ACTIVITY COMPLETION REPORT

I. TRAINING PROGRAM TITLE: Training on Electrical Installation and

Maintenance Students for EIM NCII Assessment

II. PROPONENT: John Mandy G. Tiongson/Rowena D. Anyayahan

III. SCHOOL: San Pascual Senior High School 1

IV. DATE CONDUCTED: July 12-21, 2023

V. VENUE: San Pascual Senior High School 1

VI. NO. OF PARTICIPANTS: 20 (18 male and 2 female)

VII. OBJECTIVES OF THE TRAINING

1. Assess students’ readiness for the EIM NCII assessment.

2. Enhance skills needed to perform roughing-in and building wiring
installation.
3. Develop skills in installing closed circuit television system and fire
detection and alarm system.
4. Give additional lesson and lecture on the specific topics included in the
written and oral examination.

VIII. EXECUTIVE SUMMARY

The TESDA EIM NC II National Competency Assessment is a
requirement particularly to Senior High School students who have enrolled
the Technical Vocational & Livelihood (TVL) track under the Industrial Arts
(IA) strand and specializing the Electrical Installation and Maintenance
National Certificate Level II (EIM NC II). As a matter of policy, graduates of
programs registered with TESDA under this training regulation are
required to undergo mandatory national competency assessment upon
completion of the program. Institutional assessment and/or pre-
assessment is undertaken by G12 EIM learners to determine their
achievement of units of competency. The result of the institutional
assessment and/or pre-assessment may be considered as evidence of
readiness for the assessment for national certification.

Institutional assessment is undertaken by trainees to determine

their achievement of units of competency. A certificate of achievement is
issued for each unit of competency. The result of the institutional
assessment may be considered as evidence for the assessment for
national certification. As a matter of policy, graduates of programs
registered with TESDA under this training regulation are required to
undergo mandatory national competency assessment upon completion of
the program.
 Competency Assessment is the process of collecting evidence and
making judgments whether competency has been achieved. The purpose
of assessment is to confirm that an individual can perform to the
standards expected at the workplace as expressed in relevant
competency standards.Its process is based on evidence or information
gathered to prove achievement of competencies. The process may be
applied to an employable unit(s) of competency in partial fulfillment of the
requirements of the national qualification. In order to attain the National
Qualification of Electrical Installation & Maintenance NC II, the candidate
must demonstrate competence in all the required units of the
qualification. It can be through project-type assessment, and shall focus
on the core units of competency. The basic and common units shall be
integrated or assessed concurrently with the core units.

In line with this the students needs to be trained in roughing-in

activities and building wiring installation. It comprises the largest
percentage of assessment qualifications. Aside from the hands-on training,
trainees were given lecture on the possible written examination ang oral
interview that comprise the remaining percentage for qualification.

Successful candidates shall be awarded a National Certificate II

signed by the TESDA Director General. As a requisite in the Competency
Assessment, the self-assessment guide (SAG) is accomplished by the
candidate prior to actual competency assessment. This SAG is a pre-
assessment tool to help the student/candidate and the trainer/assessor
determine what evidence is available, where gaps exist, including
readiness for assessment.

The training ran from July 12-21, 2023. The trainees are divided into
groups. These groups are patterned to how they are scheduled in taking
the assessment test. Each group will be trained for 32 hours. In this time
duration, 24 hours was allotted in roughing-in activities and building wiring
installations while 8 hours was for the lecture needed to answer the
written examination and oral questioning.

The session provided a comprehensive training to meet all the

competencies that one must achieve to enable him to install and maintain
electrical wiring, lighting and related equipment and system. When a
person has those qualifications he is competent to be:
 Building-Wiring Electrician
 Residential/Commercial-Wiring Electrician
 Maintenance Electrician

Individual G12 EIM students continuously demonstrated the

procedures and performed at EIM Laboratory the actual wiring installation
on the mockup board for power/lighting systems, CCTV Systems, and Fire
Alarm Systems with the assistance and close supervision of the EIM
Trainer/Teacher.
 LIST OF ATTENDEES

NAME ACTUAL NUMBER NATIONAL

OF TRAINING CERTIFICATE
HOURS ATTENDED STATUS
Adato, Prince Aaron 32 Passed
De Leon, Ian Mark C. 32 Passed
Fampo, Rod Jhon 32 Passed
Lapara, Jobel T. 32 Passed
Magnaye, Mark Lorenz A. 32 Passed
Masangkay, Justin 32 Passed
Pagkaliwagan, Henry O. 32 Passed
Rivera, Ken Allen M. 32 Passed
Valdez, Fredieric 32 Passed
Velasquez, Stephanie 32 Passed
Asilo, Mark Anthony P. 32 Passed
Hernandez, L. A. Maverick M. 32 Passed
Leynes, Mark Vincent S. 32 Passed
Malaso, Donna Mae O. 32 Passed
Mariano, Ronie C. 32 Passed
Martin, Mark Felix A. 32 Passed
Mendoza, Andrew B. 32 Passed
Ramos, Gerico L. 32 Passed
Ramos, Ryan E. 32 Passed
Reyes, John Lord D. 32 Passed

PREPARED BY: Rowena D. Anyayahan

Teacher II
San Pascual Senior High School 1
August 01, 2023
 ACTIVITY COMPLETION REPORT

I. TRAINING PROGRAM TITLE: Training on Electrical Installation and

Maintenance Students for EIM NCII Assessment

II. PROPONENT: John Mandy G. Tiongson/Rowena D. Anyayahan

III. SCHOOL: San Pascual Senior High School 1

IV. DATE CONDUCTED: April 05-May 10, 2024

V. VENUE: San Pascual Senior High School 1

VI. NO. OF PARTICIPANTS: 70 (65 male and 5 female)

VII. OBJECTIVES OF THE TRAINING

1. Assess students’ readiness for the EIM NCII assessment.

2. Enhance skills needed to perform roughing-in and building wiring
installation.
3. Develop skills in installing closed circuit television system and fire
detection and alarm system.
4. Give additional lesson and lecture on the specific topics included in the
written and oral examination.

VIII. EXECUTIVE SUMMARY

The TESDA EIM NC II National Competency Assessment is a

requirement for Senior High School students enrolled in the Technical
Vocational & Livelihood (TVL) track under the Industrial Arts (IA) strand,
specifically those specializing in Electrical Installation and Maintenance
National Certificate Level II (EIM NC II). As per policy, students who
complete programs registered with TESDA under this training regulation
must undergo a mandatory national competency assessment. To gauge
the students' mastery of the required competencies, Grade 12 EIM
students undergo institutional or pre-assessment. The results of this
assessment may serve as evidence of readiness for the national
certification assessment.

Trainees undertake institutional assessments to evaluate their

competency in specific units, and a certificate of achievement is issued for
each unit. These assessments can also serve as evidence for the national
certification. As per TESDA policy, all program graduates must undergo the
national competency assessment after completing their training.
 Competency assessment involves collecting evidence and making
judgments about whether an individual has achieved the required
competencies. The goal is to confirm that the individual can meet
workplace standards as outlined in the relevant competency standards.
This process may involve assessing individual units of competency as part
of the requirements for national qualification. To obtain the National
Qualification in Electrical Installation & Maintenance NC II, candidates must
demonstrate competence in all required units, often through project-based
assessments focusing on core competencies, while integrating or
concurrently assessing basic and common units.

To prepare for the assessment, students must be trained in

roughing-in activities and building wiring installation, which account for
the majority of the assessment criteria. In addition to hands-on training,
trainees receive lectures on the written and oral components of the
qualification exam.

Successful candidates are awarded a National Certificate II, signed

by the TESDA Director General. Before the competency assessment,
candidates complete a Self-Assessment Guide (SAG), which helps both the
student and the assessor identify available evidence, gaps, and readiness
for the assessment.

The training took place from April 05-May 10, 2024, with trainees
divided into 7 groups based on their scheduled assessment dates. Each
group received 24 hours of training, with 16 hours dedicated to roughing-
in activities and building wiring installations, and 8 hours focused on
preparing for the written and oral exams.

The session provided comprehensive training to equip students with

the skills needed to install and maintain electrical wiring, lighting, and
related systems. With these qualifications, individuals can work as:

o Building-Wiring Electricians
o Residential/Commercial-Wiring Electricians
o Maintenance Electricians

Throughout the training, Grade 12 EIM students practiced wiring

installations on mockup boards for power/lighting systems, CCTV systems,
and fire alarm systems in the EIM Laboratory, under the close supervision
of their EIM Trainer/Teacher.
 LIST OF ATTENDEES

NAME ACTUAL NUMBER NATIONAL

OF TRAINING CERTIFICATE
HOURS ATTENDED STATUS

Abe, Jerwin I. 24 Passed

Abad, Jayvee A. 24 Passed
Alcones, Cris J Rio D. 24 Passed
Alcones, Ken Harry G. 24 Passed
Asugui, Mark Nelson D. 24 Passed
Baluyot, Jhon Ahron M. 24 Passed
Buquiran, Matthew B. 24 Passed
Caguimbal, John Danhell D. 24 Passed
Calalo, Glen M. 24 Passed
Celis, Reginalde E. 24 Passed
Cortinas, MJ 24 Passed
Del Campo, Manny D. 24 Passed
Espiritu, Tristan 24 Passed
Estrella, Rhenz D. 24 Passed
Evangelista, Allyn Joshua L. 24 Passed
Fajiculay, Gian Carlo F. 24 Passed
Fedelicio, Christian Rey M. 24 Passed
Mariano, Kyle Warren B. 24 Passed
Masangcay, John Carlo M. 24 Passed
Montalbo Jr., Raymundo Y. 24 Passed
Pasia, Erico B. 24 Passed
Punzalan, Yill Israel B. 24 Passed
Purisima, Enrico Armando C. 24 Passed
Ramos, Ian Jake B. 24 Passed
Rejano, Greg B. 24 Passed
Serweloo, Mark Nil M. 24 Passed
Solo, Mark Arnel S. 24 Passed
Villa, Jerrymy 24 Passed
Yaco, Christian N. 24 Passed
De Castro. Katrina S. 24 Passed
Gabi, Jeny Rosh 24 Passed
Sadicon, Alison Kyle 24 Passed
ALCOS, RICKY Y. 24 Passed
ALLENIGUE, JOSH ARVIN M. 24 Passed
AMPARO, ERIC L. 24 Passed
BEN, JUSTINE P. 24 Passed
BUENVIAJE, RAZZEL C. 24 Passed
CASTILLO, MARK ANGELO S. 24 Passed
CINET, JEREMIE M. 24 Passed
CUSI, RUZZEL NASH P. 24 Passed
DELA CRUZ, SEAN KHLEAN S. 24 Passed
DESCALLAR, RUZZEL M. 24 Passed
DOLERA, ANTHAWN CARL C. 24 Passed
EBRADA, DANIEL D. 24 Passed
FORTU, RAVEN A. 24 Passed
GARCIA, MARK IMIAS HAQUE G. 24 Passed
ILAGAN, JOHN BENEDICT O. 24 Passed
LACHICA, JOHN WILMER V. 24 Passed
LEYNES, CHARLES KYLE DARWIN C. 24 Passed
LUGTU, ANDREI 24 Passed
MAGDARAOG, JONATHAN S. 24 Passed
MARIÑO, JOROSS Q. 24 Passed
MASANGCAY, RON ALVIN 24 Passed
MENDOZA, JOHN MARK D. 24 Passed
PANGANIBAN, DAVE DARVIN C. 24 Passed
REYES, DENNICHRIST 24 Passed
RIBON, JOHN EDWARD A. 24 Passed
RIO, KARL MONTRIEL R. 24 Passed
ROMANO, KENNETH M. 24 Passed
ROSA, MARK ANTHONY C. 24 Passed
SALAUM, RICHARD R. 24 Passed
SANDOVAL, CLIFF LEMUEL E. 24 Passed
SOREZO, JAY S. 24 Passed
SOTTO, JERALD CHRISTOPHER D. 24 Passed
VILLENA, JAYSON G. 24 Passed
BACAY, EDYHET JOY B. 24 Passed
PANGANIBAN, AIRYLL G. 24 Passed

PREPARED BY: Rowena D. Anyayahan

Teacher II
San Pascual Senior High School 1
May 24, 2024
 ACTIVITY COMPLETION REPORT

I. TRAINING PROGRAM TITLE: Training on Home Economics Students for

Commercial Cooking NCIII Assessment

II. PROPONENT: Maria P. Rogayan

III. SCHOOL: San Pascual Senior High School 1

IV. DATE CONDUCTED: March – May 2023

V. VENUE: San Pascual Senior High School 1

VI. NO. OF PARTICIPANTS: 35 learners

VII. OBJECTIVES OF THE TRAINING

Prepare, produce and display food items for a la carte and buffet aims to:
1. Identify the basic culinary terminologies focusing on handwork techniques,
cooking methods and food safety and sanitation;
2. Write a food plan and costing of the ingredients needed in food
preparation;

3. Prepare, produce and display food items using the appropriate tools and
equipment to apply learned concepts in a hands-on manner.

VIII. EXECUTIVE SUMMARY

The upcoming food preparation training session will provide a comprehensive

introduction to basic culinary handwork techniques, cooking methods, food
safety and sanitation Participants will begin by learning about the basic culinary
terms and guidelines in food preparation and presentation.

The training will cover menu planning, food costing, and food preparation.
Attendees will plan the dishes based on the given food items presented by the
trainer (e.g. preparation of cold meals, preparation of hot meals and desserts).

Hands-on activities will include food preparation, food garnishing and

presentation of Cold Meals like sandwiches, appetizers, salad with appropriate
dressings, Hot Meals like soup, main course and cold and hot desserts. The
session will also introduce participants to the presentation of the finished
products and interview follows.
 By the end of the training, participants will be equipped with the
knowledge and skills to produce quality products based on the industry
standards.

The food preparation training program is designed to introduce

participants to the basic culinary arts. The basic culinary terminologies are
important to understand to gain knowledge and apply the necessary skills in food
preparation. This training is geared towards beginners and professionals who
want to explore the potential in various food preparation applications. It is in
honing the skills that participants can assure to have an edge of surviving the
daily needs of oneself and of others. It seeks to provide the participants with the
knowledge, attitude, values and skills in the field of Commercial Cooking.

Participants will begin by learning about the basic culinary terminologies

essential to food preparation of food items for a la carte and buffet, including the
handwork techniques, cooking methods, guidelines in garnishing and food
presentation. The training will focus on preparation and presentation of different
food items using the appropriate cooking methods, kitchen tools and equipment.

The program emphasizes hands-on learning, with participants engaging in

actual food preparation that demonstrate the necessary skills and knowledge to
produce quality products based on the industry standards. By combining
theoretical knowledge with practical applications, the training aims to make the
guidelines in food preparation and presentation accessible and understandable.

Overall, this training aims to equip participants with the confidence and
skills to plan, purchase, prepare, display and present food items for a la carte
and buffet based on the industry standard.

The training methodology begins with meticulous planning and

preparation, where objectives are clearly defined to outline the goals and
learning outcomes, focusing on food preparation of hot meals, cold meals and
desserts. Essential resources, including ingredients, tools and equipment are
prepared.
Next, the methodology involves food planning, costing and checking of
working space in laboratory room.
The food preparation follows performing the mise-en-place. The
participants demonstrated the appropriate culinary techniques and methods to
produce quality products. Display and presentation of finished products is vital
for evaluation and oral questioning verifies that the training activities meet their
objectives and function correctly.
Finally, documentation and review are carried out. The process, including
planning of dishes, food costing, food preparation, display and presentation for
cold, hot meals and desserts. The training’s success is evaluated, identifying
areas for improvement and potential future enhancements. The training
concludes with a presentation or report summarizing the objectives,
methodology, results, and lessons learned, followed by reflection on the
experience to discuss what worked, challenges faced, and applications for future
work.

PREPARED BY: Rowena D. Anyayahan

Teacher II
San Pascual Senior High School 1
May 24, 2024
 LIST OF ATTENDEES
NO. NAME SEX Strand Section

1 ASISTIN, ANDREY ZIGRID M HE HE 12-BELLEVUE

2 BANTEQUI, ERICKSON ARELLANO M HE HE 12-BELLEVUE
3 BESA, CLARK GARY MERCADO M HE HE 12-BELLEVUE
4 COLAPO, DANIELLE VILLENA M HE HE 12-BELLEVUE
5 DE GUZMAN, LEVI MAR ROMERO M HE HE 12-BELLEVUE
6 EVANGELISTA, JHOMEL ESGUERRA M HE HE 12-BELLEVUE
7 FABIALA, JOHN NATHANIELZ FAALA M HE HE 12-BELLEVUE
8 JUBAN, RUEL M HE HE 12-BELLEVUE
9 MALLARI, MARK RENEIL BRUCAL M HE HE 12-BELLEVUE
10 PAGLICAUAN, EFHRAIM GABRIEL M HE HE 12-BELLEVUE
11 PASCUAL, LAURENCE JAY CUYOS M HE HE 12-BELLEVUE
12 MEDRANO, JHERIC M HE HE 12-BELLEVUE
13 MORADO, EDWIN GUDON M HE HE 12-BELLEVUE
14 TABLATE, VHINZ AGUILA M HE HE 12-BELLEVUE
15 VELASQUEZ, EARL DANIEL MAGCALE M HE HE 12-BELLEVUE
16 ABAYA, YVONNE DIPASUPIL F HE HE 12-BELLEVUE
17 ABOGADO, ANDREA JOYCE B F HE HE 12-BELLEVUE
18 CASTILLO, ELLA KARYLL SANDOVAL F HE HE 12-BELLEVUE
19 CASTOR, JZLE AIRA DE LEON F HE HE 12-BELLEVUE
20 CORDERO, JULIANE ROSE ABARDO F HE HE 12-BELLEVUE
21 DANDAN, JANA FRANCISCO F HE HE 12-BELLEVUE
22 DEL CAMPO, JOYCE DARIEL SUZON F HE HE 12-BELLEVUE
23 DIMAANO, MAYA DE MESA F HE HE 12-BELLEVUE
24 EVANGELISTA, JHAMAYN ESGUERRA F HE HE 12-BELLEVUE
25 FEJER, CHRISTINE JOYCE VERIL F HE HE 12-BELLEVUE
26 HORNILLA, AALIYAH DE ASIS F HE HE 12-BELLEVUE
27 ILAGAN, PATRICIA JOANA CORCUERA F HE HE 12-BELLEVUE
28 MACATANGAY, MEZELLENDREI S. F HE HE 12-BELLEVUE
29 MAGBOO, LADY JENELL M F HE HE 12-BELLEVUE
30 RAMOS, LYKA MARIE EGUIA F HE HE 12-BELLEVUE
31 RODRIQUEZ, ANGEL GRACE F HE HE 12-BELLEVUE
32 ROGELIO, RINA JOY MAKATIGBAK F HE HE 12-BELLEVUE
33 SANTIAGO, JASMIN ECHALUCE F HE HE 12-BELLEVUE
34 SAYAT, MEARA CORDERO F HE HE 12-BELLEVUE
35 VIDAL, MARJORIE FLORES F HE HE 12-BELLEVUE

ACTIVITY COMPLETION REPORT

I. TRAINING PROGRAM TITLE: Training on Home Economics Students for
Commercial Cooking NCIII Assessment

II. PROPONENT: Maria P. Rogayan

III. SCHOOL: San Pascual Senior High School 1

IV. DATE CONDUCTED: March – May 2024

V. VENUE: San Pascual Senior High School 1

VI. NO. OF PARTICIPANTS: 32 learners

VII. OBJECTIVES OF THE TRAINING

Prepare, produce and display food items for a la carte and buffet aims to:
1. Identify the basic culinary terminologies focusing on handwork techniques,
cooking methods and food safety and sanitation;
2. Write a food plan and costing of the ingredients needed in food
preparation;

3. Prepare, produce and display food items using the appropriate tools and
equipment to apply learned concepts in a hands-on manner.

VIII. EXECUTIVE SUMMARY

The upcoming food preparation training session offers a thorough

introduction to essential culinary techniques, cooking methods, food safety, and
sanitation practices. Participants will first learn basic culinary terminology and
guidelines for food preparation and presentation. The session will cover various
topics such as menu planning, food costing, and hands-on preparation of meals.
Attendees will work with provided ingredients to create dishes, including cold
meals (like sandwiches, appetizers, and salads), hot meals (like soups and main
courses), and desserts.

The hands-on activities will also include garnishing and food presentation,
with a focus on cold and hot meals and desserts. Participants will be introduced
to the process of presenting their finished dishes, followed by an interview or
feedback session. By the end of the training, participants will gain the necessary
knowledge and skills to produce high-quality products that meet industry
standards.

This training program is designed to introduce both beginners and

professionals to basic culinary arts, emphasizing the importance of
understanding culinary terminology and applying key skills in food preparation.
The program aims to provide knowledge, values, and techniques relevant to
commercial cooking, allowing participants to enhance their abilities to meet
personal and professional food preparation needs.

The training focuses on a combination of theoretical and practical learning,

with participants practicing the preparation and presentation of food items using
proper techniques, tools, and equipment. Through hands-on activities,
participants will develop the confidence and skills to plan, prepare, and present
dishes for both à la carte and buffet settings in line with industry standards.

The training methodology begins with clear planning and goal-setting,

followed by food preparation activities focused on hot and cold meals as well as
desserts. Essential resources, such as ingredients and equipment, are organized
in advance, and participants will engage in menu planning, food costing, and
preparation of their workspace. During the session, participants will practice
culinary techniques and methods to create quality dishes, with an emphasis on
proper presentation and display.

Finally, the training will conclude with a review and evaluation of the
process, including an analysis of planning, costing, preparation, and
presentation. Feedback will help identify areas for improvement, and participants
will reflect on their experience to discuss successes, challenges, and future
applications.
 LIST OF ATTENDEES

NO. NAME SEX Strand Section

1 AGUADO, RON ALFRED SORIANO M HE HE 12-BELLEVUE

2 DE VERA, DAVERHEY JHON J. M HE HE 12-BELLEVUE
3 DOMINGUEZ, GENREX TALO M HE HE 12-BELLEVUE
4 GARCIA, JANG LEI RAMOS M HE HE 12-BELLEVUE
5 LASAC, JAMES ANDREI M. M HE HE 12-BELLEVUE
6 MONTALBO, ANDREWS MHYKEL E. M HE HE 12-BELLEVUE
7 RAGASA, ADRIAN CEDRIC S. M HE HE 12-BELLEVUE
8 RAMOS, DENZEL R. M HE HE 12-BELLEVUE
9 SOLA, KEN LARGUERZA M HE HE 12-BELLEVUE
10 TUPAS, RUSSEL HUERTAS M HE HE 12-BELLEVUE
11 ABENONAN, PEARL AZRIEL PAWANG F HE HE 12-BELLEVUE
12 ADAP, PRINCESS JUDIA BALITA F HE HE 12-BELLEVUE
13 AGUIRRE, RUSSIAN MAE AMBON F HE HE 12-BELLEVUE
14 BALISA, RICA MAE F HE HE 12-BELLEVUE
15 BAUTISTA, SHANDY BANTUGON F HE HE 12-BELLEVUE
16 BEREDO, MA. CRISTINA MARTINEZ F HE HE 12-BELLEVUE
17 BONDOC, NICOLE CEDILLO F HE HE 12-BELLEVUE
18 CRUZ, NIXIE DENNIELLE GUIAO F HE HE 12-BELLEVUE
19 DE CASTRO, MA. VILMA GARBIN F HE HE 12-BELLEVUE
20 ESTRERA, ANGEL ARWEN R. F HE HE 12-BELLEVUE
21 FABRERO, PATRICIA MAE CATIMBANG F HE HE 12-BELLEVUE
22 FLORES, QUEENIE MAUHAY F HE HE 12-BELLEVUE
23 JAYAG, MIKHAILA GUIEB F HE HE 12-BELLEVUE
24 LAURENTE, GENIELLE A. F HE HE 12-BELLEVUE
25 LLANERA, NICOLE RODAVIA F HE HE 12-BELLEVUE
26 MAURO, GUILLAN S. F HE HE 12-BELLEVUE
27 MAURO, JOVELYN S. F HE HE 12-BELLEVUE
28 MENDOZA, CHRISTIANNE JOY SANDRO F HE HE 12-BELLEVUE
29 PAPA, MA. SOPHIA NICOLE ANDAL F HE HE 12-BELLEVUE
30 RODAVIA, LOUIELLA MAE NAVALES F HE HE 12-BELLEVUE
31 VALLADA, MARY MARGARETH MARAMOT F HE HE 12-BELLEVUE
32 VILLANUEVA, RHYZA MHAY VELASQUEZ F HE HE 12-BELLEVUE

PREPARED BY: Rowena D. Anyayahan

Teacher II
San Pascual Senior High School 1
May 24, 2024