TESDA-OP CO-01-F11

(Rev.No.00-03/08/17)

COMPETENCY-BASED CURRICULUM

A. COURSE DESIGN

Course Title: BREAD AND PASTRY PRODUCTION NC II

Nominal Duration: 144 HOURS

Qualification Level: NC II

Course Description: This course is designed to enhance the knowledge, skills

and attitude in bread and pastry production to prepare
and present desserts; prepare and display petits four in
accordance with industry standards. It covers the basic,
common and core competencies.

Trainee Entry Requirements:

Trainees or students who wish to enter this training

should possess the following requirements:

 Can communicate in basic English either oral and

written;
 At least high school graduate;
 Physically and mentally fit;
 With good moral character; and
 Can perform basic mathematical computation;
 With pleasing personality

This list does not include specific institutional require-

ments such as educational attainment, appropriate work
experience, and others that may be required of the
trainees by the school or training center delivering the
TVET program
COURSE STRUCTURE

BASIC COMPETENCIES
NO. OF HOURS: (37 HRS)

UNIT OF COMPE- NOMINAL

MODULE TITLE LEARNING OUTCOMES
TENCY DURATION
1. Participate in 1.1 Participating in 1.1.1 Obtain and convey work- 6 hours
workplace com- workplace com- place information
munication munication 1.1.2 Perform duties following
workplace instructions
1.1.3 Complete relevant work-
relate documents
2. Work in a 2.1 Working in a 2.1.1 Describe team role and 3 hours
team environ- team environ- scope
ment ment 2.1.2 Identify one’s role and re-
sponsibility within a team
2.1.3 Work as a team member
3. Solve/address 3.1 Solving/ad- 3.1.1 Identify routine problems 3 hours
general work- dressing gen- 3.1.2 Look for solutions to rou-
place prob- eral workplace tine problems
lems problems 3.1.3 Recommend solutions to
problems
4. Develop ca- 4.1 Developing ca- 4.1.1 Manage one’s emotion 3 hours
reer and life reer and life de- 4.1.2 Develop reflective practice
decisions cisions 4.1.3 Boost self-confidence and
develop self-regulation
5. Contribute to 5.1 Contributing to 5.1.1 Identify opportunities to do 3 hours
workplace in- workplace inno- things better
novation vation 5.1.2 Discuss and develop ideas
with others
5.1.3 Integrate ideas for change
in the workplace
6. Present rele- 6.1 Presenting rel- 6.1.1 Gather data/information 8 hours
vant informa- evant informa- 6.1.2 Assess gathered data/in-
tion tion formation
6.1.3 Record and present infor-
mation
7. Practice occu- 7.1 Practicing oc- 7.1.1 Identify OSH compliance 4 hours
pational safety cupational requirements
health policies safety health 7.1.2 Prepare OSH require-
and proce- policies and ments for compliance
dures procedures 7.1.3 Perform tasks in accor-
dance with relevant OSH
policies and procedures
8. Exercise effi- 8.1 Exercising effi- 8.1.1 Identify the efficiency and 3 hours
cient and ef- cient and effec- effectiveness of resource
fective sustain- tive sustainable utilization
able practices practices in the 8.1.2 Determine causes of ineffi-
in the work- workplace ciency and/or ineffective-
place ness of resource utilization
8.1.3 Convey inefficient and in-
effective environmental
practices
9. Practice entre- 9.1 Practicing en- 9.1.1 Apply entrepreneurial 4 hours
preneurial trepreneurial workplace best practices
skills in the skills in the 9.1.2 Communicate entrepre-
workplace workplace neurial workplace best
practices
9.1.3 Implement cost-effective
operations

COMMON COMPETENCIES
NO. OF HOURS: (12 HRS)

UNIT OF COMPE- NOMINAL

MODULE TITLE LEARNING OUTCOMES
TENCY DURATION
1. Perform work- 1.1 Performing 1.1.1 Follow workplace proce- 2 hours
place and workplace and dures for health, safety
safety prac- safety prac- and security practices
tices tices 1.1.2 Deal with emergency situ-
ations
1.1.3 Maintain safe personal
presentation standards
2. Provide effec- 2.1 Providing ef- 2.1.1 Greet customer 6 hours
tive customer fective cus- 2.1.2 Identify customer needs
service tomer service 2.1.3 Deliver service to cus-
tomer
2.1.4 Handle queries through
telephone, fax machine,
internet and email
2.1.5 Handle complaints, evalu-
ation and recommenda-
tions
3. Observe work- 3.1 Observing 3.1.1 Follow hygiene proce- 2 hours
place hygiene workplace hy- dures
giene 3.1.2 Identify and prevent hy-
giene risks
4. Develop and 4.1 Developing 4.1.1 Seek information on the 2 hours
update indus- and updating industry
try knowledge industry knowl- 4.1.2 Update industry knowl-
edge edge
5. Perform com- 5.1 Performing 5.1.1 Plan and prepare for task 6 hours
puter opera- computer oper- to be undertaken
tions ations 5.1.2. Update industry knowl-
edge
5.1.3. Access information using
computer
5.1.4. Produce/output data us-
ing computer system
5.1.5. Maintain computer equip-
ment and systems

CORE COMPETENCIES
NO. OF HOURS: (95 HRS)

UNIT OF COMPE- NOMINAL

MODULE TITLE LEARNING OUTCOMES
TENCY DURATION
1. Prepare and 1.1 Preparing and 1.1.1 Prepare bakery 21 hours
produce bak- producing bak- products
ery products ery products 1.1.2 Decorate and present
bakery products
1.1.3 Store bakery products
2. Prepare and 2.1 Preparing and 2.1.1 Prepare pastry 21hours
produce pastry producing pas- products
products try products 2.1.2 Decorate and present
pastry products
2.1.3 Store pastry products
3. Prepare and 3.1 Preparing and 3.1.1 Prepare sponge and 21 hours
present presenting cakes
gateaux, tortes gateaux, tortes 3.1.2 Prepare and use
and cakes and cakes fillings
3.1.3 Decorate cakes
3.1.4 Present cakes
3.1.5 Store cakes
4. Prepare and 4.1 Preparing and 4.1.1 Prepare iced petits fours 21 hours
display petits displaying pe- 4.1.2 Prepare fresh petits fours
fours tits fours 4.1.3 Prepare marzipan petits
fours
4.1.4 Prepare caramelized petits
fours
4.1.5 Display petits fours
4.1.6 Store petits fours
5. Present 5.1 Presenting 5.1.1 Prepare and serve plated 21 hours
desserts desserts desserts
5.1.2 Plan, prepare and present
dessert buffet selection or
plating
5.1.3 Storage and package
desserts

ASSESSMENT METHODS:

 Written test
 Practical test
 Observation in laboratory
 Oral questioning

COURSE DELIVERY:

 Lecture/discussion
 Demonstration
 Hands-on
 Video Viewing

RESOURCES:

TOOLS EQUIPMENT MATERIALS

QTY QTY QTY
Commercial Mixers
Measuring cup, with complete at-
12 solid 6 tachments Cake flour
Measuring cup,
liquid (250 & 500 Mechanical Dough
12 ml) 1 roller Bread Flour
25 Measuring spoon 1 Decker oven All-purpose
3 Cake turn table 1 Compressor Sugar
20 Decorating tips 1 Dough cutter Yeast
6 Rolling pins 4 Gas range Butter
Pie pan sizes 6,
6 8, 10 1 Upright freezer Margarine
Butter (French
6 Sheet pans bread)
6 Pie cutter 1 Refrigerator Cooking oil
6 Rubber scrapper Lard
6 Palette knife All-purpose cream
 Cake stand with
6 tier Whipping cream
6 Cake pillars Confectioner sugar
6 Sauce pan, s/s Knox gelatin
6 Ladles s/s Flaked almonds
Knives s/s with
6 plastic handle Chocolate chips
Chopping board, Chocolate, shred-
6 color coded ded
6 Scale 2, 10 kgs Cherries with stem
6 Grater Cherries
6 Wooden spoons Food colors
6 Beaters Tropical fruits
12
12 Mixing bowl ( 6 Whole wheat, rye,
sets pcs per set) multi grain
6 Wire whisk Cream cheese

6 Muffin pan, small Paper cups

Muffin pan,
6 medium Tulip paste
6 Muffin pan, big Sugar lace
6 Loaf pan, small Pineapple juice
6 Loaf pan, medium Contreau
6 Loaf pan, big
Rectangular pan
4 1x8x8 TRAINING MATERIALS
Round pan 6, 8,
6 10, 12, 14, 16
Wilton decorating
6 Pie pan magazine, video
Good Housekeeping
6 Flour sifter Baking Book
6 Strainer
3 Double boiler
Piping bags
Coupler
TRAINING FACILITIES:

Based on a class size of 25 students/trainees.

Space Requirement Size in Meters Area in Sq. Total Area in

Meters Sq.
Meters
Lecture/Demo Area
8 x 5 m. 40 sq. m. 40 sq. m
Student/Trainee Working
Space 1 x 1 m. 1 sq. m. 25 sq. m

Laboratory 8 x 5 m. 40 sq. m. 40 sq. m.

Learning Resource Center
3 x 5 m. 15 sq. m. 15 sq. m.
Facilities/Equipment/ Circula-
tion Area 36 sq. m.

Total workshop area: 156 sq. m.

TRAINER’S QUALIFICATION:

 Must have completed a Trainer’s Training Methodology Course (TMII)

or its equivalent
 Must have at least 2 years industry experience
 Must be a holder of Bread and Pastry Production NC level II or equiva-
lent
 Must be of good moral character
 With pleasing personality
 Must have attended relevant Bread and Pastry Production training and
seminars (for patisserie trainers) or equivalent
 Proficient in bakery/pastry productions (for Bread and Pastry Produc-
tion trainers)
MODULES OF INSTRUCTION

BASIC COMPETENCIES

BREAD AND PASTRY PRODUCTION NC II

 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PARTICIPATE IN WORKPLACE COMMUNICATION

Modules Title: PARTICIPATING IN WORKPLACE COMMUNICATION

Module Descriptor: This unit covers the knowledge, skills and attitudes
required to gather, interpret and convey information in re-
sponse to workplace requirements.

Nominal Duration: 6 hours

Summary of Learning Outcomes:

LO1. Obtain and convey workplace information

LO2. Participate in workplace meetings and discussions

LO3. Complete relevant work related documents

Details of Learning Outcomes:

LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Access specific  Effective verbal The students/  Group Discus-  Oral evaluation
and relevant in- and nonverbal trainees must sion
formation from communication  Written exami-
be provided with
appropriate  Lecture nation
sources the following:
 Different modes
of communica-  Demonstration  Observation
 Use effective tion  Fax machine
questioning, ac-
tive listening  Medium of com-  Telephone
and speaking munication in
skills to gather the workplace  Notebooks
and convey in-
formation  Organizational  Writing materi-
policies als
 Use appropriate
medium to  Communication  Computer with
transfer informa- procedures and internet con-
tion and ides systems nection
 Use appropriate  Lines of Com-
nonverbal com- munication
munication
 Technology rel-
 Identify and fol- evant to the en-
low appropriate terprise and the
 lines of commu- individual’s work
nication with su- responsibilities
pervisors and
colleagues  Workplace eti-
quette
 Use define
workplace pro-
cedures for the
location and
storage of infor-
mation

 Carry out per-

sonal interaction
clearly and con-
cisely

LO2. PERFORM DUTIES FOLLOWING WORKPLACE INSTRUCTIONS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Read and inter-  Effective verbal The students/  Group Discus-  Oral evaluation
pret written no- and nonverbal trainees must sion
tices and in- communication  Written exami-
be provided with
structions in ac-  Lecture nation
cordance with the following:
 Different modes
organizational of communica-
guidelines  Fax machine  Demonstration  Observation
tion

 Follow routine  Medium of com-  Telephone

written instruc- munication in
tion based on the workplace  Notebooks
established pro-
cedures  Organizational/  Writing materi-
Workplace poli- als
 Give feedback cies
to workplace su-  Computer with
pervisor based  Communication internet con-
instructions/ in- procedures and nection
formation re- systems
ceived
 Lines of Com-
 Conduct work- munication
place interac-
tions in a cour-  Technology rel-
teous manner evant to the en-
terprise and the
 Seek and ask, individual’s work
where neces- responsibilities
sary, clarifica-
tions about rou-  Effective ques-
 tine workplace tioning tech-
procedures and niques (clarify-
matters con- ing and probing)
cerning condi-
tions of employ-  Workplace eti-
ment from ap- quette
propriate
sources

 Interpret and im-

plement meet-
ings outcomes

LO3. COMPLETE RELEVANT WORK-RELATED DOCUMENTS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Complete range  Effective verbal The students/  Group Discus-  Oral evaluation
of forms relating and nonverbal trainees must sion
to conditions of communication  Written exami-
be provided with
employment ac-  Lecture nation
curately and the following:
 Different modes
legibly of communica-
 Fax machine  Demonstration  Observation
tion
 Record work-
place data on  Telephone  Role Play
 Workplace
standard work- forms and docu-
place forms and ments  Notebooks
documents
 Organizational/  Writing materi-
 Identify and act Workplace poli- als
upon errors in cies
recording infor-  Computer with
mation on  Communication internet con-
forms/docu- procedures and nection
ments systems

 Complete re-  Technology rel-

porting require- evant to the en-
ments to super- terprise and the
visor according individual’s work
to organizational responsibilities
guidelines
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: WORK IN A TEAM ENVIRONMENT

Modules Title: WORKING IN A TEAM ENVIRONMENT

Module Descriptor: This unit covers the skills, knowledge and attitudes to
identify one’s roles and responsibilities as a member of a
team.

Nominal Duration: 3 hours

Summary of Learning Outcomes:

LO1. Describe team role and scope

LO2. Identify one’s role and responsibility within a team

LO3. Work as a team member

Details of Learning Outcomes:

LO1. DESCRIBE TEAM ROLE AND SCOPE

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify the role  Group structure The students/  Lecture/Dis-  Role Play
and objective of trainees must cussion
the team from  Group develop- be provided with  Case Study
available ment  Group Work
sources of infor- the following:
mation  Written Test
 Sources of infor-  Individual Work
mation  Access to rele-
 Identify team vant workplace
or appropri-  Role Play
parameters, re-
porting relation- ately simulated
ships and re- environment
sponsibilities where assess-
from team dis- ment can take
cussions and place
appropriate ex-
ternal sources  Materials rele-
vant to the pro-
posed activity
or tasks
LO2. IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN A TEAM

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify individ-  Team roles and The students/  Role Play  Role Play
ual roles and re- objectives trainees must
sponsibilities be provided with  Lecture/Dis-  Written Test
within the team  Team structure cussion
environment the following:
and parameters

 Identify roles  Team develop-  Access to rele-

and objectives ment vant workplace
of the team from or appropri-
available  Sources of infor- ately simulated
sources of infor- mation environment
mation where assess-
ment can take
 Identify team place
parameters, re-
porting relation-  Materials rele-
ships and re- vant to the pro-
sponsibilities posed activity
based on team or tasks
discussions and
elaborate ap-
propriate exter-
nal sources in
the Range of
Variables

LO3. WORK AS A TEAM MEMBER

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Use effective  Communication The students/  Group Work  Role Play
and appropriate Process trainees must be
forms of com-  Role Play  Written Test
provided with the
munications  Workplace com-
and undertake following:
munication pro-  Lecture/Dis-
interactions tocol
cussion
with team  Access to rele-
members  Team planning vant workplace
based on com- and decision or appropriately
pany practices making simulated envi-
 Make effective ronment where
and appropriate  Team thinking assessment can
contributions to take place
complement  Team roles
team activities  Materials relevant
and objectives,  Process of team to the proposed
based on work- development activity or tasks
place context
  Workplace con-
text
 Observe proto-
cols in reporting
based in stan-
dard company
practices

 Contribute to
the develop-
ment of team
work plans
based on an
understanding
of team’s role
and objectives
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: SOLVE/ADDRESS GENERAL WORKPLACE PROB-

LEMS

Modules Title: SOLVING/ADDRESSING GENERAL WORKPLACE

PROBLEMS

Module Descriptor: This unit covers the knowledge, skills and attitudes re-
quired to apply problem-solving techniques to determine
the origin of problems and plan for their resolution. It also
includes addressing procedural problems through docu-
mentation and referral

Nominal Duration: 3 hours

Summary of Learning Outcomes:

LO1. Identify routine problems

LO2. Look for solutions to routine problems

LO3. Recommend solutions to problems

Details of Learning Outcomes:

LO1. IDENTIFY ROUTINE PROBLEMS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify routine  Current industry The students/  Group Discus-  Case Formula-
problems or pro- hardware and trainees must sion tion
cedural problem software prod- be provided with
ucts and ser-  Lecture  Life Narrative
vices the following:
 Define and de- Inquiry (Inter-
termine prob-  Demonstration view)
lems to be in-  Industry mainte-  Assessment
vestigated nance, service will require ac-
 Role Playing  Standardized
and helpdesk cess to a work-
test
 Identify and practices, pro- place over an
document cur- cesses and pro- extended pe-
rent conditions cedures riod, or a suit-
of the problem able method of
 Industry stan- gathering evi-
dard diagnostic dence of oper-
tools ating ability
over a range of
 Malfunctions situations
and resolutions
LO2. LOOK FOR SOLUTIONS TO ROUTINE PROBLEMS
 Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify potential  Current industry The students/  Group Discus-  Case Formula-
solutions to hardware and trainees must sion tion
problem software prod- be provided with
ucts and ser-  Lecture  Life Narrative
vices the following:
 Develop, docu- Inquiry (Inter-
ment, rank and  Demonstration view)
present recom-  Industry mainte-  Assessment
mendations nance, service will require ac-
 Role Playing  Standardized
about possible and helpdesk cess to a work-
test
solutions to ap- practices, pro- place over an
propriate person cesses and pro- extended pe-
for decision cedures riod, or a suit-
able method of
 Operating sys- gathering evi-
tems dence of oper-
ating ability
 Industry stan- over a range of
dard diagnostic situations
tools

 Malfunctions
and resolutions

 Root cause
analysis

LO3. RECOMMEND SOLUTIONS TO PROBLEMS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Plan implemen-  Standard proce- The students/  Group Dis-  Case Formu-
tation of solu- dures trainees must be cussion lation
tions provided with the
 Documentation  Lecture  Life Narrative
following:
 Plan evaluation produce Inquiry (Inter-
of implemented  Demonstra- view)
solutions  Assessment will
tion
require access to
 Standardized
 Document and a workplace over
 Role Playing test
submit recom- an extended pe-
mended solu- riod, or a suitable
tions to appro- method of gather-
priate person for ing evidence of
confirmation operating ability
over a range of
situations
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: DEVELOP CAREER AND LIFE DECISIONS

Modules Title: DEVELOPING CAREER AND LIFE DECISIONS

Module Descriptor: This unit covers the knowledge, skills and attitudes in
managing one’s emotions, developing reflective practice,
and boosting self-confidence and developing self-regula-
tion

Nominal Duration: 3 hours

Summary of Learning Outcomes:

LO1. Manage one’s emotion

LO2. Develop reflective practice

LO3. Boost self-confidence and develop self-regulation

Details of Learning Outcomes:

LO1. MANAGE ONE’S EMOTION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify self-  Self-manage- The students/  Discussion  Demonstra-
management ment strate- trainees must tion or simula-
strategies gies that assist be provided  Interactive tion with oral
in regulating with the follow- Lecture questioning
 Develop skills behavior and ing:
to work inde- achieving per-  Brainstorming  Case prob-
pendently and sonal and lems involving
 Access to
to show initia- learning goals  Demonstra- workplace di-
workplace
tive, to be con- (e.g. Nine self- tion versity issues
management and re-
scientious, and sources
persevering in strategies ac-
 Role Playing
the face of set- cording to
backs and Robert Kelley)  Case studies
frustrations
 Enablers and
 Examine tech- barriers in
niques for ef- achieving per-
fectively han- sonal and ca-
dling negative reer goals
emotions and
unpleasant sit-  Techniques in
handling nega-
uation in the
 workplace tive emotions
and unpleas-
ant situation in
the workplace
such as frus-
tration, anger,
worry, anxiety,
etc.

LO2. DEVELOP REFLECTIVE PRACTICE

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Contemplate  Basic SWOT The students/  Small Group  Demonstration
personal analysis trainees must Discussion or simulation
strengths and with oral ques-
be provided with
achievements,  Strategies to im-  Interactive Lec- tioning
based on self- the following:
prove one’s atti- ture
assessment tude in the  Case problems
strategies and workplace  Access to involving work-
teacher feed-
 Brainstorming
workplace and place diversity
back  Gibss’ Reflec- resources issues
tive Cycle/Model  Demonstration
 Monitor (Description,  Case studies
progress when Feelings, Evalu-  5 Role-playing
seeking and re- ation, Analysis,
sponding to Conclusion, and
feedback from Action plan)
teachers to as-
sist then in con-
solidating
strengths, ad-
dressing weak-
nesses and ful-
filling their po-
tential

 Predict out-
comes of per-
sonal and aca-
demic chal-
lenges by re-
flecting on previ-
ous problem
solving and de-
cision making
strategies and
feedback from
peers and
teachers
 LO3. BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Demonstrate ef-  Four compo- The students/  Small Group  Demonstration
forts for continu- nents of self- trainees must Discussion or simulation
ous self-im- regulation with oral ques-
be provided with
provement based on Self-  Interactive Lec- tioning
Regulation The- the following:
ture
 Eliminate ory (SRT)  Case problems
counter-produc-  Access to involving work-
 Brainstorming
tive tendencies  Personality de- workplace and place diversity
at work velopment con- resources issues
cepts  Demonstration
 Maintain posi-  Case studies
tive outlook in  Self-help con-  5 Role-playing
life cepts (e.g. 7
Habits by
Stephen Covey,
transactional
analysis, psy-
cho-spiritual
concepts)
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: CONTRIBUTE TO WORKPLACE INNOVATION

Modules Title: CONTRIBUTING TO WORKPLACE INNOVATION

Module Descriptor: This unit covers the knowledge, skills and attitudes re-
quired to make a pro-active and positive contribution to
workplace innovation

Nominal Duration: 3 hours

Summary of Learning Outcomes:

LO1. Identify opportunities to do things better

LO2. Discuss and develop ideas with others

LO3. Integrate ideas for change in the workplace

Details of Learning Outcomes:

LO1. IDENTIFY OPPORTUNITIES TO DO THINGS BETTER

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify opportu-  Roles of individ- The students/  Interactive Lec-  Psychological
nities for im- uals in suggest- trainees must ture and behavioral
provement ing and making Interviews
be provided with
proactively in improvements  Appreciative
own area of the following:
Inquiry  Performance
work  Positive impacts Evaluation
and challenges  Pens, paper
 Demonstration
 Gather and re- in innovation and writing im-
 Life Narrative
view information plements
 Group Work Inquiry
which may be  Types of
relevant to ideas changes and re-  Cartolina
and which might sponsibility  Review of port-
assist in gaining folios of evi-
 Manila Papers dence and
support for idea  Seven habits of
highly effective third-party
people workplace re-
ports of on-the-
job perfor-
mance

 Standardized
assessment of
character
strengths and
virtues applied
 LO2. DISCUSS AND DEVELOP IDEAS WITH OTHERS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify people  Roles of individ- The students/  Interactive Lec-  Psychological
who could pro- uals in suggest- trainees must ture and behavioral
vide input to ing and making Interviews
be provided with
ideas for im- improvements  Appreciative
provements the following:
Inquiry  Performance
 Positive impacts Evaluation
 Select ways of and challenges  Pens, paper
 Demonstration
approaching in innovation and writing im-
 Life Narrative
people to begin plements
 Group Work Inquiry
sharing ideas  Types of
changes and re-  Cartolina
sponsibility  Review of port-
 Set meeting
folios of evi-
with relevant  Manila Papers
 Seven habits of dence and
people
highly effective third-party
people workplace re-
 Review and se- ports of on-the-
lect ideas for fol- job perfor-
low-up based on mance
feedback
 Standardized
 Use critical in- assessment of
quiry method to character
discuss and de- strengths and
velop ideas with virtues applied
others

LO3. INTEGRATE IDEAS FOR CHANGE IN THE WORKPLACE

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Use critical in-  Roles of individ- The students/  Interactive Lec-  Psychological
quiry method to uals in suggest- trainees must ture and behavioral
integrate differ- ing and making Interviews
be provided with
ent ideas for improvements  Appreciative
change of key the following:
Inquiry  Performance
people  Positive impacts Evaluation
and challenges  Pens, paper
 Demonstration
 Use summariz- in innovation and writing im-
 Life Narrative
ing, analyzing plements
 Group Work Inquiry
and generalizing  Types of
skills to extract changes and re-  Cartolina
salient points in sponsibility  Review of port-
the pool of ideas folios of evi-
 Manila Papers dence and
 Seven habits of
highly effective third-party
 Use likewise re-
people workplace re-
porting skills to
ports of on-the-
communicate
job perfor-
results  Basic research
mance
skills
 Identify current  Standardized
issues and con- assessment of
cerns on the character
systems, pro- strengths and
cesses and pro- virtues applied
cedures, as well
as the need for
simple innova-
tive practices
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PRESENT RELEVANT INFORMATION

Modules Title: PRESENTING RELEVANT INFORMATION

Module Descriptor: This unit covers the knowledge, skills and attitudes re-
quired to present data/information appropriately

Nominal Duration: 8 hours

Summary of Learning Outcomes:

LO1. Gather data/information

LO2. Assess gathered data/information

LO3. Record and present information

Details of Learning Outcomes:

LO1. GATHER DATA/INFORMATION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Collect evi-  Organizational The students/  Group Discus-  Oral evaluation
dence, facts and protocols trainees must sion
information  Written Test
be provided with
 Confidentiality  Lecture
the following:
 Review evalua-  Observation
tion, terms of  Accuracy  Demonstration
reference and  Evidence of
conditions to de-  Business math- competent per-  Presentation
termine whether formance  Role Play
ematics and sta-
data/information tistics should be ob-
falls within tained by ob-
project scope  Data analysis serving an in-
techniques/pro- dividual in an
cedures information
management
 Reporting re- role within the
quirements to a workplace or
range of audi- operational or
ences simulated envi-
ronment
 Legislation, pol-
icy and proce-
dures relating to
the conduct of
evaluations

 Organizational
values, ethics
 and codes of
conduct

LO2. ASSESS GATHERED DATA/INFORMATION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Assess validity  Business math- The students/  Group Discus-  Oral evaluation
of data/informa- ematics and sta- trainees must sion
tion tistics  Written Test
be provided with
the following:  Lecture
 Apply analysis  Data analysis
 Observation
techniques to techniques/pro-
 Demonstration
assess data/in- cedures  Evidence of
formation competent per-  Presentation
 Reporting re- formance  Role Play
 Identify trends quirements to a should be ob-
and anomalies range of audi- tained by ob-  Practical exer-
ences serving an in- cises
 Document data dividual in an
analysis tech-  Legislation, pol- information
niques and pro- icy and proce- management
cedures dures relating to role within the
the conduct workplace or
evaluations operational or
 Make recom-
mendations on simulated envi-
 Organizational ronment
areas of possi-
values, ethics
ble improve-
and codes of
ment
conduct

LO3. RECORD AND PRESENT INFORMATION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Record studied  Data analysis The students/  Group Discus-  Oral evaluation
data/information techniques/pro- trainees must sion
cedures  Written Test
be provided with
 Analyze recom-  Lecture
the following:
mendations for  Reporting re-  Observation
action to ensure quirements to a
 Demonstration
they are com- range of audi-  Evidence of
patible with the ences competent per-  Presentation
project’s scope formance  Role Play
and terms of ref-  Legislation, pol- should be ob-
erence icy and proce- tained by ob-  Practical exer-
dures relating to serving an in- cises
 Analyze interim the conduct dividual in an
and final reports evaluations information
and compare management
outcomes to the  Organizational role within the
criteria estab- values, ethics workplace or
lished at the and codes of operational or
outset conduct simulated envi-
 ronment
 Present findings
to stakeholders
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PRACTICE OCCUPATIONAL SAFETY HEALTH POLI-

CIES AND PROCEDURES

Modules Title: PRACTICING OCCUPATIONAL SAFETY AND HEALTH

POLICES AND PROCEDURES

Module Descriptor: This unit covers the knowledge, skills and attitudes re-
quired to identify OSH compliance requirements, prepare
OSH requirements for compliance, perform tasks in ac-
cordance with relevant OSH policies and procedures

Nominal Duration: 4 hours

Summary of Learning Outcomes:

LO1. Identify OSH compliance requirements

LO2. Prepare OSH requirements for compliance

LO3. Perform tasks in accordance with relevant OSH policies and proce-
dures

Details of Learning Outcomes:

LO1. IDENTIFY OSH COMPLIANCE REQUIREMENTS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify relevant  OSH preventive The students/  Lecture  Written Exam
OSH require- and control re- trainees must
ments, regula- quirements be provided with  Group Discus-  Demonstration
tions, policies sion
and procedures  Hierarchy of the following:
in accordance
 Observation
Controls
with workplace  Facilities, ma-
policies and pro-  Hazard Preven- terials, tools  Interviews/
cedures tion and Control and equipment Questioning

 Convey OSH  General OSH

activity non-con- principles
formities to ap-
propriate per-  Work standards
sonnel and procedures

 Identify OSH  Safe handling

preventive and procedures of
control require- tools, equipment
ments in accor- and materials
dance with OSH
work policies  Standard emer-
 and procedures gency plan and
procedures in
the workplace

LO2. PREPARE OSH REQUIREMENTS FOR COMPLIANCE

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify OSH  Resources nec- The students/  Lecture  Written Exam
work activity essary to exe- trainees must
material, tools cute hierarchy be provided with  Group Discus-  Demonstration
and equipment of controls sion
requirements in the following:
accordance with  General OSH
 Observation
workplace poli- principles  Facilities, ma-
cies and proce- terials, tools  Interviews/
dures  Work standards and equipment Questioning
and procedures
 Acquire required
OSH materials,  Safe handling
tools and equip- procedures of
ment in accor- tools, equipment
dance with and materials
workplace poli-
cies and proce-  Different OSH
dures control mea-
sures
 Arrange/place
required OSH
materials, tools
and equipment
in accordance
with OSH work
standards

LO3. PERFORM TASKS IN ACCORDANCE WITH RELEVANT OSH POLI-

CIES AND PROCEDURES

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Identify relevant  OSH work stan- The students/  Lecture  Written Exam
OSH work pro- dards trainees must
cedures in ac- be provided with  Group Discus-  Demonstration
cordance with  Industry related sion
workplace poli- the following:
work activities
cies and proce-
 Observation
dures  General OSH  Facilities, ma-
principles terials, tools  Interviews/
 Execute work and equipment Questioning
activities in ac-  OSH violations
cordance with non-compliance
OSH work stan- work activities
dards
 Report non-
compliance
work activities to
appropriate per-
sonnel
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: EXERCISE EFFICIENT AND EFFECTIVE SUSTAIN-

ABLE PRACTICES IN THE WORKPLACE

Modules Title: EXERCISING EFFICIENT AND EFFECTIVE SUSTAIN-

ABLE PRACTICES IN THE WORKPLACE

Module Descriptor: This unit covers the knowledge, skills and attitude to iden-
tify the efficiency and effectiveness of resource utilization,
determine causes of inefficiency and/or ineffectiveness of
resource utilization and convey inefficient and ineffective
environmental practices

Nominal Duration: 3 hours

Summary of Learning Outcomes:

LO1. Identify the efficiency and effectiveness of resource utilization

LO2. Determine causes of inefficiency and/or ineffectiveness of resource uti-

lization

LO3. Convey inefficient and ineffective environmental practices

Details of Learning Outcomes:

LO1. IDENTIFY THE EFFICIENCY AND EFFECTIVENESS OF RE-

SOURCE UTILIZATION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Measure re-  Importance of The students/  Lecture  Written Exam
quired resource Environmental trainees must
utilization in the Literacy be provided with  Group Discus-  Demonstration
workplace using sion
appropriate  Environmental the following:
techniques
 Observation
Work Proce-
 Simulation
dures  Workplace
 Record data in  Interviews/
accordance with  Waste Mini-  Demonstration Questioning
 Tools, materi-
workplace pro- mization als and equip-
tocol ment relevant
 Efficient Energy to the task
 Compare Consumptions
recorded data to  PPE
determine the
efficiency and  Manual and
effectiveness of references
resource utiliza-
tion according to
 established en-
vironmental
work proce-
dures

LO2. DETERMINE CAUSES OF INEFFICIENCY AND/OR INEFFECTIVE-

NESS OF RESOURCE UTILIZATION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 List potential  Causes of envi- The students/  Lecture  Written Exam
causes of ineffi- ronmental ineffi- trainees must
ciency and/or in- ciencies and in-
be provided with  Group Discus-  Demonstration
effectiveness effectiveness sion
the following:
 Observation
 Identify causes  Demonstration
of inefficiency  Workplace
and/or ineffec-  Interviews/
Questioning
tiveness through  Tools, materi-
deductive rea- als and equip-
soning ment relevant
to the task
 Validate identi-
fied causes of  PPE
inefficiency
and/or ineffec-  Manual and
tiveness thru es- references
tablished envi-
ronmental pro-
cedures

LO3. CONVEY INEFFICIENT AND INEFFECTIVE ENVIRONMENTAL

PRACTICES

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Report efficiency  Appropriate per- The students/  Lecture  Written Exam
and effectiveness sonnel to ad- trainees must
of resource utiliza- dress the envi-  Group Discus-  Demonstra-
be provided
tion to appropriate ronmental haz- sion tion
personnel ards with the follow-
ing:
 Role Play  Observation
 Discuss concerns  Environmental  Workplace
related resource corrective ac-  Tools, materi-
utilization with ap- tions  Demonstration  Interviews/
als and
propriate personnel Questioning
equipment
relevant to
 Clarify feedback on the task
information/con-  PPE
cerns raised with  Manual and
appropriate per- references
sonnel
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PRACTICE ENTREPRENEURIAL SKILLS IN THE

WORKPLACE

Modules Title: PRACTICING ENTREPRENEURIAL SKILLS IN THE

WORKPLACE

Module Descriptor: This unit covers the outcomes required to apply entrepre-
neurial workplace best practices and implement cost-ef-
fective operations

Nominal Duration: 4 hours

Summary of Learning Outcomes:

LO1. Apply entrepreneurial workplace best practices

LO2. Communicate entrepreneurial workplace best practices

LO3. Implement cost-effective operations

Details of Learning Outcomes:

LO1. APPLY ENTERPRENEURIAL WORKPLACE BEST PRACTICES

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Observe and  Workplace best The students/  Case Study  Case Study
select good practices, poli- trainees must
practices relat- cies and criteria
be provided with  Lecture/Dis-  Written Test
ing to workplace cussion
operations fol-  Resource uti- the following:
lowing work-
 Interview
lization
place policy  Simulated or
 Ways in foster- actual work-
 Comply with ing entrepre- place
quality proce- neurial attitudes:
dures and prac- - Patience  Tools, materi-
tices according - Honesty als and sup-
to workplace re- - Quality-con- plies needed
quirements sciousness to demonstrate
- Safety-con- the required
 Apply cost-con- sciousness task
scious habits in - Resourceful-
resource utiliza- ness  References
tion based on and manuals
industry stan-
dards
 LO2. COMMUNICATE ENTREPRENEURIAL WORKPLACE BEST PRAC-
TICES

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Communicate  Workplace best The students/  Lecture/Dis-  Written Test
observed good practices, poli- trainees must cussion
practices relat- cies and criteria  Interview
be provided with
ing to workplace
operations to  Resource uti- the following:
appropriate per- lization
son  Simulated or
 Ways in foster- actual work-
 Communicate ing entrepre- place
observed quality neurial attitudes:
procedures and - Patience  Tools, materi-
practices to ap- - Honesty als and sup-
propriate person - Quality-con- plies needed
sciousness to demonstrate
 Communicate - Safety-con- the required
cost-conscious sciousness task
habits in re- - Resourceful-
source utiliza- ness  References
tion based on and manuals
industry stan-
dards

LO3. IMPLEMENT COST-EFFECTIVE OPERATIONS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Implement  Optimization of The students/  Case Study  Case Study
preservation workplace re- trainees must
and optimization sources
be provided with  Lecture/Dis-  Written Test
of workplace re- cussion
sources in ac-  5S procedures the following:
cordance with
 Interview
and concepts
enterprise policy  Simulated or
 Criteria for cost- actual work-
 Observe judi- effectiveness place
cious use of
workplace tools,  Workplace pro-  Tools, materi-
equipment and ductivity als and sup-
materials ac- plies needed
cording to man-  Impact of entre- to demonstrate
ual and work preneurial mind- the required
set to workplace task
 Make construc- productivity
tive contribu-  References
tions to office  Ways in foster- and manuals
operations ac- ing entrepre-
 cording to enter- neurial attitudes:
prise require- - Quality-con-
ments sciousness
- Safety-con-
 Sustain ability to sciousness
work within
one’s allotted
time and fi-
nances
MODULES OF INSTRUCTION

COMMON COMPETENCIES

BREAD AND PASTRY PRODUCTION NC II

 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PERFORM WORKPLACE SAFETY PRACTICES

Modules Title: PERFORMING WORKPLACE SAFETY PRACTICES

Module Descriptor: This unit covers the knowledge, skills and attitudes in fol-
lowing health, safety and security practices. It includes
dealing with emergency situations and maintaining safe
personal standards.

Nominal Duration: 2 hours

Summary of Learning Outcomes:

LO1. Follow workplace procedure for health, safety and security practices

LO2. Deal with emergency situation

LO3. Maintain safe personal presentation standards

Details of Learning Outcomes:

LO1. FOLLOW WORKPLACE PROCEDURE FOR HEALTH, SAFETY AND

SECURITY PRACTICES

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Follow correct  Health safety  Manuals  Lecture  Demonstration
health, safety and security
and security procedures  Handbook  Group discus-  Interviews /
procedures in safety and secu- sion Questioning
line with legisla-  Breaches proce- rity
tion, regulations dures  Role-play  Written Exami-
and enterprise  Report nation
procedures  Individual /
Group Assign-
 Identify and re- ment
port breaches of
health, safety
and security
procedures in
line with enter-
prise procedure

 Report suspi-
cious behavior
or unusual oc-
currence in line
with enterprise
procedure
 LO2. DEAL WITH EMERGENCY SITUATIONS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Recognize  Emergency pro-  Emergency pro-  Lecture  Demonstration
emergency and cedure cedure manuals
potential emer-  Group discus-  Interviews /
gency situations  Safe personal  Handbook sion Questioning
and take appro- presentation safety and secu-
priate action standard rity  Role-play  Written Exami-
within individ- nation
ual’s scope of  Report  Individual /
responsibility Group Assign-
 Emergency ment
 Follow emer- drills - instruc-
gency proce- tion/guidelines
dures in line
with enterprise
procedures

 Seek assistance
from colleagues
to resolve or re-
spond to emer-
gency situations

 Report details of
emergency situ-
ations in line
with enterprise
procedures

LO3. MAINTAIN SAFE PERSONAL PRESENTATION STANDARDS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Identify and fol-  Proper use of  Modules  Lecture  Demonstration
low safe per- personal protec-
sonal standards tive equipment  Reference book  Group discus-  Interviews /
in line with en- sion Questioning
terprise require-  Waste manage-  Guidelines on
ments ment waste disposal  Role-play  Written Exami-
nation
 Pollution control  Flyers/  Individual /
brochures Group Assign-
 Effect of pollu- ment
tion

 Types of pollu-
tants
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PROVIDE EFFECTIVE CUSTOMER SERVICE

Modules Title: PROVIDING EFFECTIVE CUSTOMER SERVICE

Module Descriptor: This unit of competency deals with the knowledge, skills
and attitudes in providing effective customer service. It in-
cludes greeting customer, identifying customer needs,
delivering service to customer, handling queries through
telephone, fax machine, internet and email and handling
complaints, evaluation and recommendation.

Nominal Duration: 3 hours

Summary of Learning Outcomes:

LO1. Greet customer

LO2. Identify customer needs

LO3. Deliver service to customer

LO4. Handle queries through telephone, fax machine, internet and email

LO5. Handle complaints, evaluation and recommendations

Details of Learning Outcomes:

LO1. GREET CUSTOMER

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Greet guests in  Communication  LCD Projector  Lecture  Demonstration
line with enter- (optional)
prise procedure  Safety practices  Demonstration  Interview
 Overhead Pro-
 Appropriate ver-  Attitude jector (optional)  Role-play  Questioning
bal and non-ver-
bal communica-  Theory  Video camera  Simulation  Observation
tions to the
given situation  TV/monitor

 Observe non-  VHS/DVD

verbal commu- player
nication of cus-
tomer respond-  Books and
ing to customer videos relating
to customer ser-
 Demonstrate vice and service
sensitivity to cul- philosophy
tural and social
differences  Books,
brochures, man-
uals

LO2. IDENTIFY CUSTOMER NEEDS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Identify accu-  Safety practices  LCD Projector  Lecture  Demonstration
rately Appropri- (optional)
ate interper-  Attitude  Demonstration  Interview
sonal skills are  Overhead Pro-
used to ensure  Theory jector (optional)  Role-play  Questioning
that customer
needs  Video camera  Simulation  Observation

 Assess Cus-  TV/monitor

tomer needs for
urgency so that  VHS/DVD
priority for ser- player
vice delivery
can be identi-
 Books and
fied
videos relating
to customer ser-
 Provide cus- vice and service
tomers with in- philosophy
formation
 Books,
 Identify and
brochures, man-
where appropri-
uals
ate personal
limitation in ad-
dressing cus-
tomer needs,
assistance is
sought from su-
pervisor

LO3. DELIVER SERVICE TO CUSTOMER

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Attend promptly  Safety practices  LCD Projector  Lecture  Demonstration
to customer (optional)
needs in line  Attitude  Demonstration  Interview
with enterprise  Overhead Pro-
procedure  Theory jector (optional)  Role-play  Questioning

 Maintain appro-  Video camera

 priate rapport  Simulation  Observation
with customer  TV/monitor
to enable high
quality service  VHS/DVD
delivery player

 Take opportu-  Books and

nity to enhance videos relating
the quality of to customer ser-
service and vice and service
products wher- philosophy
ever possible
 Books,
brochures, man-
uals

LO4. HANDLE QUERIES THROUGH TELEPHONE, FAX MACHINE, IN-

TERNET AND EMAIL

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Use telephone,  Uses of tele-  LCD Projector  Lecture  Demonstration
computer, fax phone, fax, in- (optional)
machine, inter- ternet and e-  Demonstration  Interview
net efficiently to mail  Overhead Pro-
determine cus- jector (optional)  Role-play  Questioning
tomer require-  Telephone and
ments electronic mail  Video camera  Simulation  Observation
ethics
 Record queries/  TV/monitor
information in  Procedures in
line with enter- handling queries  VHS/DVD
prise procedure player
 Maintain team-
 Act promptly work and coop-  Books and
and correctly eration videos relating
upon queries in to customer ser-
line with enter-  Effective com- vice and service
prise procedure munication skills philosophy

 Non-verbal  Books,
communication brochures, man-
– body lan- uals
guage
 LO5. HANDLE COMPLAINTS, EVALUATION AND RECOMMENDATIONS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Greet guests  Attitude inter-  LCD Projector  Lecture  Demonstration
with a smile view skills (optional)
and eye-to-eye  Demonstration  Interview
contact  Ability to work  Overhead Pro-
calmly and un- jector (optional)  Role-play  Questioning
 Take responsi- obtrusively ef-
bility for resolv- fectively  Video camera  Simulation  Observation
ing the com-
plaint within limit  Guidelines in  TV/monitor
of responsibility handling com-
plaints  VHS/DVD
 Establish and player
agree nature  Procedures in
and details of responding and  Books and
complaint with resolving com- videos relating
the customer plaints to customer ser-
vice and service
philosophy

 Books,
brochures, man-
uals
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: OBSERVE WORKPLACE HYGIENE PROCEDURES

Modules Title: OBSERVING WORKPLACE HYGIENE PROCEDURES

Module Descriptor: This unit of competency deals with the knowledge, skills
and attitudes in observing workplace hygiene procedures.
It includes following hygiene procedures and identifying
and preventing hygiene risks.

Nominal Duration: 2 hours

Summary of Learning Outcomes:

LO1. Follow hygiene procedures

LO2. Identify and prevent hygiene risks

Details of Learning Outcomes:

LO1. FOLLOW HYGIENE PROCEDURES

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Implement  Typical hygiene  LCD Projector  Lecture  Demonstration
Workplace hy- and control pro- (optional)
giene proce- cedures in the  Demonstration  Written Exami-
dures in line hospitality and  Overhead Pro- nation
with enterprise tourism indus- jector (optional)  Role-play
and legal re- tries  Interviews/
quirements  Computer Questioning
 Overview of leg-
 Undertake Han- islation and reg-  Printer
dling and stor- ulation in rela-
age of items in tion to food han-  Mask
line with enter- dling, personal
prise and legal and general hy-  Gloves
requirements giene
 Goggles
 Knowledge on
factors which
 Hair Net/Cap/
contribute to
Bonnet
workplace hy-
giene problems
 Face Mask/
Shield
 General haz-
ards in handling  Ear Muffs
of food, linen
and laundry and  Apron/Gown/
garbage, includ- Coverall/Jump-
 ing major suit
causes of con-
tamination and  Anti-static Suits
cross-infection
 Clean Air Act
 Sources of and
reasons for food  Building Code
poisoning
 National Electri-
 Ability to follow cal and Fire
correct proce- Safety Codes
dures and in-
structions
 Waste Manage-
ment Statutes
 Ability to handle and Rules
operating
tools/equipment
 Philippine Occu-
pational Safety
and Health
Standards

 DOLE regula-
tions on safety
legal require-
ments

 ECC regulations

 Standard oper-
ating proce-
dures of prop-
erty

 Risk manage-
ment manual

LO2. IDENTIFY AND PREVENT HYGIENE RISKS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Identify Poten-  Application to  LCD Projector  Lecture  Demonstration
tial hygiene hygiene princi- (optional)
risks in line with ples  Demonstration  Written Exami-
enterprise pro-  Overhead Pro- nation
cedures  Ability to handle jector (optional)  Role-play
operating  Interviews/
 Take action to tools/equipment  Computer Questioning
minimize and
remove risks  Ability to follow  Printer
within scope of correct proce-
individual re- dures and in-  Mask
 sponsibility of structions
enterprise/legal  Gloves
requirements  Sources of and
reasons for food  Goggles
 Report hygiene poisoning
risks beyond  Hair Net/Cap/
the control of in-  General haz- Bonnet
dividual staff ards in handling
members to the of food, linen  Face Mask/
appropriate per- and laundry and Shield
son for follow up garbage, includ-
ing major  Ear Muffs
causes of con-
tamination and
 Apron/Gown/
cross-infection
Coverall/Jump-
suit
 Knowledge on
factors which
 Anti-static Suits
contribute to
workplace hy-
giene problems  Clean Air Act

 Overview of leg-  Building Code

islation and reg-
ulation in rela-  National Electri-
tion to food han- cal and Fire
dling, personal Safety Codes
and general hy-
giene  Waste Manage-
ment Statutes
and Rules

 Philippine Occu-
pational Safety
and Health
Standards

 DOLE regula-
tions on safety
legal require-
ments

 ECC regulations

 Standard oper-
ating proce-
dures of prop-
erty

 Risk manage-
ment manual
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: DEVELOP AND UPDATE INDUSTRY KNOWLEDGE

Modules Title: DEVELOPING AND UPDATING INDUSTRY KNOWL-

EDGE

Module Descriptor: This unit of competency deals with the knowledge, skills
and attitude required to access, increase and update in-
dustry knowledge. It includes seek information on the in-
dustry and update industry knowledge.

Nominal Duration: 2 hours

Summary of Learning Outcomes:

LO1. Seek information on the industry

LO2. Update industry knowledge

Details of Learning Outcomes:

LO1. SEEK INFORMATION ON THE INDUSTRY

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Identify and ac-  Time manage-  LCD Projector  Lecture  Interview/ques-
cess correctly ment (optional) tioning
Sources of in-  Group Discus-
formation on  Ready skills  Overhead Pro- sion  Individual/Group
the industry needed to ac- jector (optional) Project or Re-
cess industry in-  Individual/Group port
 Obtain Informa- formation  Computer Assignment
tion to assist ef-
fective work  Basic compe-  Printer
performance in tency skills
line with job re- needed to ac-  Media
quirements cess the internet
 Reference
 Access and up-  Overview of Books
date specific in- quality assur-
formation on ance in the in-  Libraries
sector of work dustry
 Unions
 Apply correctly  Role of individ-
industry infor- ual staff mem-
mation to day-  Industry Associ-
bers ation
to-day work ac-
tivities  Industry infor-  Industry Jour-
mation sources nals
  Internet

 Personal Obser-
vation and Ex-
perience

LO2. UPDATE INDUSTRY KNOWLEDGE

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Use Informal  Time manage-  LCD Projector  Lecture  Interview/ques-
and/or formal ment (optional) tioning
research to up-  Group Discus-
date general  Ready skills  Overhead Pro- sion  Individual/Group
knowledge of needed to ac- jector (optional) Project or Re-
the industry cess industry in-  Individual/Group port
formation  Computer Assignment
 Share updated
knowledge with  Basic compe-  Printer
customers and tency skills
colleagues as needed to ac-  Media
appropriate and cess the internet
incorporated
 Reference
into day-to-day  Overview of
Books
working activi- quality assur-
ties ance in the in-  Libraries
dustry
 Unions
 Role of individ-
ual staff mem-  Industry Associ-
bers ation
 Industry infor-  Industry Jour-
mation sources nals

 Internet

 Personal Obser-
vation and Ex-
perience
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PERFORM COMPUTER OPERATIONS

Modules Title: PERFORMING COMPUTER OPERATIONS

Module Descriptor: This unit covers the knowledge, skills and attitudes and
values needed to perform computer operations which in-
clude inputting, accessing, producing and transferring
data using the appropriate hardware and software.

Nominal Duration: 3 hours

Summary of Learning Outcomes:

LO1. Plan and prepare for task to be undertaken

LO2. Input data into computer

LO3. Access information using computer

LO4. Produce/output data using computer system

LO5. Maintain computer equipment and systems

Details of Learning Outcomes:

LO1. PLAN AND PREPARE FOR TASK TO BE UNDERTAKEN

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Determine re-  Basic er-  LCD Projector  Lecture  Interview/ques-
quirements of gonomics of (optional) tioning
task keyboard and  Group Discus-
computer use  Overhead Pro- sion  Demonstration
 Select appropri- jector
ate hardware  Main types of  Tutorial or self-  Observation
and software computers and  Computer pace
according to basic features of
task assigned different operat-  Printer
and required ing systems
outcome  Computer books
 Main parts of a and CDs
 Plan task to en- computer
sure OH & S
guidelines and  Storage devices
procedures are and basic cate-
followed gories of mem-
ory

 Relevant types
 of software

 Peripheral de-
vices

 OH&S principles
and responsibili-
ties

 Reading skills
required to inter-
pret work in-
struction

 Communication
skills

LO2. INPUT DATA INTO COMPUTER

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Enter data into  Basic er-  LCD Projector  Lecture  Interview/ques-
the computer gonomics of (optional) tioning
using appropri- keyboard and  Group Discus-
ate program/ computer use  Overhead Pro- sion  Demonstration
application in jector
accordance  Standard oper-  Tutorial or self-  Observation
with company ating proce-  Computer pace
procedures dures in enter-
ing and saving  Printer
 Check accuracy data into the
of information computer  Computer books
and save infor- and CDs
mation in accor-  Main parts of a
dance with stan- computer
dard operating
procedures  Storage devices
and basic cate-
 Store inputted gories of mem-
data in storage ory
media accord-
ing to require-  Relevant types
ments of software
 Perform work
 General security
within er-
gonomic guide-
lines  Viruses

 Reading skills
requires to inter-
pret work in-
 structions

 Communication
skills

LO3. ACCESS INFORMATION USING COMPUTER

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Select Correct  Procedures/  LCD Projector  Lecture  Interview/ques-
program/appli- techniques in (optional) tioning
cation based on accessing infor-  Group Discus-
job require- mation  Overhead Pro- sion  Demonstration
ments jector
 Desktop icons  Tutorial or self-  Observation
 Access pro-  Computer pace
gram/applica-  Keyboard tech-
tion containing niques based on  Printer
the information OHS require-
required ac- ments  Computer books
cording to com- and CDs
pany proce-
dures

 Select, open
and close cor-
rectly Desktop
icons for navi-
gation pur-
poses

 Carry out key-

board tech-
niques in line
with OH & S re-
quirements for
safe use of
keyboards
 LO4. PRODUCE/OUTPUT DATA USING COMPUTER SYSTEM

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Process entered  Software com-  LCD Projector  Lecture  Interview/ques-
data using ap- mands (optional) tioning
propriate soft-  Group Discus-
ware com-  Operation and  Overhead Pro- sion  Demonstration
mands use of periph- jector
eral devices  Tutorial or self-  Observation
 Print out data  Computer pace
out as required  Procedures in
using computer producing and  Printer
hardware/pe- transferring
ripheral devices files/data  Computer books
in accordance and CDs
with standard
operating pro-
cedures

 Transfer files
and data be-
tween compati-
ble systems us-
ing computer
software, hard-
ware/ peripheral
devices in ac-
cordance with
standard oper-
ating proce-
dures

LO5. MAINTAIN COMPUTER EQUIPMENT AND SYSTEMS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Implement sys-  Cleaning minor  LCD Projector  Lecture  Interview/ques-
tems for clean- maintenance (optional) tioning
ing, minor and replace-  Group Discus-
maintenance ments of con-  Overhead Pro- sion  Demonstration
and replace- sumables jector
ment of con-  Tutorial or self-  Observation
sumables  Creating more  Computer pace
space in hard
 Implement Pro- disk  Printer
cedures for en-
suring security  Reviewing pro-  Computer books
of data, includ- grams and CDs
ing regular
back-ups and  Deleting un-
virus checks in wanted files
 accordance
with standard  Checking hard
operating pro- disk for errors
cedures
 Viruses and up-
 Implement Ba- to-date anti-
sic file mainte- virus programs
nance proce-
dures in line
with the stan-
dard operating
procedures
MODULES OF INSTRUCTION

CORE COMPETENCIES

BREAD AND PASTRY PRODUCTION NC II

 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PREPARE AND PRODUCE BAKERY PRODUCTS

Modules Title: PREPARING AND PRODUCING BAKERY PRODUCTS

Module Descriptor: This unit deals with the knowledge and skills requires by
bakers and pastry cooks (patissiers) to prepare and pro-
duce a range of high-quality bakery products in commer-
cial food production environments and hospitality estab-
lishments.

Nominal Duration: 19 hours

Summary of Learning Outcomes:

LO1. Prepare bakery products

LO2. Decorate and present bakery products

LO3. Store bakery products

Details of Learning Outcomes:

LO1. PREPARE BAKERY PRODUCTS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Select, measure  Varieties and  Commercial  Lecture/Actual  Oral questioning
and weigh re- characteristics mixers and at- Demonstration/ and written ex-
quired ingredi- of bakery prod- tachments On-the-job train- amination
ents according ucts ing
to recipe or  Cutting imple-  Observation
production re-  Historical and ment s  Video Presenta-
quirements and cultural, aspects tion  Demonstration
established of bakery prod-  Scales
standards and ucts
procedures
 Measures
 Underlying prin-
 Prepare a vari- ciples in making
ety of bakery bakery products
 Bowls
products ac-
cording to stan-  Properties and  Ovens
dard mixing requirements of
procedures/for- yeast and con-  Moulds, shapes
mulation/ trol of yeast ac- and cutters
recipes and de- tion
sired product
 Baking sheets
characteristics
 Culinary and and containers
technical terms
 Use appropri-
ate equipment
related to bak-  Various shapes
 according to re- ery products and sizes of
quired bakery commonly used pans
products and in the industry
standard oper-
ating proce-  The influence of
dures correct portion
control, yields,
 Bake bakery weights and
products ac- sizes on the
cording to tech- profitability of an
niques and ap- establishment
propriate condi-
tions; and en-
terprise re-
quirement and
standards

 Select required
oven tempera-
ture to bake
goods in accor-
dance with the
desired charac-
teristics, stan-
dards recipe
specifications
and enterprise
practices

LO2. DECORATE AND PRESENT BAKERY PRODUCTS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Prepare a vari-  Varieties and  Commercial  Lecture/Actual  Oral questioning
ety of fillings characteristics mixers and at- Demonstration/ and written ex-
and coating/ic- of bakery prod- tachments On-the-job train- amination
ing, glazes and ucts ing
decorations for  Cutting imple-  Observation
bakery products  Historical and ment s  Video Presenta-
according to cultural, aspects tion  Demonstration
standard of bakery prod-  Scales
recipes, enter- ucts
prise standards
 Measures
and/or cus-  Underlying prin-
tomer prefer- ciples in making
ences  Bowls
bakery products

 Fill and deco-

 Properties and  Ovens
rate bakery
requirements of
products, where  Moulds, shapes
yeast and con-
required and and cutters
trol of yeast ac-
appropriate, in
tion
 accordance with  Baking sheets
standard  Culinary and and containers
recipes and/or technical terms
enterprise stan- related to bak-  Various shapes
dards and cus- ery products and sizes of
tomer prefer- commonly used pans
ences in the industry

 Finish bakery  Expected taste,

items according texture and
to desired prod- crumb structure
uct characteris- appropriate for
tics particular bak-
ery products
 Present baked
products ac-
cording to es-
tablished stan-
dards and pro-
cedures

LO3. STORE BAKERY PRODUCTS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Store bakery  Varieties and  Commercial  Lecture/Actual  Oral questioning
products ac- characteristics mixers and at- Demonstration/ and written ex-
cording to es- of bakery prod- tachments On-the-job train- amination
tablished stan- ucts ing
dards and pro-  Cutting imple-  Observation
cedures  Historical and ment s  Video Presenta-
cultural, aspects tion  Demonstration
 Select appropri- of bakery prod-  Scales
ate packaging ucts
for the preser-  Measures
vation of prod-  Underlying prin-
uct freshness ciples in making
and eating char-  Bowls
bakery products
acteristics
 Properties and  Ovens
requirements of
yeast and con-  Moulds, shapes
trol of yeast ac- and cutters
tion
 Baking sheets
 Culinary and and containers
technical terms
related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry
 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products

 Ratio of ingredi-
ents required to
produce a bal-
anced formula
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PREPARE AND PRODUCE PASTRY PRODUCTS

Modules Title: PREPARING AND PRODUCING PASTRY PRODUCTS

Module Descriptor: This unit deals with knowledge and skills requires by bak-
ers and pastry cooks (patissiers) to prepare and produce
a range of high-quality pastry products in commercial
food production environments and hospitality establish-
ments.

Nominal Duration: 19 hours

Summary of Learning Outcomes:

LO1. Prepare pastry products

LO2. Decorate and present pastry products

LO3. Store pastry products

Details of Learning Outcomes:

LO1. PREPARE PASTRY PRODUCTS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Select, measure  Varieties and  Commercial  Lecture/Actual  Oral questioning
and weigh re- characteristics mixers and at- Demonstration/ and written ex-
quired ingredi- of bakery prod- tachments On-the-job train- amination
ents according ucts ing
to recipe or  Cutting imple-  Observation
production re-  Historical and ment s  Video Presenta-
quirements and cultural, aspects tion  Demonstration
established of bakery prod-  Scales
standards and ucts
procedures
 Measures
 Underlying prin-
 Prepare a vari- ciples in making
ety of pastry bakery products
 Bowls
products ac-
cording to stan-  Properties and  Ovens
dard mixing requirements of
procedures/for- yeast and con-  Moulds, shapes
mulation/ trol of yeast ac- and cutters
recipes and de- tion
sired product
 Baking sheets
characteristics
 Culinary and and containers
technical terms
 Use appropri-
related to bak-  Various shapes
ate equipment
 according to re- ery products and sizes of
quired pastry commonly used pans
products and in the industry
standard oper-  Oven
ating proce-  Expected taste,
dures texture and  Oven ther-
crumb structure mometer
 Bake pastry appropriate for
products ac- particular bak-
cording to tech- ery products
niques and ap-
propriate condi-
tions; and en-
terprise re-
quirement and
standards

 Select required
oven tempera-
ture to bake
goods in accor-
dance with the
desired charac-
teristics, stan-
dards recipe
specifications
and enterprise
practices

LO2. DECORATE AND PRESENT PASTRY PRODUCTS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Prepare a vari-  Varieties and  Commercial  Lecture/Actual  Oral questioning
ety of fillings characteristics mixers and at- Demonstration/ and written ex-
and coating/ic- of bakery prod- tachments On-the-job train- amination
ing, glazes and ucts ing
decorations for  Cutting imple-  Observation
pastry products  Historical and ment s  Video Presenta-
according to cultural, aspects tion  Demonstration
standard of bakery prod-  Scales
recipes, enter- ucts
prise standards
 Measures
and/or cus-  Underlying prin-
tomer prefer- ciples in making
ences  Bowls
bakery products

 Fill and deco-

 Properties and  Ovens
rate pastry
requirements of
products, where  Moulds, shapes
yeast and con-
required and and cutters
trol of yeast ac-
appropriate, in
tion
 accordance with  Baking sheets
standard  Culinary and and containers
recipes and/or technical terms
enterprise stan- related to bak-  Various shapes
dards and cus- ery products and sizes of
tomer prefer- commonly used pans
ences in the industry

 Finish pastry  Expected taste,

items according texture and
to desired prod- crumb structure
uct characteris- appropriate for
tics particular bak-
ery products
 Present baked
pastry products
according to es-
tablished stan-
dards and pro-
cedures

LO3. STORE PASTRY PRODUCTS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Store pastry  Varieties and char-  Commercial  Lecture/Actual  Oral question-
products ac- acteristics of bak- mixers and at- Demonstra- ing and writ-
cording to es- ery products tachments tion/On-the-job ten examina-
tablished stan- training tion
dards and pro-  Historical and cul-  Cutting imple-
cedures tural, aspects of ment s  Video Presen-  Observation
bakery products tation
 Select appropri-  Scales  Demonstra-
ate packaging  Underlying princi- tion
for the preser- ples in making bak-  Measures
vation of prod- ery products
uct freshness
and eating char-  Properties and re-  Bowls
acteristics
quirements of yeast
and control of yeast  Ovens
action
 Moulds, shapes
 Culinary and tech- and cutters
nical terms related
to bakery products  Baking sheets
commonly used in and containers
the industry
 Various shapes
 Expected taste, and sizes of
texture and crumb pans
structure appropri-
ate for particular
bakery products
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PREPARE AND PRESENT GATEAUX, TORTES AND

CAKES

Modules Title: PREPARING AND PRESENTING GATEAUX, TORTES

AND CAKES

Module Descriptor: This unit covers the knowledge and skills required by
bakers and pastry cooks (patissiers) to produce, fill, dec-
orate and present a range of specialized sponges and
cakes, where finish, decoration and presentation of a
high order is required.

Nominal Duration: 19 hours

Summary of Learning Outcomes:

LO1. Prepare sponge and cakes

LO2. Prepare and use fillings

LO3. Decorate cakes

LO4. Present cakes

LO5. Store cakes

Details of Learning Outcomes:

LO1. PREPARE SPONGE AND CAKES

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Select, measure  Varieties and  Commercial  Lecture/Actual  Oral questioning
and weigh re- characteristics mixers and at- Demonstration/ and written ex-
quired ingredi- of bakery prod- tachments On-the-job train- amination
ents according ucts ing
to recipe re-  Cutting imple-  Observation
quirements en-  Historical and ment s  Video Presenta-
terprise prac- cultural, aspects tion  Demonstration
tices and cus- of bakery prod-  Scales
tomer practices ucts
 Measures
 Select required  Underlying prin-
oven tempera- ciples in making
ture to bake bakery products
 Bowls
goods in accor-
dance with de-  Properties and  Ovens
 sired character- requirements of
istics, standard yeast and con-  Moulds, shapes
recipe specifi- trol of yeast ac- and cutters
cations and en- tion
terprise prac-  Baking sheets
tices  Culinary and and containers
technical terms
 Prepare related to bak-  Various shapes
sponges and ery products and sizes of
cakes accord- commonly used pans
ing to recipe in the industry
specifications,
 Wire rack
techniques and  Expected taste,
conditions and texture and
desired product  Cake pans
crumb structure
characteristics appropriate for  Spatula
particular bak-
 Use appropriate ery products
equipment ac-
cording to re-
quired pastry
and bakery
products and
standard oper-
ating proce-
dures

 Cool sponges
and cakes ac-
cording to es-
tablished stan-
dards and pro-
cedures

LO2. PREPARE AND USE FILLINGS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Prepare and se-  Varieties and  Commercial  Lecture/Actual  Oral questioning
lect fillings in characteristics mixers and at- Demonstration/ and written ex-
accordance of bakery prod- tachments On-the-job train- amination
with required ucts ing
consistency  Cutting imple-  Observation
and appropriate  Historical and ment s  Video Presenta-
flavors cultural, aspects tion  Demonstration
of bakery prod-  Scales
 Fill and assem- ucts
ble slice or  Measures
layer sponges  Underlying prin-
and cakes ac- ciples in making
cording to stan-  Bowls
bakery products
dard recipe
specifications,  Properties and  Ovens
 enterprise prac- requirements of
tice and cus- yeast and con-  Moulds, shapes
tomer prefer- trol of yeast ac- and cutters
ences tion
 Baking sheets
 Select coating  Culinary and and containers
and sidings ac- technical terms
cording to the related to bak-  Various shapes
product charac- ery products and sizes of
teristics and re- commonly used pans
quired recipe in the industry
specifications
 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products

LO3. DECORATE CAKES

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Decorate  Varieties and  Commercial  Lecture/Actual  Oral questioning
sponges and characteristics mixers and at- Demonstration/ and written ex-
cakes suited to of bakery prod- tachments On-the-job train- amination
the product and ucts ing
occasion and in  Cutting imple-  Observation
accordance  Historical and ment s  Video Presenta-
with standard cultural, aspects tion  Demonstration
recipes and en- of bakery prod-  Scales
terprise prac- ucts
tices
 Measures
 Underlying prin-
 Use suitable ic- ciples in making
ings and deco-  Bowls
bakery products
rations accord-
ing to standard  Properties and  Ovens
recipes and/or requirements of
enterprise stan- yeast and con-  Moulds, shapes
dards and cus- trol of yeast ac- and cutters
tomer prefer- tion
ences  Baking sheets
 Culinary and and containers
technical terms
related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
 appropriate for
particular bak-
ery products
LO4. PRESENT CAKES

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Present cakes  Varieties and  Commercial  Lecture/Actual  Oral questioning
on accordance characteristics mixers and at- Demonstration/ and written ex-
with customer’s of bakery prod- tachments On-the-job train- amination
expectations ucts ing
and established  Cutting imple-  Observation
standards and  Historical and ment s  Video Presenta-
procedures cultural, aspects tion  Demonstration
of bakery prod-  Scales
 Select and use ucts
equipment in  Measures
accordance with  Underlying prin-
services re- ciples in making
quirements  Bowls
bakery products

 Maintain prod-  Properties and  Ovens

uct freshness, requirements of
appearances yeast and con-  Moulds, shapes
and eating trol of yeast ac- and cutters
qualities in ac- tion
cordance with
 Baking sheets
the established
standards and
 Culinary and and containers
procedures technical terms
related to bak-  Various shapes
ery products and sizes of
 Mark or cut por- commonly used pans
tion-controlled in the industry
cakes to mini-
mize wastage
and in accor-
 Expected taste,
dance with en- texture and
terprise specifi- crumb structure
cations and appropriate for
customer pref- particular bak-
erences ery products

LO5. STORE CAKES

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Store cakes in  Varieties and  Commercial  Lecture/Actual  Oral questioning
accordance characteristics mixers and at- Demonstration/ and written ex-
with establish- of bakery prod- tachments On-the-job train- amination
ment’s stan- ucts ing
dards and pro-  Cutting imple-  Observation
cedures  Historical and ment s  Video Presenta-
cultural, aspects tion  Demonstration
 Identify storage of bakery prod-  Scales
methods in ac- ucts
cordance with  Measures
product specifi-  Underlying prin-
cations and es- ciples in making
tablished stan- bakery products
 Bowls
dards and pro-
cedures  Properties and  Ovens
requirements of
yeast and con-  Moulds, shapes
trol of yeast ac- and cutters
tion
 Baking sheets
 Culinary and and containers
technical terms
related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PREPARE AND DISPLAY PETTIS FOURS

Modules Title: PREPARING AND DISPLAYING PETTIS FOURS

Module Descriptor: This unit applies to the knowledge and skills required by-
bakers and pastry cooks (patissiers) in commercial
food production environments and hospitality estab-
lishments. It covers the production, display and service
of a wide range of petits fours including petits fours
glaces, marzipan-based petits fours and caramelized
fruits and nuts served as petits fours, to a level of high
and consistent quality.

Nominal Duration: 19 hours

Summary of Learning Outcomes:

LO1. Prepare iced petits fours

LO2. Prepare fresh petits fours

LO3. Prepare fresh petits fours

LO4. Prepare caramelized petits fours

LO5. Display petits fours

LO6. Store petits fours

Details of Learning Outcomes:

LO1. PREPARE ICED PETITS FOURS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Prepare, cut  Varieties and  Commercial  Lecture/Actual  Oral questioning
and assemble characteristics mixers and at- Demonstration/ and written ex-
sponges and of bakery prod- tachments On-the-job train- amination
bases accord- ucts ing
ing to standard  Cutting imple-  Observation
recipes and en-  Historical and ment s  Video Presenta-
terprise require- cultural, aspects tion  Demonstration
ments and of bakery prod-  Scales
practices ucts
 Measures
 Prepare fillings  Underlying prin-
with the re- ciples in making
quired flavors  Bowls
 and consis- bakery products
tency  Ovens
 Properties and
 Bring fondant ic- requirements of  Moulds, shapes
ing in accor- yeast and con- and cutters
dance with the trol of yeast ac-
required tem- tion
perature and  Baking sheets
established and containers
 Culinary and
standards and technical terms
procedures  Various shapes
related to bak-
and sizes of
ery products
 Design and use pans
commonly used
decorations in in the industry
accordance
with establish-  Expected taste,
ment standards texture and
and procedures crumb structure
appropriate for
particular bak-
ery products

LO2. PREPARE FRESH PETITS FOURS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Bake and deco-  Varieties and  Commercial  Lecture/Actual  Oral questioning
rate a selection characteristics mixers and at- Demonstration/ and written ex-
of small choux of bakery prod- tachments On-the-job train- amination
paste shapes in ucts ing
accordance with  Cutting imple-  Observation
established  Historical and ment s  Video Presenta-
standards and cultural, aspects tion  Demonstration
procedures of bakery prod-  Scales
ucts
 Prepare and  Measures
blend baked  Underlying prin-
sweet paste in ciples in making
accordance  Bowls
bakery products
with establish-
ment standards  Properties and  Ovens
and procedures
requirements of
yeast and con-  Moulds, shapes
 Prepare and trol of yeast ac- and cutters
use fillings the tion
required flavors
 Baking sheets
and correct
consistency
 Culinary and and containers
technical terms
related to bak-  Various shapes
 Use garnishes, ery products and sizes of
glazes and fin- commonly used pans
ished in accor- in the industry
dance with es-
 tablished stan-  Expected taste,
dards and pro- texture and
cedures crumb structure
appropriate for
particular bak-
ery products

LO3. PREPARE FRESH PETITS FOURS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Flavor and  Varieties and  Commercial  Lecture/Actual  Oral questioning
shape quality characteristics mixers and at- Demonstration/ and written ex-
marzipan to of bakery prod- tachments On-the-job train- amination
produce mini- ucts ing
sized fruits in  Cutting imple-  Observation
accordance  Historical and ment s  Video Presenta-
with enterprise cultural, aspects tion  Demonstration
and client re- of bakery prod-  Scales
quirements ucts
 Measures
 Coat marzipan  Underlying prin-
fruits to pre- ciples in making
serve desired  Bowls
bakery products
eating charac-
teristics and  Properties and  Ovens
softened with
requirements of
egg whites,
yeast and con-  Moulds, shapes
piped into and cutters
trol of yeast ac-
shapes and
tion
sealed/browned
 Baking sheets
with applied
heat, according  Culinary and and containers
to enterprise technical terms
practice related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products

LO4. PREPARE CARAMELIZED PETITS FOURS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Select and coat  Varieties and  Commercial  Lecture/Actual  Oral questioning
fresh fruits/fruit characteristics mixers and at- Demonstration/ and written ex-
segments with of bakery prod- tachments On-the-job train- amination
 pale amber-col- ucts ing
ored caramel or  Cutting imple-  Observation
glazed or any  Historical and ment s  Video Presenta-
coating speci- cultural, aspects tion  Demonstration
fied by the en- of bakery prod-  Scales
terprise ucts
 Measures
 Fill sandwich  Underlying prin-
dried fruits or ciples in making
nuts with fla-  Bowls
bakery products
vored marzipan
and coated with  Properties and  Ovens
pale amber-col-
requirements of
ored caramel
yeast and con-  Moulds, shapes
according to and cutters
trol of yeast ac-
specifications
tion
and enterprise
 Baking sheets
standards
 Culinary and and containers
technical terms
related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products

LO5. DISPLAY PETITS FOURS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Select appropri-  Varieties and  Commercial  Lecture/Actual  Oral questioning
ate receptacles characteristics mixers and at- Demonstration/ and written ex-
for petits fours of bakery prod- tachments On-the-job train- amination
ucts ing
 Display cre-  Cutting imple-  Observation
atively petits  Historical and ment s  Video Presenta-
fours to en- cultural, aspects tion  Demonstration
hance cus- of bakery prod-  Scales
tomer appeal ucts
 Measures
 Underlying prin-
ciples in making
 Bowls
bakery products

 Properties and  Ovens

requirements of
yeast and con-  Moulds, shapes
 trol of yeast ac- and cutters
tion
 Baking sheets
 Culinary and and containers
technical terms
related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products

LO6. STORE PETITS FOURS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Store petits  Varieties and  Commercial  Lecture/Actual  Oral questioning
fours in proper characteristics mixers and at- Demonstration/ and written ex-
temperatures of bakery prod- tachments On-the-job train- amination
and conditions ucts ing
to maintain  Cutting imple-  Observation
maximum eat-  Historical and ment s  Video Presenta-
ing qualities, cultural, aspects tion  Demonstration
appearance of bakery prod-  Scales
and freshness ucts
 Measures
 Package petits  Underlying prin-
fours in accor- ciples in making
dance with es-  Bowls
bakery products
tablished stan-
dards and pro-  Properties and  Ovens
cedures
requirements of
yeast and con-  Moulds, shapes
trol of yeast ac- and cutters
tion
 Baking sheets
 Culinary and and containers
technical terms
related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products
 Basic Competencies: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PRESENT DESSERTS

Modules Title: PRESENTING DESSERTS

Module Descriptor: This unit covers the knowledge and skills in presenting
the various and specialized techniques of desserts
presentation required by bakers and pastry cooks
(patissiers) in commercial food production environ-
ments and hospitality establishments.

Nominal Duration: 19 hours

Summary of Learning Outcomes:

LO1. Present and serve plated desserts

LO2. Plan, prepare and present dessert buffet selection or plating

LO3. Store and package desserts

Details of Learning Outcomes:

LO1. PRESENT AND SERVE PLATED DESSERTS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Portion and  Varieties and  Commercial  Lecture/Actual  Oral questioning
present characteristics mixers and at- Demonstration/ and written ex-
desserts ac- of bakery prod- tachments On-the-job train- amination
cording to prod- ucts ing
uct items, occa-  Cutting imple-  Observation
sion and enter-  Historical and ment s  Video Presenta-
prise standards cultural, aspects tion  Demonstration
and procedures of bakery prod-  Scales
ucts
 Plate and deco-  Measures
rate desserts in  Underlying prin-
accordance with ciples in making
enterprise stan-  Bowls
bakery products
dards and pro-
cedures  Properties and  Ovens
requirements of
yeast and con-  Moulds, shapes
trol of yeast ac- and cutters
tion
 Baking sheets
 Culinary and and containers
technical terms
 related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products

LO2. PLAN, PREPARE AND PRESENT DESSERT BUFFET SELECTION

OR PLATING

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Plan and utilize  Varieties and  Commercial  Lecture/Actual  Oral questioning
dessert buffet characteristics mixers and at- Demonstration/ and written ex-
services accord- of bakery prod- tachments On-the-job train- amination
ing to available ucts ing
facilities, equip-  Cutting imple-  Observation
ment and cus-  Historical and ment s  Video Presenta-
tomer/enterprise cultural, aspects tion  Demonstration
requirements of bakery prod-  Scales
ucts
 Prepare and ar-  Measures
range variety of  Underlying prin-
desserts in ac- ciples in making
cordance with bakery products
 Bowls
enterprise stan-
dards and pro-  Properties and  Ovens
cedures requirements of
yeast and con-  Moulds, shapes
trol of yeast ac- and cutters
tion
 Baking sheets
 Culinary and and containers
technical terms
related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products
 LO3. STORE AND PACKAGE DESSERTS

Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Store desserts  Varieties and  Commercial  Lecture/Actual  Oral questioning
in accordance characteristics mixers and at- Demonstration/ and written ex-
with the re- of bakery prod- tachments On-the-job train- amination
quired tempera- ucts ing
ture and cus-  Cutting imple-  Observation
tomer’s specifi-  Historical and ment s  Video Presenta-
cations cultural, aspects tion  Demonstration
of bakery prod-  Scales
 Package ucts
desserts in ac-  Measures
cordance with  Underlying prin-
established ciples in making
standards and bakery products
 Bowls
procedures
 Properties and  Ovens
requirements of
yeast and con-  Moulds, shapes
trol of yeast ac- and cutters
tion
 Baking sheets
 Culinary and and containers
technical terms
related to bak-  Various shapes
ery products and sizes of
commonly used pans
in the industry

 Expected taste,
texture and
crumb structure
appropriate for
particular bak-
ery products