Templete New 7

Sector : TOURISM
Qualification Title: BREAD AND PASTRY PRODUCTION NC II
Unit of Competency: PREPARE AND PRESENT GATEAUX,

TORTES AND CAKES
Module Title: PREPARING AND PRESENTING

GATEAUX, TORTES AND CAKES
ABELLANA TECHNICAL AND VOCATIONAL CENTER, INC.

BAIS CITY
Plan
Training
Session
Date Developed: Document No.

Bread and Pastry May 2019 Issued by:
Date Revised:
Production ABELLANA
February 2012 Page i of vii
Developed by:
Prepare and Display Sharmaine
Petits Four G.Palallos Revision # 01
Data Gathering Instrument for Trainee’s Characteristics
NAME: Pearly Grace D. Bastismo

Instruction: Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Language, literacy Average grade in: Average grade in:

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

language a. Bisaya
background
b. Cebuano
c. English
d. Ilonggo
e. Tagalog
f. Others( please specify)_____________
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
Doctoral Graduate
Sex a. Male
Date Developed: Document No. NTTA-TM1-01

May 2019 Issued by:
Bread and Pastry Date Revised:
Production
ABELLANA Page 2 of 250
Developed by:
Prepare and Sharmaine
Display Petits Four G.Palallos Revision # 01
b. Female
Age Your age: __18___
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous BREAD AND PASTRY PRODUCTION NC II

experience with Number of years as a competency trainer __
the topic NONE____
Previous List down trainings related to BREAD AND

learning PASTRY PRODUCTION NC II
experience a. Baker
b. Baker Assistant
c. Pastry Staff
Others(please specify) ___________________
National Certificates acquired and NC level

Training Level
NONE_________________
completed
Special courses NONE_________________
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order for
this kind of learner to retain information,
oral or written, presentations of new
information must contain diagrams and
drawings, preferably in color. The visual
learner can't concentrate with a lot of activity
around him and will focus better and learn
faster in a quiet study environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
May 2019 Issued by:
Production
Developed by:
often referred to as hyperactive students with

concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text. Having
to read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where
they can watch, listen and then review what
has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________

May 2019 Issued by:
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Developed by:
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.

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BASIC COMPETENCIES
CAN I…? YES NO
1.Participate in workplace communication √
1.1 Obtain and convey workplace information √
1.2 Participate in workplace meetings and discussions √
1.3 Complete relevant work related documents √
2. Work in a team environment √
2.1Describe team role and scope √
2.2 Identify own role and responsibility within team √
2.3Work as a team member
3. Practice career professionalism √
3.1 Integrate personal objectives with organizational goals √
3.2 Set and meet work priorities √
3.3 Maintain professional growth and development √
4. Practice occupational health and safety procedures √
4.1Identify hazards and risks √
4.2 Evaluate hazards and risks √
4.3Control hazards and risks √
4.4Maintain OHS awareness
COMMON COMPETENCIES
CAN I…? YES NO
1. Perform workplace and safety practices √
1.1 Follow workplace procedures for health, safety and √
security practices
1.2 Deal with emergency situations √
1.3 Maintain safe personal presentation standards √
2. Provide effective customer service √
2.1 Greet customer √
2.2Identify customer needs √
2.3 Deliver service to customer √
2.4Handle queries through telephone, fax machine, internet
and email
2.5Handle complaints, evaluation and recommendations
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
BASIC COMPETENCIES
CAN I…? YES NO
COMMON COMPETENCIES
CAN I…? YES NO
security practices
and email
May 2019 Issued by:
Production
Developed by:
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
1.Prepare and A relevant certificate of Verify the authenticity of
produce bakery experience. certificate of experience of
products by calling the issuing
industry.
1.1 Prepare bakery She demonstrates skill in Actual demonstration of
products preparing bakery skill trainee should get
products. 90% satisfactory
performance.
1.2 Decorate and She demonstrates skill in Actual demonstration of
present bakery decorating and presenting skill trainee should get
products bakery products 90% satisfactory
performance.
1.3Store bakery She demonstrates skill in Actual demonstration of
products storing bakery skill trainee should get
90% satisfactory
performance.
2. Prepare and A relevant certificate of Verify the authenticity of
produce pastry experience. certificate of experience of
industry.
2.1Prepare pastry She demonstrates skill in Actual demonstration of
products preparing pastry products. skill trainee should get
90% satisfactory
performance.
2.2 Decorate and She demonstrates skill on Actual demonstration of
present how to decorate and skill trainee should get
pastry present pastry products. 90% satisfactory
products performance.
2.3 Store pastry She demonstrates skill in Actual demonstration of
products storing pastry products. skill trainee should get
90% satisfactory
performance.
May 2019 Issued by:
Production
Developed by:
display petits experience. certificate of experience of
fours by calling the issuing
industry.
4.1 Prepare iced She demonstrates skill in Actual demonstration of
petits fours preparing iced petits fours skill trainee should get
90% satisfactory
performance.

May 2019 Issued by:
Production
Developed by:
4.2 Prepare fresh She demonstrates skill in Actual demonstration of
petits fours preparing fresh petits skill trainee should get
fours 90% satisfactory
performance.
4.3 Prepare She demonstrates skill in Actual demonstration of
marzipan petits preparing marzipan petits skill trainee should get
fours fours 90% satisfactory
performance.
caramelized petits preparing caramelized skill trainee should get
fours petits fours 90% satisfactory
performance.
4.5 Display petits She demonstrates skill in Actual demonstration of
fours displaying petits fours skill trainee should get
90% satisfactory
performance.
4.6 Store petits She demonstrates skill in Actual demonstration of
fours storing petits fours skill trainee should get
90% satisfactory
performance.
5. Present A relevant certificate of Verify the authenticity of
desserts experience certificate of experience of
by calling the issuing
industry.
5.1 Prepare and She demonstrates skill in Actual demonstration of
serve plated preparing and serving skill trainee should get
desserts desserts 90% satisfactory
performance.
5.2 Plan, prepare She demonstrates skill in Actual demonstration of
and present planning, preparing and skill trainee should get
dessert buffet presenting buffet selection 90% satisfactory
selection or plating or plating performance.
5.3 Store and She demonstrates skill in Actual demonstration of
package desserts storing and packaging skill trainee should get
desserts 90% satisfactory
performance.

May 2019 Issued by:
Production
Developed by:
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

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

Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
1. Prepare and produce 1.Prepare and 3. Prepare and
bakery products produce bakery present gateaux,
products tortes and cakes
1.1 Prepare bakery 1.1 Prepare bakery 3.1 Prepare sponge
products products and cakes
1.2 Decorate and present 1.2 Decorate and 3.2 Prepare and use
bakery products present bakery fillings
products
1.3 Store bakery products 1.3Store bakery 3.3 Decorate cakes
products
2. Prepare and produce 2. Prepare and 3.4 Present cakes
pastry products produce pastry
products
2.1 Prepare pastry 2.1 Prepare pastry 3.5 Store cakes
products products
2.2 Decorate and present 2.2 Decorate and
pastry products present pastry
products
2.3 Store pastry products 2.3 Store pastry
products
3. Prepare and present 4. Prepare and
gateaux, tortes and cakes display petits fours
Required Units of Training
Competency/Learning Gaps/Requirements
3.1 Prepare sponge and cakes

May 2019 Issued by:
Production
Developed by:
3.2 Prepare and use fillings 4.1 Prepare iced
petits four
3.3 Decorate cakes
3.4 Present cakes 4.2 Prepare fresh
petits fours
3.5 Store cakes 4.3 Prepare marzipan
petits fours
4. Prepare and display 4.4 Prepare

petits fours caramelized petits
fours
4.1 Prepare iced petits 4.5 Display petits
fours fours
4.2 Prepare fresh petits fours 4.6 Store petits fours
4.3 Prepare marzipan petits 5. Present desserts
fours
4.4 Prepare caramelized 5.1 Prepare and serve
petits fours plated desserts
4.5 Display petits fours 5.2 Plan, prepare and
present dessert buffet
selection or plating
4.6 Store petits fours 5.3 Store and
package desserts
5. Present desserts
5.1 Prepare and serve
plated desserts
5.2 Plan, prepare and
5.3 Store and package
desserts

May 2019 Issued by:
Production
Developed by:
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
Preparing and presenting

gateaux, tortes and cakes
3.1 Prepare sponge and cakes

3.2 Prepare and use fillings
3.3 Decorate cakes
3.4 Present cakes
3.5 Store cakes

May 2019 Issued by:
Production
Developed by:
In template form, the session plan will look like this.
SESSION PLAN
Sector : TOURISM
Qualification Title : BREAD AND PASTRY PRODUCTION NC II
Unit of Competency : PREPARE AND PRESENT GATEAUX, TORTES AND CAKES
Module Title : PREPARING AND PRESENTING GATEAUX, TORTES AND CAKES
Learning Outcomes:
LO1. Prepare sponge and cakes

L02. Prepare and use fillings
LO3. Decorate cakes
LO4. Present cakes
LO5. Store cakes
A. INTRODUCTION: The module covers the skills and knowledge required by patissiers to produce, fill, decorate and present
range of specialized sponges and cakes, where finish, decoration and presentation of high order is
required.
B. LEARNING ACTIVITIES
LO 1: PREPARE SPONGE AND CAKES
Resource
Learning Content Methods Presentation Practice Feedback Time
s

Bread and Pastry Production May 2019 Issued by:
Date Revised:
Prepare and present February 2012
Developed by: ABELLANA Page 37 of 250
gateaux, tortes and cakes Sharmaine G.Palallos
Revision # 01
Competen
Read Information Answer Self
no. Refer to cy-Based
 Culinary sheet on no. 3.1-1 check
Answer Learning
terms related
Modular/ self-paced in Culinary terms 3.1-1
to sponge Key no. Material
related to sponge
and cakes 3.1-1 ( CBLM),
and cakes
INTERNET
 Main Read Information Answer Self Competen

ingredients sheet on no. 3.1-2 check no. Refer to cy-Based
Group in Main 3.1-2 Answer Learning
used for
discussion/interaction ingredients used Key no. Material
variety of
sponge and for variety of 3.1-2 ( CBLM),
cakes sponge and cakes INTERNET
 Specific Read Information

Competen
temperature sheet on no. 3.1-3 Answer Self
check no. Refer to cy-Based
used for in Specific
Demonstration/applicatio 3.1-3 Answer Learning
different temperature used
n Key no. Material
types of for different
3.1-3 ( CBLM),
sponge and types of sponge
INTERNET
cakes and cakes
 Classification Read Information Answer Self Competen

of the sheet on no. 3.1-4 check no. Refer to cy-Based
Competency-based
different in Classification 3.1-4 Answer Learning
learning materials method
types of of the different Key no. Material
sponge and types of sponge 3.1-4 ( CBLM),
cakes and cakes INTERNET
 Mixing Demonstration/applicatio Read Information Answer Self Refer to Competen
methods sheet on no. 3.1-5 check no. Answer cy-Based
Date Revised:
Revision # 01
used for in Mixing 3.1-5 Learning
variety of methods used for Key no. Material
n
sponge and variety of sponge 3.1-5 ( CBLM),
cakes and cakes INTERNET
Competen
 Cooling Refer to cy-Based
sheet on no. 3.1-6 check
temperature Assignment method Answer Learning
in Cooling no.3.1-6
of sponge Key no. Material
temperature of
and cakes 3.1-6 ( CBLM),
sponge and cakes
INTERNET
Read Information Answer Self Competen
 Required sheet on no. 3.1-7 check no. Refer to cy-Based
equipment in Required 3.1-7 Answer Learning
Demonstration/applicatio
and materials equipment and Key no. Material
n
for sponge materials for 3.1-7 ( CBLM),
and cakes sponge and cakes INTERNET
 Recipe Read Information
specifications sheet on no. 3.1-8 Competen
, techniques in Recipe Refer to cy-Based
and Competency-based Answer Self
specifications, Answer Learning
conditions learning materials method check no.
techniques and Key no. Material
and desired 3.1-8
conditions and 3.1-8 ( CBLM),
product desired product INTERNET
characteristic characteristics
s

Date Revised:
Revision # 01
Read Information Competen
 OHS sheet on no.3.1-9 Refer to cy-Based
Competency-based Answer Self
(Occupation in OHS Answer Learning
learning materials method check
al Health (Occupational Key no. Material
no.3.1-9
and Safety) Health and 3.1-9 ( CBLM),
Safety) INTERNET
LO 2: PREPARE
AND USE
FILLINGS

Date Revised:
Revision # 01
 Identification sheet on no.3.2-1 check Refer to cy-Based
of fillings in Identification no.3.2-1 Answer Learning
appropriate in Actual presentation
of fillings Key no. Material
a specific appropriate in a 3.2-1 ( CBLM),
cakes specific cakes INTERNET
 Identification Read Information
Competen
of the sheet on no.3.2-2 Answer Self
Refer to cy-Based
required in Identification check
Answer Learning
consistency Actual presentation of the required no.3.2-2
and Key no. Material
consistency and
appropriate 3.2-2 ( CBLM),
appropriate
flavor of INTERNET
flavor of fillings
fillings
Read Information
 Filling and sheet on no.3.2-3 Answer Self Competen
assembling in Filling and check Refer to cy-Based
cakes Demonstration/applicatio assembling no.3.2-3 Answer Learning
according to n cakes according Key no. Material
the standard to the standard 3.2-3 ( CBLM),
recipe recipe INTERNET
specifications specifications

Date Revised:
Revision # 01
 Classification Read Information
of coatings sheet on no.3.2-4
and sidings in Classification Answer Self Competen
based on the of coatings and check Refer to cy-Based
Competency-based
required sidings based on no.3.2-4 Answer Learning
learning materials method
recipe the required Key no. Material
specifications recipe 3.2-4 ( CBLM),
and product specifications INTERNET
characteristic and product
s characteristics
L3: DECORATE
CAKES
Read Information
Competen
 Identification sheet on no.3.3-1 Answer Self
Refer to cy-Based
of specific in Identification check
Answer Learning
decorations Actual presentation of specific no.3.3-1
appropriate Key no. Material
decorations
for sponge 3.3-1 ( CBLM),
appropriate for
and cakes INTERNET
sponge and cakes
Read Information
 Identification sheet on no.3.3-2 Answer Self Competen
of standard in Identification check Refer to cy-Based
recipes of of standard no.3.3-2 Answer Learning
icings and Actual presentation
recipes of icings Key no. Material
decorations and decorations 3.3-2 ( CBLM),
for sponge for sponge and INTERNET
and cakes cakes

Date Revised:
Revision # 01
L4: PRESENT
CAKES
Read Information
sheet on no.3.4-1 Answer Self Competen
 Selection and in Selection and check Refer to cy-Based
usage of Demonstration/applicatio usage of no.3.4-1 Answer Learning
equipment in n equipment in Key no. Material
accordance accordance with 3.4-1 ( CBLM),
with service service INTERNET
requirements requirements
 Identification Read Information

of the sheet on no.3.4-2 Competen
product in Identification Answer Self Refer to cy-Based
freshness, of the product check Answer Learning
Actual presentation no.3.4-2
appearance, freshness, Key no. Material
characteristic appearance, 3.4-2 ( CBLM),
s of prepared characteristics of INTERNET
cakes prepared cakes
Read Information
Competen
sheet on no.3.4-3 Answer Self
 Cutting portion- Refer to cy-Based
in Cutting check
controlled to Demonstration/applicatio no.3.4-3 Answer Learning
portion-
minimize the n Key no. Material
controlled to
wastage of cake 3.4-3 ( CBLM),
minimize the
INTERNET
wastage of cake
L5: STORE
Date Revised:
Revision # 01
CAKES
 Standards sheet on no.3.5-1 check Refer to cy-Based
and Demonstration/applicatio in Standards and no.3.5-1 Answer Learning
procedures of n procedures of Key no. Material
storing cake storing cake 3.5-1 ( CBLM),
products products INTERNET
Competen
Refer to cy-Based
 Storage sheet on no.3.5-2 check
Demonstration/applicatio Answer Learning
methods for in Storage no.3.5-2
n Key no. Material
cakes methods for
3.5-2 ( CBLM),
cakes
INTERNET
 OHS sheet on no.3.5-3 check Refer to cy-Based
(Occupation Competency-based in OHS no.3.5-3 Answer Learning
al Health learning materials method (Occupational Key no. Material
and Safety) Health and 3.5-3 ( CBLM),
Safety) INTERNET
C. ASSESSMENT PLAN
 Oral questioning
 Written examination
 Observation
 Demonstration (Projects)

Date Revised:
Revision # 01
D. TEACHER’S SELF-REFLECTION OF THE SESSION :
Being the Teacher in the class session, my self-reflection is that the learner/student is aware of what the class is or he/she
must have basic learning’s about the session, so that he/she can adopt gradually the discussion.
Prepared by:
Sharmaine G. Palallos
Trainer

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

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
In our efforts to standardize CBLM,

the above parts are recommended for
use in Competency Based Training
(CBT) in Technical Education and
Skills Development Authority (TESDA)
Technology Institutions. The next
sections will show you the
components and features of each part.
Bread and Pastry Date Developed: Document No. NTTA-TM1-07

Production May 2019 Issued by:
Date Revised:
February 2012
Prepare and present Developed by: ABELLANA Page 46 of 61
gateaux, tortes and Sharmaine G.
Palallos Revision # 01
cakes
Bread and Pastry Production NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
Preparing and
Prepare and produce
1. producing bakeryTRS741379
bakery products
products
Preparing and
Prepare and produce
2. producing pastry TRS741380
pastry products
products
Prepare and present Preparing and

TRS741342
3. gateaux, tortes and presenting gateaux,
cakes tortes and cakes
Prepare and display Preparing and TRS741344

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

Date Revised:
February 2012
cakes
MODULE CONTENT
UNIT OF COMPETENCY: PREPARE AND PRESENT

GATEAUX,TORTES AND CAKES
MODULE TITLE: PREPARING AND PRESENTING
GATEAUX, TORTES AND CAKES
MODULE DESCRIPTOR: The module covers the skills and knowledge required by
patissiers to produce, fill, decorate and present range
of specialized sponges and cakes, where finish,
decoration and presentation of high order is required.
NOMINAL DURATION: 25 hrs.
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
LO1. Prepare sponge and cakes
LO2. Prepare and use fillings
LO3. Decorate cakes
LO4. Present cakes
LO5. Store cakes

Date Revised:
February 2012
cakes
LEARNING OUTCOME NO. 1
PREPARE SPONGE AND CAKES

Contents:
Culinary terms related to sponge and cakes

Main ingredients used for variety of sponge and cakes
Specific temperature used for different types of sponge and cakes
Classification of the different types of sponge and cakes
Mixing methods used for variety of sponge and cakes
Cooling temperature of sponge and cakes
Required equipment and materials for sponge and cakes
Recipe specifications, techniques and conditions and desired product
characteristics
 OHS (Occupational Health and Safety)
Assessment Criteria
1. Ingredients are selected, measured and weighed according recipe

requirements, enterprise practices and customer practices
2. Required oven temperature is selected to bake goods in accordance with
desired characteristics, standard recipe specifications and enterprise
practices
3. Sponges and cakes are prepared according to recipe specifications,
techniques and conditions and desired product characteristics
4. Appropriate equipment are used according to required pastry and bakery
products and standard operating procedures
5. Sponges and cakes are cooled according to established standards and
procedures
Conditions
The participants will have access to:
 Personal Protective equipment

 Bake ware
 Small hand tools
 Large equipment
Assessment Method:

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 Direct observation
 Demonstration

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PREPARE AND USE FILLINGS

Contents:
 Identification of fillings appropriate in a specific cakes

 Identification of the required consistency and appropriate flavor of fillings
 Filling and assembling cakes according to the standard recipe
specifications
 Classification of coatings and sidings based on the required recipe
specifications and product characteristics
Assessment Criteria
1. Fillings are identified according to what specific cake it is appropriate

2. Filling are prepared and selected in accordance with required consistency
and appropriate flavors
3. Slice or layer sponge and cakes are filled and assembled according to
standard recipe specifications, enterprise practice and customer
preference
4. Coatings and sidings are selected according to the product characteristics
and required recipe specifications
Conditions
 Personal Protective Equipment

 Spatulas, wooden spoons
 Whisks, beaters
 Graters, cutting implements
 Scales, measures
 Piping bags and attachments
 Cake and sponge tins and moulds
 Commercial mixers and attachments
 Ovens
 Creams, Mousse, Custard
 Fruits, fresh and crystallized, fruit purees
 Jams, nuts
 CD’s, VHS
 Hand-outs
Assessment Method:
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 Direct observation
 Demonstration

DECORATE CAKES
Contents:
 Identification of specific decorations appropriate for sponge and cakes

 Identification of standard recipes of icings and decorations for sponge and
cakes
Assessment Criteria
1. Sponge and cakes are decorated suited to the product and occasion and
in the accordance with standard recipes and enterprise practices
2. Suitable icings and decorations are used according to standard recipes
and/or enterprise standards and customer preferences
Conditions
 Decorative tools:
 Spatula
 Parchment paper
 Piping bag
 Pastry brush
 Pastry bag
 Turntable
 Serrated knife
 Grater
 Glazes, jellies, chocolates, fresh and preserved/crystallized fruits, fruit
purees, nuts, colored/flavored sugar, fondants , butter cream, boiled icings

Assessment Method:

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 Observation
 Demonstration

PRESENT CAKES
Contents:
 Selection and usage of equipment in accordance with service

requirements
 Identification of the product freshness, appearance, characteristics of
prepared cakes
 Cutting portion-controlled to minimize the wastage of cake
Assessment Criteria
1. Sponge and cakes are presented on accordance with customers

expectations and established standards and procedures
2. Equipment are selected and used in accordance with service requirements
3. Product freshness, appearances and eating qualities are maintained in
accordance with the established standards and procedures
4. Cakes are marked or cut portion-controlled to minimize wastage and in
accordance with the enterprise specifications and customer preferences
Conditions
 Stands
 Packaging materials
 Decorative materials and equipment
 CD’s, VHS
 Hand-outs

Assessment Method:
 Observation
 Demonstration (Projects)

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STORE CAKES
Contents:
 Standards and procedures of storing cake products

 Storage methods for cakes
 OHS (Occupational Health and Safety)
Assessment Criteria
1. Cakes are stored in accordance with establishment’s standards and

procedures
2. Storage methods are identified in accordance with a product specifications
and established standards and procedures
Conditions
 Cutting materials
 Packaging materials
 Refrigerator
 Airtight containers
 Display cabinets or temperature controlled cabinets
 CD’s, VHS
 Hand-outs
Assessment Method:
 Observation
 Demonstration

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Learning Experiences
Learning Outcome 4
PRESENT CAKES
Learning Activities Special Instructions

Read Information sheet on no.3.4-1 If you have some problem on the
in Selection and usage of content of the information sheet no.
equipment in accordance with 3.4-1, don’t hesitate to approach
service requirements your facilitator. If you feel that you
are now knowledgeable on the
content of the information sheet,
you can now answer self-check
provided in the module.
Answer Self check no.3.4-1 Compare your answer to the answer
key no.3.4-1 .If you got 100%correct
answer in this self-check, you can
now move to the information sheet.
If not review the information sheet
and go over the self-check.
in Identification of the product content of the information sheet
freshness, appearance, no.3.4-2, don’t hesitate to approach
characteristics of prepared cakes your facilitator. If you feel that you

key no.3.4-2 .If you got 100%correct
in Cutting portion-controlled to content of the information sheet
minimize the wastage of cake no.3.4-3, don’t hesitate to approach
your facilitator. If you feel that you

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key no.3.4-3 .If u got 100%correct
Information Sheet 3.4-1
SELECTION AND USAGE OF EQUIPMENT IN ACCORDANCE

WITH SERVICE REQUIREMENTS
Learning Objectives:

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After reading this INFORMATION SHEET, YOU MUST be able to:
1. Identify the usage of the equipment in accordance with the service
requirements
2. Demonstrate on how to use the proper tools and equipment.
Time Duration: 25 hrs
Introduction:
Cake is a form of sweet food that is usually baked. In their oldest forms, cakes were
modifications of breads, but cakes now cover a wide range of preparations
Baking can be a lot of fun, but without the right equipment, it will only cause you a
lot of headaches.
Measuring Tools
Spoons, cups, bowls. Measuring tools in a number of different materials and sizes,
and it’s important that you have a set. You’re going to need them to measure out
your wet and dry ingredients. It might cost you a pretty penny, but you should
definitely purchase good quality ones that will last you. Some great brands to
consider are Cuisipro, King Arthur Flour, Anchor Hocking, and Pyrex.
Make sure you get a whole set of cups and spoons; you’re going to regret it if you
only purchase a quarter cup especially when you have to dump in three cups of
flour to make some bread. The same can go for spoons. Using a teaspoon to
count out three tablespoons can be a pain, especially if you end up losing track.
Baking Pans

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When putting your baked goods in the oven, you’re going to need a pan to place
them in or on. Stoneware is an excellent choice, but it does need to be preheated
for best results. Aluminum pans are another great choice. You’re going to want a
number of different pans. There are cookie sheets, brownie pans, circular pans,
square pans, rectangle pans, and specialty shapes. Don’t forget pie pans too.
Specialty pans are great for special occasions like weddings, birthdays, and so
many other parties. You can find pans in a number of different shapes from flowers
to monkeys. Take a look at your local craft store, and decide what specialty
shapes you just can’t live without. Yes, you can make money selling your baked
goods once you get good at them.
Parchment Paper
This particular baking tool has a number of different uses. You can line your pans
to keep your baked goodies from sticking, or you can lay them out on your
counters to protect that beautiful granite top from flour and sugar. It’s also a great
way to store your baked goods so they don’t dry out in your refrigerator.
Parchment paper is grease-resistant and moisture-resistant.
Wax Paper
Like parchment paper, wax paper can be used for lining baking pans or storing
baked goods so they don’t dry. The only difference between the two papers is
really the fact that wax paper has a thin wax coating on both sides, and parchment
paper is really heavy paper. Wax paper is moisture-proof and nonstick.
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Oven Thermometer
If you’ve ever used an oven, you’re probably wondering what you would need this
particular tool for. After all, ovens have dials or buttons that you push, and they’re
marked with the temperature. Right? Well, the problem is that ovens tend to
become faulty over time so it’s best to check the temperature manually. This way
you have the perfect temperature every time you bake something. Oven
temperature can make a big difference in baking so don’t consider this tool
optional.
Rubber Spatulas
Like parchment paper, this tool has different uses. You can use it to scrape bowls
so every last drop of batter ends up in the pan instead of down your sink. You can
also use them to fold your more delicate ingredients, and they’re great when
wanting to stir things gently by hand. Be sure to get them in a variety of sizes so
you have one for whatever baking fiasco you might run into.

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Icing Spatula
If you’re planning to take a course in cake decorating, you’re going to want one of
these. However, an icing spatula is quite a versatile tool. In my household, we
even use it for buttering bread and slapping mayonnaise onto a sandwich. You can
also use it for smoothing out your batter in the pan so you end up with a flatter
surface at the end (less wasted cake when you go to level it). It’s also great for
loosening your baked goods from the pan. Any baker can tell you that even with
oiling your pan, you’re going to have some slight sticking. So, plan ahead with an
icing spatula in your arsenal.
Whisk
Different shapes have different uses, which few people actually know. A balloon
whisk is great when you have to deal with lots of batter. You can also use it for
folding sometimes too. Narrower whisks are great for use in your pots and pans
when making curds and pastry creams on the stove top. You’re going to want wire
whisks and silicone-coated whisks. The silicone ones have the added bonus of
scraping the sides of bowls like a rubber spatula.

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Pastry Brush
Even if you haven’t baked before, you might have seen those smaller paint
brushes in the baking area and wondered what exactly they could be for. Brushes
like those actually have a lot of uses from brushing on BBQ sauces to applying
glazes to baked goods. The traditional style had natural or nylon bristles that shed
and held onto flavors and colors.
This made it difficult to use the same brush for cooking and baking. Now, there are
silicone brushes that don’t hold onto colors and flavors, and they don’t shed. This
means you can use that pastry brush you used for a blueberry glaze the other day
to give your Thanksgiving turkey a nice rubdown in the oven.
Bench Scraper
This tool is especially versatile. You can use it to chop up nuts or cut dough when
making large batches. You can use it to scrape down your counters so you don’t
end up with sticky dough left behind. You can also use it to scoop up ingredients to
dump into a bowl. Once you have one, you’re going to wonder how you ever did
without it.

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Mixing Bowls
Is a deep bowl that is particularly well suited for mixing ingredients together in. These
come in many materials, such as stainless steel, ceramic, glass, and plastic. If using
a handheld electric mixer rather than a standing mixer, be sure to get mixing bowls
that will be usable with such a mixer, and which have high enough sides to prevent
splatter from it.
Typically one should have at least three mixing bowls of different sizes, as it is often
necessary when baking to keep mixtures of ingredients separate. Also, prepared
dough can be stored in the refrigerator directly in the mixing bowl, so consider bowls
which can handle temperature change well and/or which have lids for such storage
(if your bowls do not have lids, plastic wrap or aluminum foil may be used to cover
them).
Mixers
If you would prefer to mix your baked goods by hand, I applaud you. Few people
mix by hand now because it can take more time and energy than most of us have
now. However, if you plan to make a lot of baked goods you probably want to
consider purchasing an electric mixer. There are two different kinds that you can
purchase – the hand mixer or the stand-up mixer.
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The hand mixer is small allowing it to be easily stored away. You simply hold it by
the handle, put it into the bowl, and turn it on. Then you just carefully move it
around without throwing your batter everywhere. Most people nowadays prefer
stand-up or table-top mixers.
Though bulkier than their handheld cousins, stand-up mixers make it easier to just
set the speed and let it do its thing. However, they are more difficult to store. More
powerful stand mixers often have special accessories for special projects like
making bread. If you plan to make a lot of bread, consider purchasing a pricier
stand mixer with dough hooks. Otherwise, you will be kneading that dough by
hand.
Cookie Cutters
As the name obviously implies, these particular tools are designed for cutting out
cookie shapes. All you have to do is roll out some dough on the counter and press
the shapes into the flat dough. These are great for making themed cookies beyond
the traditional chocolate chip or sugar cookie. Plus, you can decorate them just
like you would a specialty cake for even more fun.

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Rolling Pin
It would be impossible for you to flatten the dough of any of your baked goods
without a rolling pin. These come in handy when baking specialty-shaped cookies
or creating pizza. They come in a number of materials and sizes, and they also
have different weights. If you’re planning to make a lot of specialty cookies or
pizzas, try to get a heavier pin because the extra weight will help roll the dough out
smoother with less effort on your part.
Pastry Blender
While it might sound like something you could make a smoothie with, it’s not. This
tool is designed with five or six U-shaped steel wires attached to a handle at both
ends. These wires run parallel to each other and are usually evenly-spaced.
They’re used to cut butter into recipes, distribute fat without melting it, or even just
for preparing your dough.

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Self- Check 3.4-1
Identification
Instruction: Identify
1. ___________ It is use it to chop up nuts or cut dough when making large
batches.
2. _________This tool is designed with five or six U-shaped steel wires
attached to a handle at both ends.
3. __________These particular tools are designed for cutting out cookie
shapes.
4. __________It is a deep bowl that is particularly well suited for mixing ingredients
together in.
5. __________ An elastic network of protein.
6. __________ Mixing two or more ingredients until evenly distributed.
7. __________ Most famous chef of the early nineteenth century.

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8. __________ An identifiable or distinctive quality of a food, drink or
other substance.
9. __________ Beating vigorously to incorporate air.
10. _____ A number of different materials and sizes, and it’s
important that you have a set.

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ANSWER KEY 3.4-1
1. Bench Scraper
2. Pastry Blender
3. Cookie Cutters
4. Mixing Bowls
5. Gluten
6. Blending
7. Careme
8. Flavor
9. Whipping
10.mixing tools

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February 2012
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TASK SHEET 3.4-1
Title: BAKING TOOLS AND EQUIPMENT AND THEIR USES
Performance Objective: Demonstrate on how to use the proper tools

and equipment.
Supplies/Materials : NONE
Equipment : Match or Igniter, Oven
Steps/Procedure:
1. Hold a lighted match or igniter safely near the burner tube of
the oven.
2. At the same time push and turn the oven knob in a counter
clockwise direction towards the desired oven temperature
setting.
Reminder : Should the initial lighting fail in, turn to its “OFF” position
immediately and allow the accumulated to be dispersed before re-
ignition.
Assessment Method: Demonstration/ Application

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February 2012
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Performance Criteria Checklist 3.4-1
CRITERIA
YES NO
Did you….
Can perform this skill without supervision and without √
supervision and with initiative and adaptability to
problems.
Can perform the skill satisfactorily without assistance or √
supervision.
Can perform the skill satisfactorily but require some √
assistance and/ or supervision.
Can perform the skill satisfactorily, but requires √
considerable assistance and/or supervision.

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Information Sheet 3.4-2
IDENTIFICATION OF THE PRODUCT FRESHNESS,
APPEARANCE, CHARACTERISTICS OF PREPARED CAKES
1. Identify the freshness, appearance, characteristics of the prepare
product cakes.
2.
Introduction:
Measure freshness when developing long shelf life cakes to ensure that they
keep their freshness characteristics along shelf-life. Sometimes, customers
may have some specific requirements about cake texture. In that case, the
goal might be to reach a certain level of moistness, reduce the crumbliness
or increase the short bite. Measuring the freshness helps us see how close
we are to meeting these goals which can also be a future guide for our
product development.
A good cake should have the following characteristics Well a good cake
should have at least these of things-
1. A cake should be spongy and moist

2. a cake should have a nice frosting
3. A cake should be bake under right temperature no one like a
brunt cake or under baked cake.
4. A cake should look good,
5. A cake should be made with fresh ingredients
https://www.puratos.com/blog/how-do-you-measure-
freshness-in-cakes
Date Revised:
February 2012
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Self- Check 3.4-2

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February 2012
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Instruction: Read and analyze the statement carefully. Choose
the best answer and right the letter only in your answer sheet.
1. Which of the following ingredient is usually used in dough
that gives better tastes and flavor.
Information sheet 3.4-3

CUTTING PORTION-CONTROLLED TO MINIMIZE THE
WASTAGE OF CAKE
1.
2.
Introduction:
The bakery industry is one of the world’s major food industries and varies
widely in terms of production scale and process. Traditionally, bakery
products may be categorized as bread and bread roll products, pastry
products (e.g., pies and pasties), and specialty products (e.g., cake, biscuits,
donuts, and specialty breads). In March 2003, there were more than 7000
bakery of bakery businesses are small, having fewer than 100 employees [1].
Date Revised:
February 2012
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The bakery industry has had a relatively low growth rate. Annual industry
sales were $14.7 billion, $16.6 billion, and $17.7 billion in 1998, 2000, and
2002, respectively; the average weekly unit sales were $9,890, $10,040, and
$10,859 during the same periods. Industry sales while master bakers sell
less than 5% [1]. The principles of baking bread have been established for
several thousand years. A typical bakery process is illustrated 8.1. The
major equipment includes miller, mixer/ kneading machine, bun and bread
former, fermentor, bake ovens, cold stage, and boilers [2–4]. The main
processes are milling, mixing, fermentation, baking, and storage.
Fermentation and baking are normally operated at 408C and 160–2608C,
respectively. Depending on logistics and the market, the products can be
stored at 4–208C. Flour, yeast, salt, water, and oil/fat are the basic
ingredients, while bread improver (flour treatment agents), usually vitamin C
(ascorbic acid), and preservatives are included in the commercial bakery
production process. Flour made from wheat (e.g., hard wheats in the United
States and Canada) contains a higher protein and gluten content. Yeast is
used to introduce anaerobic fermentation, which produces carbon dioxide.
Adding a small amount of salt gives the bread flavor, and can help the
fermentation process produce bread with better volume as well as texture. A
very small quantity of vegetable oil keeps the products soft and makes the
dough easier to pass through the 271 in Figure operations in the United
States (Table 8.1) with more than 220,000 employees. More than 50%
increased 6.5%, only 1.6% ahead of the compounded rate of inflation,
according to www.bakerynet.com. Production by large plant bakers
contributes more than 80% of the market’s supply, manufacturing
processes. Another important component in production is water, which is
used to produce the dough. Good bread should have a certain good
percentage of water. Vitamin C, a bread improver, strengthens the dough
and helps it rise. Preservatives such as acetic acid are used to ensure the
freshness of products and prevent staling. The ratio of flour to water is
normally 10 : 6; while others are of very small amounts [3–6]. During the
manufacturing process, 40–508C hot water mixed with detergents is used to
wash the baking plates, molds, and trays. Baking is normally operated on a
single eight-hour shift and the production is in the early morning hours.
file:///C:/Users/AbellanaIcafe/Downloads/Bakery%20Waste
%20Treatment.pdf
BAKERY INDUSTRY WASTE SOURCES The bakery industry is one of the
largest water users in Europe and the United States. The daily water
consumption in the bakery industry ranges from 10,000 to 300,000 gal/day.
More than half of the water is discharged as wastewater. Facing increasing
stringent wastewater discharge regulations and cost of pretreatment, more
bakery manufacturers have turned to water conservation, clean technology,
and pollution prevention in their production processes. addition, other types
of pollution resulting from production are noise pollution and air pollution.
8.2.1 Noise Noise usually comes from the compressed air and the running
Date Revised:
February 2012
cakes
machines. It not only disturbs nearby residents, but can harm bakery
workers’ hearing. It is reported that sound more than 5 dB(A) above
background can be offensive to people. A survey of bakery workers’ exposure
showed that the average range is 78–85 dB(A), with an average value of 82
dB(A). Ear plugs can help to effectively reduce the suffering. Other noise
control measures include the reduction of source noise, use of noise
enclosures, reduction of reverberation, and reduction of exposure time [2,7].
8.2.2 Air Pollution The air pollution is due to emission of volatile organic
compounds (VOC), odor, milling dust, and refrigerant agent. The VOC can
be released in many operational processes including yeast fermentation,
drying processes, combustion processes, waste treatment systems, and
packaging manufacture. The milling dust comes from the leakage of flour
powder. The refrigerant comes from the emissions leakage of the cooling or
refrigeration systems. All of these can cause serious environmental
problems. The controlling methods may include treatment of VOC and odor,
avoidance of using the refrigerants forbidden by laws, and cyclic use of the
refrigerants. 8.2.3 Wastewater Wastewater in bakeries is primarily generated
from cleaning operations including equipment cleaning and floor washing. It
can be characterized as high loading, fluctuating flow and contains rich oil
and grease. Flour, sugar, oil, grease, and yeast are the major components in
the waste. The ratio of water consumed to products is about 10 in common
food industry, much higher than that of 5 in the chemical industry and 2 in
the paper and textiles industry [3,6]. Normally, half of the water is used in
the process, while the remainder is used for washing purposes (e.g., of
equipment, floor, and containers). Different products can lead to different
amounts of wastewater produced. As shown in Table 8.2, pastry production
can result in much more wastewater than the others. The values of each
item can strength than that from bread plants. The pH is in acidic to neutral
ranges, while the 5-day biochemical oxygen demand (BOD5) is from a few
hundred to a few thousand mg/L, which is much higher than that from the
domestic wastewater. The suspended solids (SS) from cake plants is very
high. Grease from the bakery industry is generally high, which results from
the production operations. The waste strength and flow rate are very much
dependent on the operations, the size of the plants, and the number of
workers. Generally speaking, in the plants with products of bread, bun, and
roll, which are termed as dry baking, production equipment (e.g., mixing
vats and baking pans) are cleaned dry and floors are swept before washing
down. The wastewater from cleanup Bakery Waste Treatment 273 Asshown
in Figure 8.1, almost every operation unit can produce wastes and
wastewaters. In Typical values for wastewater production are summarized in
Tables 8.2–8.4 [3,8,9]. vary significantly as demonstrated in Table 8.3. The
wastewater from cake plants has higher Downloaded by [Universidade de
Sao Paulo (USP) (CRUESP)] at 13:28 16 August 2016 © 2006 by Taylor &
Francis Group, LLC has low strength and mainly contains flour and grease
(Table 8.3). On the other hand, cake production generates higher strength
waste, which contains grease, sugar, flour, filling ingredients, and
Date Revised:
February 2012
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detergents. Due to the nature of the operation, the wastewater strength
changes at different operational times. As demonstrated in Table 8.3, higher
BOD5, SS, total solids (TS), and grease are observed from 1 to 3 AM, which
results from lower wastewater flow rate after midnight. Bakery wastewater
lacks nutrients; the low nutrient value gives BOD5 : N : P of 284 : 1 : 2 [8,9].
This indicates that to obtain better biological treatment results, extra
nutrients must be added to the system. The existence of oil and grease also
retards the mass transfer of oxygen. The toxicity of excess detergent used in
cleaning operations can decrease the biological treatment efficiency.
Therefore, the pretreatment of wastewater is always needed. 8.2.4 Solid
Waste Solid wastes generated from bakery industries are principally waste
dough and out-of-specified products and package waste. Solid waste is the
loss of raw materials, which may be recovered by cooking waste dough to
produce breadcrumbs and by passing cooked product onto pig farmers for
fodder.
8 Bakery Waste Treatment

J. Paul Chen, Lei Yang, and Renbi Bai National University of Singapore,
Singapore Yung-Tse Hung Cleveland State University, Cleveland, Ohio,
U.S.A.
8.1 INTRODUCTION The bakery industry is one of the world’s major food
industries and varies widely in terms of production scale and process.
Traditionally, bakery products may be categorized as bread and bread roll
products, pastry products (e.g., pies and pasties), and specialty products
(e.g., cake, biscuits, donuts, and specialty breads). In March 2003, there
were more than 7000 bakery of bakery businesses are small, having fewer
than 100 employees [1]. The bakery industry has had a relatively low growth
rate. Annual industry sales were $14.7 billion, $16.6 billion, and $17.7
billion in 1998, 2000, and 2002, respectively; the average weekly unit sales
were $9,890, $10,040, and $10,859 during the same periods. Industry sales
while master bakers sell less than 5% [1]. The principles of baking bread
have been established for several thousand years. A typical bakery process
is illustrated 8.1. The major equipment includes miller, mixer/ kneading
machine, bun and bread former, fermentor, bake ovens, cold stage, and
boilers [2–4]. The main processes are milling, mixing, fermentation, baking,
and storage. Fermentation and baking are normally operated at 408C and
160–2608C, respectively. Depending on logistics and the market, the
products can be stored at 4–208C. Flour, yeast, salt, water, and oil/fat are
the basic ingredients, while bread improver (flour treatment agents), usually
vitamin C (ascorbic acid), and preservatives are included in the commercial
bakery production process. Flour made from wheat (e.g., hard wheats in the
United States and Canada) contains a higher protein and gluten content.
Yeast is used to introduce anaerobic fermentation, which produces carbon
dioxide. Adding a small amount of salt gives the bread flavor, and can help

Date Revised:
February 2012
cakes
the fermentation process produce bread with better volume as well as
texture. A very small quantity of vegetable oil keeps the products soft and
makes the dough easier to pass through the manufacturing processes.
Another important component in production is water, which is used to
produce the dough. Good bread should have a certain good percentage of
water. Vitamin C, a bread improver, strengthens the dough and helps it rise.
Preservatives such as acetic acid are used to ensure the freshness of
products and prevent staling. The ratio of flour to water is normally 10 : 6;
while others are of very small amounts [3–6]. During the manufacturing
process, 40–508C hot water mixed with detergents is used to wash the
baking plates, molds, and trays. Baking is normally operated on a single
eight-hour shift and the production is in the early morning hours.
BAKERY INDUSTRY WASTE SOURCES The bakery industry is one of the
largest water users in Europe and the United States. The daily water
consumption in the bakery industry ranges from 10,000 to 300,000 gal/day.
More than half of the water is discharged as wastewater. Facing increasing
stringent wastewater discharge regulations and cost of pretreatment, more
bakery manufacturers have turned to water conservation, clean technology,
and pollution prevention in their production processes.
Noise Noise usually comes from the compressed air and the running
machines. It not only disturbs nearby residents, but can harm bakery
workers’ hearing. It is reported that sound more than 5 dB(A) above
background can be offensive to people. A survey of bakery workers’ exposure
showed that the average range is 78–85 dB(A), with an average value of 82
dB(A). Ear plugs can help to effectively reduce the suffering. Other noise
control measures include the reduction of source noise, use of noise
enclosures, reduction of reverberation, and reduction of exposure time [2,7].
Air Pollution The air pollution is due to emission of volatile organic
compounds (VOC), odor, milling dust, and refrigerant agent. The VOC can
be released in many operational processes including yeast fermentation,
drying processes, combustion processes, waste treatment systems, and
packaging manufacture. The milling dust comes from the leakage of flour
powder. The refrigerant comes from the emissions leakage of the cooling or
refrigeration systems. All of these can cause serious environmental
problems. The controlling methods may include treatment of VOC and odor,
avoidance of using the refrigerants forbidden by laws, and cyclic use of the
refrigerants

Date Revised:
February 2012
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Evidence Plan
Competency PREPARE AND DISPLAY PETITS FOURS
standard:
Unit of
competency:
Ways in which evidence will be collected:
Demonstration & Questioning

Observation & Questioning
[tick the column]
Third party Report
Portfolio
Written
The evidence must show that the trainee…
1.Prepare and produce bakery products
1.1 Prepare bakery products
1.2 Decorate and present bakery products
1.3Store bakery products
2. Prepare and produce pastry products
2.1Prepare pastry products
2.2 Decorate and present pastry products
2.3 Store pastry products
4. Prepare and display petits fours
4.1 Prepare iced petits fours

Date Revised:
February 2012
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4.2 Prepare fresh petits fours
4.3 Prepare marzipan petits fours
4.4 Prepare caramelized petits fours
4.5 Display petits fours
4.6 Store petits fours
5. Present desserts
5.1 Prepare and serve plated desserts
5.2 Plan, prepare and present dessert buffet
5.3 Store and package desserts
NOTE: *Critical aspects of competency

Date Revised:
February 2012
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TABLE OF SPECIFICATION
# of
Objectives/Content
Knowledge Comprehension Application items/
area/Topics
% of test
TOTAL

Date Revised:
February 2012
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Performance Test
Specific Instruction for the Candidate
Qualification
Unit of Competency
General Instruction:
Specific Instruction:

Date Revised:
February 2012
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Date Revised:
February 2012
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QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge respon
se
Extension/Reflection Questions Yes No
1.  
2.  
3.  
4.  
Safety Questions
5.  
6.  
7.  
8.  
Contingency Questions
9.  
10.  
11.  
12.  
Job Role/Environment Questions  
13.  
14.  
15.  
16.  
Rules and Regulations  
17.  
18.  
19.  
20.  
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

Date Revised:
February 2012
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Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
 Non Print Resources As per TR As per Remarks

Inventory
Resources for Skills practice of Competency #1

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

Inventory
 Equipment As per TR As per Remarks

Inventory

Date Revised:
February 2012
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Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.
Supervise
Work-Based
Learning
Date Revised:
February 2012
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FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I…? YE NO
S
1.Prepare and produce bakery products √
1.1 Prepare bakery products √
1.2Decorate and present bakery products √
1.3 Store bakery products √
2. Prepare and produce pastry products √
2.1 Prepare pastry products √
2.2 Decorate and present pastry products √
2.3 Store pastry products √
3. Prepare and present gateaux, tortes and cakes
3.1 Prepare sponge and cakes √
3.2 Prepare and use fillings √
3.3 Decorate cakes √
3.4 Present cakes √
3.5 Store cakes √
4. Prepare and display petits fours √
4.1 Prepare iced petits fours √ √

Date Revised:
February 2012
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CORE COMPETENCIES
CAN I…? YE NO
S
4.2 Prepare fresh petits fours √ √
4.3 Prepare marzipan petits fours √ √
4.4 Prepare caramelized petits fours √
4.5 Display petits fours √
4.6 Store petits fours √
5. Present desserts √
5.1 Prepare and serve plated desserts √
5.2 Plan, prepare and present dessert buffet selection or √
plating
5.3 Store and package desserts √
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

Date Revised:
February 2012
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Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
1.Prepare and A relevant certificate of Verify the authenticity of
produce bakery experience. certificate of experience of
industry.
1.1 Prepare bakery She demonstrates skill in Actual demonstration of
products preparing bakery skill trainee should get
products. 90% satisfactory
performance.
1.2 Decorate and She demonstrates skill in Actual demonstration of
present bakery decorating and presenting skill trainee should get
products bakery products 90% satisfactory
performance.
1.3Store bakery She demonstrates skill in Actual demonstration of
products storing bakery skill trainee should get
90% satisfactory
performance.
produce pastry experience. certificate of experience of
industry.
2.1Prepare pastry She demonstrates skill in Actual demonstration of
products preparing pastry products. skill trainee should get
90% satisfactory
performance.
2.2 Decorate and She demonstrates skill on Actual demonstration of
present how to decorate and skill trainee should get
pastry present pastry products. 90% satisfactory
products performance.
2.3 Store pastry She demonstrates skill in Actual demonstration of
products storing pastry products. skill trainee should get
90% satisfactory
performance.
Date Revised:
February 2012
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display petits experience. certificate of experience of
fours by calling the issuing
industry.
4.1 Prepare iced She demonstrates skill in Actual demonstration of
petits fours preparing iced petits fours skill trainee should get
90% satisfactory
performance.

Date Revised:
February 2012
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4.2 Prepare fresh She demonstrates skill in Actual demonstration of
petits fours preparing fresh petits skill trainee should get
fours 90% satisfactory
performance.
marzipan petits preparing marzipan petits skill trainee should get
fours fours 90% satisfactory
performance.
caramelized petits preparing caramelized skill trainee should get
fours petits fours 90% satisfactory
performance.
4.5 Display petits She demonstrates skill in Actual demonstration of
fours displaying petits fours skill trainee should get
90% satisfactory
performance.
4.6 Store petits She demonstrates skill in Actual demonstration of
fours storing petits fours skill trainee should get
90% satisfactory
performance.
5. Present A relevant certificate of Verify the authenticity of
desserts experience certificate of experience of
by calling the issuing
industry.
5.1 Prepare and She demonstrates skill in Actual demonstration of
serve plated preparing and serving skill trainee should get
desserts desserts 90% satisfactory
performance.
5.2 Plan, prepare She demonstrates skill in Actual demonstration of
and present planning, preparing and skill trainee should get
dessert buffet presenting buffet selection 90% satisfactory
selection or plating or plating performance.
5.3 Store and She demonstrates skill in Actual demonstration of
package desserts storing and packaging skill trainee should get
desserts 90% satisfactory
performance.

Date Revised:
February 2012
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Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

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

Competencies (Sample)
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
1.Prepare and produce 1.Prepare and 3. Prepare and
bakery products produce bakery present gateaux,
products tortes and cakes
1.1 Prepare bakery 1.1 Prepare bakery 3.1 Prepare sponge
products products and cakes
1.2 Decorate and present 1.2 Decorate and 3.2 Prepare and use
bakery products present bakery fillings
products
1.3Store bakery products 1.3Store bakery 3.3 Decorate cakes
products
2. Prepare and produce 2. Prepare and 3.4 Present cakes
pastry products produce pastry
products
2.1Prepare pastry products 2.1Prepare pastry 3.5 Store cakes
products
2.2 Decorate and present 2.2 Decorate and

pastry products present pastry
products
2.3 Store pastry products 2.3 Store pastry
products
3. Prepare and present 4. Prepare and
gateaux, tortes and cakes display petits fours
3.1 Prepare sponge and 4.1 Prepare iced
cakes petits fours
3.2 Prepare and use fillings 4.2 Prepare fresh
petits fours

Date Revised:
February 2012
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3.3 Decorate cakes 4.3 Prepare marzipan
petits fours
3.4 Present cakes 4.4 Prepare
caramelized petits
fours
3.5 Store cakes 4.5 Display petits
fours
4. Prepare and display 4.6 Store petits fours
petits fours
4.1 Prepare iced petits 5. Present desserts
fours
4.2 Prepare fresh petits 5.1 Prepare and serve
fours plated desserts
4.3 Prepare marzipan petits 5.2 Plan, prepare and
fours present dessert buffet
4.4 Prepare caramelized 5.3 Store and
petits fours package desserts
4.5 Display petits fours
4.6 Store petits fours
5. Present desserts
5.1 Prepare and serve
plated desserts
5.2 Plan, prepare and
5.3 Store and package
desserts
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Date Revised:
February 2012
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Form No. 1.4: Training Needs
Module
Gaps Title/Module of Duration (hours)
Instruction
3. Prepare and PREPARING AND 25 hours
present gateaux, PRESENTING
tortes and cakes GATEAUX, TORTES
AND CAKES
3.1 Prepare sponge
and cakes
3.2 Prepare and use
fillings
3.3 Decorate cakes
3.4 Present cakes
3.5 Store cakes

Date Revised:
February 2012
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TRAINING PLAN
Qualification: BREAD AND PASTRY PRODUCTION NC II

Date
Trainees’ Training Training Mode of Facilities/Tools Assessment
Staff Venue and
Requirements Activity/Task Training and Equipment Method
Time

Date Revised:
February 2012
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Date Revised:
February 2012
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Technical Education and Skills Development Authority
___(your institution)___
TRAINEE’S RECORD BOOK Instructions:

This Trainees’ Record Book (TRB) is intended to serve as
record of all accomplishment/task/activities while undergoing
training in the industry. It will eventually become evidence
I.D. that can be submitted for portfolio assessment and for
whatever purpose it will serve you. It is therefore important
that all its contents are viably entered by both the trainees
and instructor.
Trainee’s No._______________
The Trainees’ Record Book contains all the required
competencies in your chosen qualification. All you have to do
is to fill in the column “Task Required” and “Date
Accomplished” with all the activities in accordance with the
NAME: CHRISTINE MARIE G. PALALLOS training program and to be taken up in the school and with
the guidance of the instructor. The instructor will likewise
indicate his/her remarks on the “Instructors Remarks”
QUALIFICATION: BREAD AND PASTRY PRODUCTION NC II
column regarding the outcome of the task accomplished by
the trainees. Be sure that the trainee will personally
TRAINING DURATION : 25 hours accomplish the task and confirmed by the instructor.
It is of great importance that the content should be
written legibly on ink. Avoid any corrections or erasures and
TRAINER: SHARMAINE G. PALALLOS maintain the cleanliness of this record.
Date Revised:
February 2012
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This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and shall
form part of the permanent trainee’s document on file.
THANK YOU.
NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Date Revised:
February 2012
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Unit of Competency:
NC Level I
Learning Task/Activity Date Instructors Unit of Competency: 2 PERFORM MINOR CONSTRUCTION
Outcome Required Accomplished Remarks WORKS
 Lay out
measurements
 Cut pipe NC Level I
within the Learning Task/Activity Date Instructors
required Outcome Required Accomplished Remarks
length and
according to Perform
job piping lay
requirements outs
 Thread pipes Cut pipes
in accordance through
with standard walls and
thread floors
engagement
____________________ ______________________
__________________ ___________________ Trainee’s Signature Trainer’s
Trainee’s Signature Trainer’s Signature Signature

Date Revised:
February 2012
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Unit of Competency: 3 MAKE PIPING JOINTS AND
CONECTIONS
NC Level I
Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING
INSTALLATION AND ASSEMBLES
Fit-up
joints and
fittings for NC Level I
PVC pipe
Learning Task/Activity Date Instructor
Perform
Outcome Required Accomplishe s Remarks
threaded
d
pipe joints
and Prepare for
connections plumbing works
Caulk Install pipe and
joints\ fittings
_____________________ ______________________ Install hot and
cold water supply
Trainee’s Signature Trainer’s Signature
Install/assemble
plumbing fixtures
_____________________ ____________________

Date Revised:
February 2012
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Unit of Competency: 5 PERFORM PLUMBING REPAIR AND
MAINTENANCE WORKS
NC Level I
Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks
 Clear
clogged
pipes
clear
clogged
fixtures
______________________ ____________________

Date Revised:
February 2012
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TRAINEE’S PROGRESS SHEET
Name : JUAN DELA CRUZ Trainer :

Nominal
Qualification : Machining NC I :
Duration
Training Training Date Date Trainee’s Supervisor’s
Units of Competency Rating
Activity Duration Started Finished Initial Initial
Total
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or
simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for
the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings
Average Ratings
PREPARATI Aver
ON age
1. Workshop
layout
conforms
with the
componen
ts of a
CBT
workshop
2. Number
of CBLM is
sufficient
3. Objectives
of every
training
session is
well
explained
4. Expected
activities/
outputs
are
clarified
General
Average
Facilitate
Learning
Session
Training Activity Matrix
Venue
Facilities/Tools Date &
Training Activity Trainee Remarks
and Equipment (Workstation/ Time
Area)
Prayer
Recap of Activities 8:00 AM
All to 8:30
Unfreezing Activities AM
trainees
Feedback of Training
Rejoinder/Motivation
observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation1
day here) for the day
workstation and
will be written
activities here)
here
observations
(Specific Activities of (List down all
on the
each Trainee here) Facilities/Tools
progress of
each trainee
needed for the Workstation 2
for the day
workstation and
will be written
activities here)
here
observations
(List down all
on the
Facilities/Tools
workstation and
will be written
activities here)
here
observations
(List down all
on the
Facilities/Tools
workstation and
will be written
activities here)
here
Minutes of the Meeting Template
Minutes of the Meeting

Focus Group Discussion
Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________
4. ____________
CBT Concerns Discussions Resolutions/Agreement

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

2. Executive summary
3. Rationale
4. Objectives
5. Methodology
6. Results and discussion

This is the body of the report. It should contain the following
parts:
Data interpretation
Data analysis
Conclusion
7. Recommendation
Maintain
Training
Facilities
Template #2
HOUSEKEEPING SCHEDULE
Qualification Station/Bldg Welding (WAF)
Area/Section
In-Charge
Schedule for the 2nd Semester, 2011

Responsible
ACTIVITIES Daily Every Weekly Every Month Remarks
Person other 15th ly
Day Day
1. Clean and check welding
equipment/ accessories
from dust and oil; dry and
properly laid-out/
secured/stable
2. Clean and free welding
booths and welding
positioners from
dust/rust /gums, used Mig
wire stubs and metal
scraps
3. Clean and arrange working
tables according to floor
plan/lay-out; check
stability
4. Clean and check floor,
walls, windows, ceilings
• graffiti/dust/rust
• cobwebs and
outdated/unnecessary
objects/items
• obstructions
• any used
materials/scraps
(slugs, stubs) spilled
liquid
• open cracks (floor)
5. Clean and check work shop
ventilation and
illumination by dusting
lamps/bulbs, replacing
non-functional lamps and
keeping exhaust clean
6. Clean and check computer
set -monitor, CPU,
keyboards, mouse – free,
unnecessary markings,
dust; cables and plugs are
in order; well-arranged; all
items functional
7. Clean, inspect air
conditioning equipment:
• keep screen and filter
free from dust/rust
• Check selector knobs if
in normal positions and
are functional
• Check if drainage is OK
8. Clean, check and maintain
Tool Room
• Free of dust, not damp
• Tools in appropriate
positions/locations
• With visible
labels/signage
• Logbook and forms are
complete, in order and
updated
• Lights, ventilation – OK
10. Clean and check Rest
Room
• Urinals, bowls, wash
basins, walls and
partitions are free from
stains, dirt, oils, graffiti
Template #5
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE
EQUIPMENT CODE
LOCATION
Schedule for the Month of March
MANPOWER Daily Every Weekly Every Monthly Remarks
ACTIVITIES Other 15th
Day Day
1. Check panel board, and

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

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

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

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

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Sector : TOURISM

Qualification Title: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PREPARE AND PRESENT GATEAUX,

Module Title: PREPARING AND PRESENTING

ABELLANA TECHNICAL AND VOCATIONAL CENTER, INC.

Date Developed: Document No.

NAME: Pearly Grace D. Bastismo

Language, literacy Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Date Developed: Document No. NTTA-TM1-01

Previous BREAD AND PASTRY PRODUCTION NC II

Previous List down trainings related to BREAD AND

National Certificates acquired and NC level

Special courses NONE_________________

Learning styles a. Visual - The visual learner takes mental

often referred to as hyperactive students with

Date Developed: Document No. NTTA-TM1-01

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

Date Developed: Document No. NTTA-TM1-01

Form 1.2: Evidence of Current Competencies acquired related to

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

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

Form 1.3 Summary of Current Competencies Versus Required

Required Units of Current Training

Date Developed: Document No. NTTA-TM1-01

4. Prepare and display 4.4 Prepare

Date Developed: Document No. NTTA-TM1-01

Form No. 1.4: Training Needs

Training Needs Module Title/Module of

Preparing and presenting

3.1 Prepare sponge and cakes

Date Developed: Document No. NTTA-TM1-01

LO1. Prepare sponge and cakes

Date Developed: Document No. NTTA-TM1-01

 Main Read Information Answer Self Competen

 Specific Read Information

 Classification Read Information Answer Self Competen

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

 Identification Read Information

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

In our efforts to standardize CBLM,

Bread and Pastry Date Developed: Document No. NTTA-TM1-07

No. Unit of Competency Module Title Code

Prepare and present Preparing and

Prepare and display Preparing and TRS741344

Bread and Pastry Date Developed: Document No. NTTA-TM1-07

UNIT OF COMPETENCY: PREPARE AND PRESENT

NOMINAL DURATION: 25 hrs.

LO1. Prepare sponge and cakes

LO2. Prepare and use fillings

LO3. Decorate cakes

LO4. Present cakes

LO5. Store cakes

Bread and Pastry Date Developed: Document No. NTTA-TM1-07

PREPARE SPONGE AND CAKES