished Remarks Learning Task/Activity Date Instructors
Lay out Outcome Required Accomplished Remarks
measurements Perform
Cut pipe piping lay
within the outs
required Cut pipes
length and through
according to walls and
job floors
requirements
Thread pipes
in accordance ____________________ ______________________
with standard Trainees Signature Trainers
thread Signature
engagement
__________________ ___________________
Trainees Signature Trainers Signature
Unit of Competency: 3 MAKE PIPING JOINTS AND Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING
CONECTIONS INSTALLATION AND ASSEMBLES
NC Level I NC Level I
Learning Task/Activity Date Instructors Learning Task/Activity Date Instructor
Outcome Required Accomplished Remarks Outcome Required Accomplishe s Remarks
d
Fit-up
joints and Prepare for
fittings for plumbing works
PVC pipe Install pipe and
Perform fittings
threaded Install hot and
pipe joints cold water supply
and Install/assemble
connections plumbing fixtures
Caulk
joints\
_____________________ ____________________
_____________________ ______________________
Unit of Competency: 5 PERFORM PLUMBING REPAIR AND
MAINTENANCE WORKS
NC Level I
Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks
Clear
clogged
pipes
clear
clogged
fixtures
______________________ ____________________
TRAINEES PROGRESS SHEET
Name : JUAN DELA CRUZ Trainer :

Nominal
Qualification : Machining NC I :
Duration
Training Training Date Date Trainees Supervisors
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
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
Facilitate
Learning
Session
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
Minutes of the Meeting Template
Minutes of the Meeting

Focus Group Discussion
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
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
Maintain
Training
Facilities
Template #1
OPERATIONAL PROCEDURE
Equipment Type
Equipment Code
Location
Operation Procedure:
Template #2
HOUSEKEEPING SCHEDULE
Qualification Station/Bldg Welding (WAF)
Area/Section
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
complete, in order and
updated
Lights, ventilation OK
10. Clean and check Rest
Room
Urinals, bowls, wash
basins, walls and
partitions are free from
stains, dirt, oils, graffiti
Template #3
GMAW WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YES NO
Dispose segregated waste; clean garbage cans
Sweep floors; if wet, wipe dry
Wipe and clean whiteboards
Clean and arrange working tables
Clean and check mounting of machines/equipment
Before leaving, collect stubs and other welding wastes.
WEEKLY TASK YES NO

Clean posters, visual aids and update accomplishment/Progress Charts
Clean bulbs/lamps/ceilings/walls
Clean/Wash of windows/glasses/mirrors
Clean and check tools, machines, supplies, materials
Sanitize garbage receptacles
Empty water collector; clean body of Water Dispenser
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
Inspect and clean air-conditioning equipment filter; clean body

Template #4
WELDING EQUIPMENT MAINTENANCE SCHEDULE*
8 HOURS 50 Hours 100 HOURS

Template #5
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE
EQUIPMENT CODE
LOCATION
Schedule for the Month of March
MANPOWER Daily Every Weekly Every Monthly Remarks
ACTIVITIES Other 15th
Day Day
1. Check panel board, and

circuit breakers
electrical connections,
cables and outlets
Clean and kept dry
Parts are well-
secured/attached
Properly labeled
2. Check Mig gun (nozzle,
contact tip, diffuser)
and ground cable:
Clean and kept dry
Parts are well-
secured/ attached
Inspect for damages
and replace parts if
necessary
3. Check adjustment
levers if functional
(amperages/speed); if
not, calibrate
4. Check Gas cylinder

outfit for any
abnormality
Gate valve
Co2 regulator
Gas hose Fittings
Fittings
5. Check/Clean wire
feeder (rollers, wire
speed/spool
adjustment); remove
used oil, dust; keep
dry.
6. Run the equipment for

5 minutes and observe
for unusual noise or
abnormal operation; if
repair is necessary,
send to technician.
Template #6
WORKSHOP INSPECTION CHECKLIST
Qualification
Area/Section In-Charge
YES NO INSPECTION ITEMS

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Remarks:
Inspected by: Date:
Template #7
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type :
Property Code/Number :
Location :
YES NO INSPECTION ITEMS
Remarks:
Inspected by: Date:

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Templates

Qualification Title: BREAD AND PASTRY PRDUCTION NC-II

Unit of Competency: PREPARE AND PRODUCE BAKERY PRODUCTS

Module Title: Preparing and Producing Bakery Products

TECHNICAL EDUCATION SKILLS DEVELOPMENT AUTHORITY

Language, Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Special courses Other courses related to BPP

Learning styles a. Visual - The visual learner takes mental

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

1.1 Obtain and convey workplace information

1.2 Participate in workplace meetings and discussions

1.3 Complete relevant work related documents

2. WORK IN TEAM ENVIRONMENT

2.2 Identify own role and responsibility within team

2.3 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

4.2 Evaluate hazards and risks

4.3 Control hazards and risks

4.4 Maintain OHS awareness

1.1 Obtain and convey workplace information

1.2 Participate in workplace meetings and discussions

1.3 Complete relevant work related documents

2. WORK IN TEAM ENVIRONMENT

2.2 Identify own role and responsibility within team

2.3 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

4.2 Evaluate hazards and risks

4.3 Control hazards and risks

4.4 Maintain OHS awareness

1.1 Obtain and convey workplace information

1.2 Participate in workplace meetings and discussions

1.3 Complete relevant work related documents

2. WORK IN TEAM ENVIRONMENT

2.2 Identify own role and responsibility within team

2.3 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

4.2 Evaluate hazards and risks

4.3 Control hazards and risks

4.4 Maintain OHS awareness

1.1 Obtain and convey workplace information

1.2 Participate in workplace meetings and discussions

1.3 Complete relevant work related documents

2. WORK IN TEAM ENVIRONMENT

2.2 Identify own role and responsibility within team

2.3 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