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Sector : TOURISM
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
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
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
1. Participate in workplace communication
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
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)
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.
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
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
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
Self Check
Information Sheet
Learning Experiences
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
MODULE DESCRIPTOR: This unit covers the skills, knowledge and attitudes to
identify role and responsibility as a member of a team.
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
2.2 Bakery products are filled and decorated, where required and
appropriate, in accordance with standard recipes and/or enterprise
standards and customer preferences
Contents:
Assessment Criteria
Conditions
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
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
Multiple Choice:
Choose the best answer. Write the letter of your choice on your
answer sheet.
A. Icing
B. Glaze
C. Decoration
D. Coating
A. Coating
B. Glaze
C. Coating
D. Filling
A. Filling
B. Coating
C. Icing
D. Glaze
A. Decoration
B. Coating
C. Filling
D. Glaze
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
Supplies/Materials :
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.
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
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.
This Module will help you understand better the significance of the
following: Decorative techniques and the rules for garnishing.
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)
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.
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.
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.
Information Sheet 2.3-1
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
Know the usage of tools and materials needed in decorating, finishing
and presenting bakery products.
Decorate your own 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. 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.
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
Information Sheet 2.4-1
Standards and procedures in decorating, finishing and presenting Bakery
products OHS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Follow the procedures in decorating, finishing and presenting
products OHS.
2. Explain the significance of decoration to bakery product.
This Module will help you understand better the significance of the
following: Decorative techniques and the rules for garnishing.
STEPS
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.
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
Write T if the statement is true and write F if the statement is false.
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
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
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:
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
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
# of
Objectives/Content
Knowledge Comprehension Application items/
area/Topics
% of test
TOTAL
Performance Test
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
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.
Supervise
Work-Based
Learning
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)
Current
Proof/Evidence Means of validating
competencies
Basic
competencies
Identifying Training Gaps
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.
Module
Gaps Title/Module of Duration (hours)
Instruction
TRAINING PLAN
Qualification: ____________________________
I.D.
Trainees No._______________
NAME: ___________________________________________________
QUALIFICATION_____
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:
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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\
_____________________ ____________________
_____________________ ______________________
Trainees Signature Trainers Signature
Trainees Signature Trainers Signature
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 Signature Trainers Signature
TRAINEES PROGRESS SHEET
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
and Equipment Name 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
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation 3
day here) for the day
workstation and
will be written
activities here)
here
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 Workstation 4
day here) for the day
workstation and
will be written
activities here)
here
Minutes of the Meeting Template
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
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
Clean bulbs/lamps/ceilings/walls
Clean/Wash of windows/glasses/mirrors
Qualification
Area/Section In-Charge
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Remarks:
Template #7
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type :
Property Code/Number :
Location :
YES NO INSPECTION ITEMS
Remarks: