Angelo B&P TM

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

AND CAKES
Module Title: PREPARING AND PRESENTING GATEAUX, TORTES AND

CAKES
Technical Education & Skills Development Authority

NATIONAL TVET TRAINERS ACADEMY
Marikina City
PLAN
TRAINING
SESSION
Date Developed: Document No. NTTA-TM1-01

July 2010 Issued by:
Bread and Pastry Date Revised:
February 2012 Page 2 of 250
Production NC II NTTA
Developed by:
Angelo R. Lina
Revision # 01
Sample Data Gathering Instrument for Trainee’s
Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Language, Average grade in: Average grade in:

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

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________
Education & Highest Educational Attainment:

general a. 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
h. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: _____
Developed by:
Angelo R. Lina
Revision # 01
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 TM Certificates
experience with a. TQ certified
the topic b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer
______
Previous List down trainings related to TM

learning ___________________________
experience ___________________________
___________________________
National Certificates acquired and NC level
Training Level
completed ___________________________
___________________________
Special courses Other courses related to TM

a. Units in education
b. Master’s degree units in education
c. Others(please specify)
_________________________
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order
for this kind of learner to retain
information, oral or written, presentations
of new information must contain diagrams
and drawings, preferably in color. The
visual learner can't concentrate with a lot
of activity around him and will focus better
and learn faster in a quiet study
environment.
b. Kinesthetic - described as the students in
Developed by:
Angelo R. Lina
Revision # 01
the classroom, who have problems sitting

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

Developed by:
Angelo R. Lina
Revision # 01
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I…? YES NO
1. PREPARE AND PRODUCE BAKERY PRODUCTS
1.1 Prepare bakery products /
1.2 Decorate 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 SERVE OTHER TYPES OF DESSERTS
4.1 Prepare other types of desserts /
4.2 Plan, prepare and conduct a dessert trolley /
presentation.
4.3 Store and package desserts /
CORE COMPETENCIES
CAN I…? YES NO
5. PREPARE AND DISPLAY PETITS FOURS

5.1 Prepare iced petits fours /
5.2 Prepare fresh petits fours /
5.3 Prepare marzipan petits fours /
5.4 Prepare caramelized petits fours /
5.5 Display petits fours /
5.6 Store petits fours /
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.
Evidences/Proof of Current Competencies (Sample)
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
Prepare and Oral questioning, written Interview, compare
produce bakery test, demonstration, answer to answer key,
products performance criteria
checklist
Prepare and Performance test Performance criteria
produce pastry checklist, interview
Oral questioning
products
Prepare and serve Certificate of employment, Verify the validity of the
other types of Certificate, interview,
Written test, oral
desserts compare answer to
questioning
answer key
Prepare and Oral questioning, written Interview, compare
display petit fours test, demonstration, answer to answer key,
performance criteria
checklist
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/Requirement
Outcomes based on CBC s
1. PREPARE AND PRODUCE BAKERY PRODUCTS
1.1 Prepare bakery 1.1 Prepare
products bakery
products
1.2 Decorate and present 1.2 Decorate
bakery products and present
bakery
products
1.3 Store bakery 1.3 Store
products bakery
products
2. PREPARE AND PRODUCE PASTRY PRODUCTS
2.1 Prepare pastry products 2.1 Prepare
pastry
products
2.2 Decorate and present 2.2 Decorate and
pastry products present pastry
products
2.3 Store pastry products 2.3 Store pastry
products
3. PREPARE AND PRESENT GATEAUX, TORTES AND CAKES
3.1 Prepare sponge and 3.1 Prepare sponge
cakes and cakes
3.2 Prepare and use fillings 3.2 Prepare and use

fillings
3.3 Decorate cakes 3.3 Decorate cakes
3.4 Present cakes 3.4 Present cakes
3.5 Store cakes 3.5 Store cakes
4. PREPARE AND SERVE OTHER TYPES OF DESSERTS
4.1 Prepare other types of 4.1 Prepare other
desserts types of desserts
4.2 Plan, prepare and 4.2 Plan, prepare
conduct a dessert trolley and conduct a
presentation. dessert trolley
presentation.
4.3 Store and package 4.3 Store and
desserts package desserts
5. PREPARE AND DISPLAY PETITS FOURS
5.1 Prepare iced petits fours 5.1 Prepare iced
petits fours
5.2 Prepare fresh petits fours 5.2 Prepare fresh
petits fours
5.3 Prepare marzipan petits 5.3 Prepare
fours marzipan petits
fours
5.4 Prepare caramelized 5.4 Prepare
petits fours caramelized petits
fours
5.5 Display petits fours 5.5 Display petits
fours
5.6 Store petits fours 5.6 Store petits
fours
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements.
Form No. 1.4: Training Needs
Training Needs Module Title/Module of
Instruction
(Learning Outcomes)
3.1 Prepare sponge and cakes
3.2 Prepare and use fillings
3.3 Decorate cakes 1. PREPARING AND
PRESENTING GATEAUX,
3.4 Present cakes
TORTES AND CAKES
3.5 Store cakes
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:
1. Prepare sponge and cakes
2. Prepare and use fillings
3. Decorate cakes
4. Present cakes
5. 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
Learning Content Methods Presentation Practice Feedback Resources Time

BREAD AND PASTRY July 2010
PRODUCTION NC II Issued by:
Date Revised:
PREPARE SPONGE AND February 2012 Page 12 of 250
CAKES Developed by: NTTA
Angelo R. Lina
Revision # 01
1. Culinary terms Modular/ self-paced Read Information Answer self- Compare Information 2.5
related to sponge Lecture/discussion Sheet check 3.1.1 answer with Sheet 3.1.1 hours
and cakes Group discussion 3.1.1(Culinary the answer
Brain storming terms related to key 3.1.1
sponge and
cakes )
2. Main ingredients Modular/ self-paced Answer self- Compare Information 2.5
used for variety of Lecture/discussion Read Information check 3.1.2 answer with Sheet 3.1.2 hours
sponge and cakes Group discussion Sheet 3.1.2(Main the answer
Brain storming ingredients used key 3.1.2
for variety of
sponge and cakes)

Date Revised:
Angelo R. Lina
Revision # 01
3. Specific Modular/ self-paced Read Information Answer self- Compare Information 2.5
temperature used Lecture/discussion Sheet check 3.1.3 answer with Sheet 3.1.3 hours
for different types Group discussion 3.1.3(Specific the answer
of sponge and Brain storming temperature used key 3.1.3
cakes for different types
of sponge and
cakes)
4. Classification of Modular/ self-paced Read Information Answer self- Compare Information 2.5
the different types Lecture/discussion Sheet check 3.1.4 answer with Sheet 3.1.4 hours
of sponge and Group discussion 3.1.4(Classificatio the answer
cakes Brain storming n of the different key 3.1.4
types of sponge
and cakes)
Modular/ self-paced Read Information Answer self- Compare Information 1.5
Lecture/discussion Sheet check 3.1.5 answer with Sheet 3.1.5 hours
Group discussion 3.1.5(Mixing the answer
Brain storming methods used for key 3.1.5
5. Mixing methods variety of sponge
used for variety of and cakes)
sponge and cakes Demonstration Performance task sheet 3.1.5 Evaluate Mixing 3.5
Video presentation based on the methods
View video presentation 3.1.5 hours
Performance used for
Criteria variety of
Checklist sponge and
3.1.5 cakes
7. Cooling Written/oral Questioning Read Information Answer self- Compare Information 2.5
temperature of Lecture Sheet check3.1.6 answer with Sheet 3.1.6 hours
sponge and cakes 3.1.6(Cooling the answer
temperature of key 3.1.6
sponge and cakes)
Date Revised:
Angelo R. Lina
Revision # 01
8. Required Modular/ self-paced Read Information Answer self- Compare Information
equipment and Lecture/discussion Sheet check 3.1.7 answer with Sheet 3.1.7
materials for Group discussion 3.1.7(Required the answer
sponge and cakes Brain storming equipment and key 3.1.7
materials for
sponge and cakes)
9. Recipe Modular/ self-paced Read Information Answer self- Compare Information
specifications, Lecture/discussion Sheet 3.1.8(Recipe check 3.1.8 answer with Sheet 3.1.8
techniques and Group discussion specifications, the answer
conditions and Brain storming techniques and key 3.1.8
desired product conditions and
characteristics desired product
characteristics)
10. OHS Modular/ self-paced Read Information Answer self- Compare Information
Lecture/discussion Sheet 3.1.9(OHS) check 3.1.9 answer with Sheet 3.1.9
Group discussion the answer
Brain storming key 3.1.9
C. ASSESSMENT PLAN
 Written Test
 Performance Test
D. TEACHER’S SELF-REFLECTION OF THE SESSION
 Session Evaluation
 Feedback from the learner

Date Revised:
Angelo R. Lina
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
Front Page
In our efforts to standardize CBLM, the
above parts are recommended for use
in Competency Based Training (CBT) in
Technical Education and Skills
Development Authority (TESDA)
Technology Institutions. The next
sections will show you the components
and features of each part.

BREAD AND July 2010 Issued by:
PASTRY Date Revised:
PRODUCTION NC II Developed by: NTTA
PREPARE SPONGE Angelo R. Lina
AND CAKES Revision # 01
BREAD AND PASTRY PRODUCTION NC II
List of Competencies
No. Unit of Competency Module Title Code

Prepare and produce TRS741379
bakery products Preparing and
1. producing bakery
products
Prepare and produce TRS741380
pastry products Preparing and
2. producing pastry
products
Prepare and present TRS741342
gateaux, tortes and Preparing and
3. cakes presenting gateaux,
tortes and cakes
Prepare and display TRS741344
petits fours Preparing and
4.
displaying petits fours
Present desserts TRS741343
5. Presenting desserts

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 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
3. Decorate cakes
4. Present cakes
5. Store cakes
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
6. Fillings are identified according to what specific cake it is

appropriate
7. Filling are prepared and selected in accordance with required
consistency and appropriate flavors
8. Slice or layer sponge and cakes are filled and assembled according
to standard recipe specifications, enterprise practice and customer
preference
9. Coatings and sidings are selected according to the product
characteristics and required recipe specifications
10. Sponge and cakes are decorated suited to the product and
occasion and in the accordance with standard recipes and
11. Suitable icings and decorations are used according to standard
recipes and/or enterprise standards and customer preferences
12. Sponge and cakes are presented on accordance with customers’
expectations and established standards and procedures
13. Equipment are selected and used in accordance with service
requirements
14. Product freshness, appearances and eating qualities are
maintained in accordance with the established standards and
procedures
15. Cakes are marked or cut portion-controlled to minimize wastage
and in accordance with the enterprise specifications
and customer preferences
16. Cakes are stored in accordance with establishment’s standards
and procedures
17. Storage methods are identified in accordance with a product
specifications and established standards and procedures

LEARNING OUTCOME NO. 1
Prepare Sponge and Cakes
Contents:
Terms and definitions relating to sponges and cakes.

1. Culinary terms related to sponge and cakes
2. Main ingredients used for variety of sponge and cakes
3. Specific temperature used for different types of sponge and cakes
4. Classification of the different types of sponge and cakes
5. Mixing methods used for variety of sponge and cakes
6. Cooling temperature of sponge and cakes
7. Required equipment and materials for sponge and cakes
8. Recipe specifications, techniques and conditions and desired product
characteristics
9. OHS
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
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:
1.Personal Protective equipment

2.Bake ware
3.Small hand tools
4.Large equipment
Assessment Method:
1. Oral questioning
2. Written examination
3. Direct observation
4. Demonstration

Learning Experiences
Learning Outcome 1
Prepare sponge and cakes
Learning Activities Special Instructions

1.
2.
3.
4.
5.

Information Sheet 3.1.1
CULINARY TERMS RELATED TO SPONGE AND CAKES
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Identify culinary terms related to sponge and cakes
Introduction
In this information sheet you must be able to identify different
culinary terms related to sponge and cakes.
Culinary terms related to sponge and cakes

Sponges and cakes are prepared according to recipe specifications,
techniques and conditions and desired product characteristics.
Batter
A liquid or semiliquid mixture, as of flour, milk
, and eggs, used in cooking.
Batter is used mainly for pan cakes, light
cakes, and as coating for fried foods. The word
batter comes from the old French word batte which
means to beat, as many batters require vigorous
beating or whisking in their preparations.
Butter cake
Also known as pound cake in the early years.
With the passing of time, variations were to
introduced to meet customer preferences. This cake
is used as base in making other cakes like Pineapple
Upside Down Cake and Rum Cake.
Confectioner sugar
Highly refine powdered sugar in which
cornstarch has been added for easy blending.

Gateau
A Italian word which means
cake,any of various elaborate cakes, usually layered
with cream and richly decorated
Filling
The mixture put inside a baked product as in cream filling placed in
cream puff shell.
Glaze
A glossy coating
Hybrid cake
A cross-breed of shortened and unshortened
cakes. It has the characteristics of both cakes: lightly
and spongy, as well as tender due to the presence of
fat and oil.
Method
A step-by-step procedure in making recipe
Mixing
Act of putting or blending ingredients into one mass.
Preheat
To set the oven at the required temperature in a recipe while
working on the ingredients.
Streusel
A German word for “sprinkle”. A crumbly
topping made of flour, sugar, and fat commonly
sprinkled on quick breads, cakes, and pastry.
Sponge Cake
A light porous cake, made of eggs, sugar, flour,
and flavourings traditionally without any fat
(If a cake is air-leavened, it isn't considered butter
cake even if it contains butter.)
Technique
A unique way of executing every step in a method.

Tortes A rich cake made with many eggs and lit
tle
flour and usually usually decorated or filled with cre
am, fruit, nuts, and jam.
Gateau
A Italian word which means
cake,any of various elaborate cakes, usually layered
with cream and richly decorated
Genoise (ʒeɪnˈwɑz)
Rich and delicate Italian sponge cake.
A light, buttery cake with a texture similar to sponge
cake.
A light yellow cake made with eggs and butter
and typically layered, filled, and frosted or made into
petits fours forserving.
Whip
To beat with a rotary egg beater or electric
mixer.
Baking
A dry-heat cooking method that heats food by
surrounding it with hot, dry air in a closed
environment; the term is usually used with reference
to cooking breads, pastries, vegetables, fruits and
fish to cooking breads, pastries, vegetables, fruits
and fish

Self- Check 3.1.1
MULTIPLE CHOICE: Choose the letter of the correct answer

______1. A liquid or semiliquid mixture, as of flour, milk, and eggs, used in
cooking.
A. Batter
B. Scald
C. Soak
D. Whip
______2. A dry-heat cooking method that heats food by surrounding it with
hot, dry air in a closed environment.
A. Baking
B. Brunoised
C. Genoese
D. Gateau
______3.A rich cake made with many eggs and little
flour and usually usually decorated or filled with cream, fruit, nuts, and ja
m.
A. Gateau
B. Genoese
C. Sponge cake
D. Torte
______4. An Italian word which means cake,
any of various elaborate cakes, usually layered with cream and richly decor
ated
A. Gateau
B. Genoese
C. Sponge cake
D. Torte
______5.A light porous cake, made of eggs, sugar, flour, and flavourings trad
itionally without any fat.
A. Gateau
B. Genoese
C. Sponge cake
D. Torte

ANSWER KEY 3.1.1
1. A
2. A
3. D
4. A
5. C

Main ingredients used for variety of sponge and cakes
1. Identify main ingredients used for variety of sponge and cakes,
2. classify ingredients used for variety of sponge and cakes, and
3. understand the value of having ingredients used for variety of
sponge and cakes.
Introduction
Whenever you are baking, whether it is bread, pastry, or cake, always
start with the basics (e.g., exact measurement of the ingredients, the right
kind of ingredients, etc.) then work your way to the simplest moving to the
complex ones.
Ingredients Used For Variety of Sponge and Cakes
Tougheners and Tenderizers
In general, baking ingredients can be divided into two types,
"tougheners / strengtheners" (flour, eggs) and "tenderizers / weakeners" (fat,
sugar), sometimes overlapping. In order for a recipe to bake with all of the
qualities we like, such as being tender, fluffy, moist, chewy, dense, etc.,
there needs to be a balance between the two. If one is increased, the other
must be decreased, but there's more to it than that.
Moisteners
Thins out batters and dough like Flour, Milk Solids, Instant Starch,
Gums, Egg Whites
Driers
Opposite of moistener e.g. Flour, Milk Solids, Instant Starch, Gums,
Egg Whites
Flavors
This is the additional ingredients that enhance the texture, smell, as
well as taste e.g. Salt, Sugar, Cocoa, Chocolate, Butter, Vanilla, other
flavours
Flour, Milk Solids, Egg Whites will make your cake tougher
Tougheners
or stronger
Sugar, Fats, Egg Yolks, Chocolate, Leavenings, Emulsifiers,
Tenderizers
Starches, Gums will make your cakes more tender or weaker
Moisteners Water, Liquid Milk, Liquid Eggs, Syrups, Liquid Sugars
Driers Flour, Milk Solids, Instant Starch, Gums, Egg Whites

Flavors Salt, Sugar, Cocoa, Chocolate, Butter, Vanilla, other flavours
Here are a few notes on ingredients and their role on the making of the
cake
 Dry ingredients such as flour, cocoa powder, powdered milk, etc.,
absorbs moisture that contributes to the dryness of the cake.
 Liquid ingredients like juice, milk, honey, or syrup provide extra
moisture to the cake.
 Sugar also provides moisture and tenderness.
 Fat provides tenderness.
 A pinch of salt combines the flavors of the ingredients.

Self- Check 3.1.2
IDENTIFICATION
Instructions: Write the correct answer on the space provided.
______1. An Italian word for cake
______2. This is the additional ingredients that enhance the texture, smell,
as well as taste
______3. Thins out batters and dough like Flour, Milk Solids, Instant Starch,
Gums, Egg Whites
______4. Opposite of moistener e.g. Flour, Milk Solids, Instant Starch, Gums,
Egg Whites
______5. Flour, Milk Solids, Egg Whites will make your cake tougher or
stronger

ANSWER KEY 3.1.2
1. GATEAU
2. FLAVOR
3. MOISTENERS
4. DRIERS
5. TOUGHENERS

Specific temperature used for different types of sponge and cakes
Identify specific temperature used for different types of sponge and cakes
Classify specific temperature used for different types of sponge and cakes
Introduction
In baking sponge cake the oven has to be pre heated to assure the even
distribution of heat around. This assures even browning and a volume that is
uniform on all sides. Baking temperature is from 350-400˚ for 30-35 minutes.
Specific temperature used for different types of sponge and cakes

Types of cake Time and temperature Picture
Chiffon cake Bake at 325F for about 1 hour or
until cake springs back when
lightly touched with finger.
Yellow sponge Bake at 325 ˚ to 350 ˚ F for 55-60

cake minutes.
White sponge Bake at 350 degrees for 10

cake minutes.
Cooling of the cake

As soon as the tube pan is removed from the oven, invert the tube pan
and allow to cool at room temperature. See to it that the cake hangs freely
while cooling. If the top of the cake touches the surface of the table where it is
inverted, the outer crust of the cake is likely to break. This destroys the
appearance of the cake. When the cake is completely cooled, put the tube pan
in an upright position. Then using a spatula, loosen the sides and the center
of the pan until the cake is easily removed.

Self- Check 3.1.3
IDENTIFICATION
______1. Bake at 325 ˚ to 350 ˚ F for 55-60 minutes.
_______2. Bake at 325F for about 1 hour or until cake springs back when
lightly touched with finger
_______3. Bake at 350 degrees for 10 minutes.
_______4. The process of heating the oven before the batter bake
_______5. The tool used to loosen the sides and the center of the pan until the
cake is easily removed.

Answer key 1.3
1. White sponge cake

2. Chiffon cake
3. Yellow sponge cake
4. Pre heat
5. Spatula

Information sheet 3.1.4
Classification of the different types of sponge and cakes
Identify different types of sponge and cakes
Classify different types of sponge and cakes
Introduction
Proportion of dry and liquid ingredient in cakes is important to
successful baking. It influences the volume, texture and palatability of the
product. The following are proportion of different types of unshortened cakes
(sponge cakes)
White Sponge Cake

Made with egg whites only. E.g. angel food cake, sponge roll,
meringue, method of mixing are beating, cutting, and folding.
1 cup cake flour
1 cup egg white
1 ¼ cups sugar
1 tsp. cream of tartar
¼ tsp. salt
1 tsp. flavoring
Yellow sponge cake
Made with whole eggs. (Egg whites separated from egg yolks)
E.g. sponge roll or jelly roll, sponge roll cake.
1 cup cake flour
3 tbsp. liquid
2-6 eggs
1 cup sugar
½ tsp. salt
1 tsp. flavoring
Chiffon Cake
Is a combination of shortened and sponge type cakes.
 This uses liquid shortening (hydrogenated vegetable oil not
coconut oil)

 Egg whites are separated from egg yolks.
e.g. orange chiffon cakes, vanilla chiffon cake, and orange
jelly roll.
Method of mixing- Beating, Cutting and Folding
1 cup cake flour
¼ cup liquid
¼ cup oil
3 eggs
¼ cup sugar
1 ½ tsp. salt
1 tsp. baking powder
¼ tsp. cream of tartar
1 tsp. flavoring

Self-check 3.1.4
IDENTIFICATION
______1. Is a combination of shortened and sponge type cakes.

______2. Made with whole eggs. (Egg whites separated from egg
yolks)
______3. Made with egg whites only.
______4. This uses liquid shortening (hydrogenated vegetable oil
not coconut oil)
______5. Angel food cake, sponge roll, meringue, method of mixing
are beating, cutting, and folding.

ANSWER KEY 3.1.4
1. CHIFFON CAKE
2. YELLOW SPONGE CAKE
3. WHITE SPONGE CAKE
4. CHIFFON CAKE
5. WHITE SPONGE CAKE

Mixing methods used for variety of sponge and cakes
Identify different mixing methods used for variety of sponge and cakes
Classify different mixing methods used for variety of sponge and cakes
Introduction
Batters are classified as pour or drop batters. In pour batter, the ratio
of dry ingredients to liquid ingredients is 1:1. Cakes, wafers. Pancakes, cream
puff are pour batters, while cookies and biscuits are drop batters with a ratio
of 2:1.
The purpose of properly mixing batter is to blend the ingredients well.
The four methods of mixing batters are:
1. Conventional Method
Fat is cream and sugar is added gradually. Eggs are added one at a
time to the cream mixture. Sifted flour and other dry ingredients are then
added alternately with the liquid ingredients into the creamed mixture. For
much lighter cakes, the egg whites may be separated and beaten until slightly
stiff and the batter is folded into the egg mixture.
2. Muffin Method
The dry ingredients are sifted together in one bowl. In another bow, fat
or oil is added gradually to beaten eggs. This is now added gradually to
the dry ingredients in the other bowl. Uniform mixing is done to allow a
smooth blending of ingredients.
3. One bowl method
The sifted dry ingredients are place in a bowl. A well or a hole is made
at the center. The liquid ingredients such as egg whites, oil, puree or
water are placed in the well and then blended. Mixing direction is one way
to follow the incorporation of air. Egg whites are beaten separately and
then blended with batter to create a better volume of the product.
4. Modified Convention Method
This is similar to conventional method except that egg yolks is
separated from the egg whites. The egg whites are beaten stiff and ½ of
sugar is added to it. The stiff egg white is folded into the batter. This method
is slightly similar to sponge method. The beating of egg white to stiff stage is
to incorporate more air to produce product that is light tender, and
voluminous.

Self-check 3.1.5
IDENTIFICATION
_______1. This is similar to conventional method except that egg yolks is
separated from the egg whites.
________2. The sifted dry ingredients are place in a bowl. A well or a hole is
made at the center.
________3. The dry ingredients are sifted together in one bowl. In another bow,
fat or oil is added gradually to beaten eggs
________4. Fat is cream and sugar is added gradually. Eggs are added one at a
time to the cream mixture.
_______5. The egg whites are beaten stiff and ½ of sugar is added to it. The
stiff egg white is folded into the batter

ANSWER KEY 3.1.5
1. Modified Conventional Method
2. Conventional Method
3. Muffin Method
4. One bowl method
5. Modified Conventional Method

TASK SHEET 3.1.5
Title: Mixing methods used for variety of sponge and cakes
Performance Objective: Given the tools, equipment, and recipe, you

should be able to demonstrate the different
mixing
method in preparing sponge cakes.
Supplies/Materials : 1 cup cake flour

1 cup egg white
1 ¼ cups sugar
¼ tsp. salt
1 tsp. flavoring
Wax paper
Equipment : Personal protective equipment

Industrial oven
Electrical mixer
Mixing bowl
Steps/Procedure:
1. Sift flour, salt, and half sugar 2-3 times on a piece of wax paper
2. In a clean, dry bowl, beat egg until foamy
3. Add cream of tartar to foamy egg whites while beating.
B. The remaining half of the sugar should be added not too
soon or too early.
C. Fold the dry ingredients (flour mixture ) into the meringue
(egg white mixture) without losing much air.
Assessment Method:

Observation, and performance checklist
Performance Criteria Checklist 3.1.5
CRITERIA
YES NO
Did you….
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

JOB SHEET 3.1.5
Title: White sponge
Performance Objective: Given the tools, equipment, and recipe, you

should be able to prepare white sponge according
to desired recipe.
Supplies/Materials : 1 cup cake flour

1 cup egg white
1 ¼ cups sugar
¼ tsp. salt
1 tsp. flavoring
Wax paper
Equipment : Personal protective equipment

Industrial oven
Electrical mixer
Mixing bowl
Steps/Procedure:
1. Sift flour, salt, and half sugar 2-3 times on a piece of wax paper
2. In a clean, dry bowl, beat egg until foamy
3. Add cream of tartar to foamy egg whites while beating.
4. The remaining half of the sugar should be added not too soon or
too early.
5. Fold the dry ingredients (flour mixture ) into the meringue
(egg white mixture) without losing much air.
Assessment Method:
Observation, and performance checklist

Performance Criteria Checklist 3.1.5
CRITERIA
YES NO
Did you….
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
specifications, techniques and conditions and desired
required pastry and bakery products and standard

Evidence Plan
Competency PREPARE AND PRESENT GATEAUX, TORTES AND

standard: CAKES
Unit of PREPARING AND PRESENTING GATEAUX, TORTES
competency: AND CAKES
Ways in which evidence will be collected:
Demonstration & Questioning

[tick the column]
Observation & Questioning
Written
The evidence must show that the trainee…

1. Select, measures and weights ingredients according
recipe requirements, enterprise practices and customer /
practices
2. Selects required oven temperature to bake goods in
accordance with desired characteristics, standard recipe /
specifications and enterprise practices
3. *Prepares sponges and cakes according to recipe
specifications, techniques and conditions and desired /
4. Use appropriate equipment according to required
pastry and bakery products and standard operating /
procedures
5. *Cool sponges and cakes according to established /
standards and procedures
6. Identify fillings according to what specific cake it is / /
appropriate
7. Prepares and selects filling in accordance with /
required consistency and appropriate flavors
8. *Fills and assembles slice or layer sponge and cakes
according to standard recipe specifications, enterprise /
practice and customer preference
9. Selects coatings and sidings according to the product /
characteristics and required recipe specifications
10. *Decorates sponge and cakes suited to the product
and occasion and in the accordance with standard /
recipes and enterprise practices
11. Use suitable icings and decorations according to
standard recipes and/or enterprise standards and /
customer preferences
12. *Presents sponge and cakes on accordance with
customers’ expectations and established standards and /
procedures
13. Selects and use equipment in accordance with /
service requirements
14. *Maintains product freshness, appearances and
eating in accordance with the established standards and /
procedures
15. Marks or cut portion-controls cakes to minimize
wastage and in accordance with the enterprise / /
specifications and customer preferences
16. Stores cakes in accordance with establishment’s /
17. Identify storage methods in accordance with a
product specifications and established standards and / /
procedures

NOTE: *Critical aspects of competency
Diocese of San Jose De Nueva Ecija
APO JOSE CATHOLIC EDUCATIONAL SYSTEM
OUR LADY OF THE SACRED HEART COLLEGE OF GUIMBA, INC.
Guimba, Nueva Ecija
BREAD AND PASTRY PRODUCTION NC II

INSTITUTIONAL EXAM
Name: _______________________
PART I: TRUE or FALSE
Directions: write TRUE if the statement is correct and FALSE if the statement
is incorrect.
1. Presenting bake product is as important as its product.
2. A break product should create a huge impression to its customer if it is to
be solid.
3. Tongs are used to lift breads; cake or pie servers are used to transfer
slices easily and neatly to the serving plate.
4. Indigenous containers can be used for all baked products because they
are inexpensive.
5. A paper plate used to display a cake or pie attracts bigger attention to
potential customers.
6. Plates and platters are the most common containers that are neat,
elegant and artistic.
7. An immediate showstopper in displaying a cake is the use of cake
pedestal.
8. Paper napkins and paper cups are used in serving slices of cakes, pies,
and tortes for big groups because they simplify cleaning.
9. To cut on cost, wrap cakes, pies, breads, and pastries in plastic or wax
paper before serving.
10. Sauces and frostings can be stopped on cakes or can be used to create
design around a cake or pie on the plate to create a composition.
11. Batter is a mixture of flour, liquid, butter, and eggs of pouring
consistency.
12. White sugar is highly refine sugar with cornstarch added to it.
13. Gateux is Italian word for cake

14. Sponge cakes are also known as shortened cakes.
15. The mother of all shortened cake is the pound cake.
PART II.Multiple Choices. Underline the correct answer.

1. Unshortened cakes are also called (butter, sponge, foam) types of cake
2. A (rectangular, square, tube) pan is considered an excellent baking
container for sponge cakes.
3. To assure well distribution of heat inside the even, it is a must to
(preheat, under heat, overheat) the oven before baking the cake.
4. If the crust of the cake becomes thick, hard, and dark in colour this
means that the baking temperature is (high, medium, low).
5. Cake (delicacies, specialties, varieties) are elaborate cakes for special
occasions.
6. The mixing method for the cake where dry ingredients are sifted together
in a bowl and all liquid ingredients are poured into its called the (modified
conventional, muffin, one bowl) method.
7. The mixing method for the cake where fat is creamed and sugar is added
and dry ingredients are added alternately with liquid ingredient is the
(conventional, muffin, one bowl) method.
8. If volume is the goal in making a cake then use the (creaming, beating,
stirring) techniques
9. If tenderness is the goal in cake then use the (blending, creaming, mixing)
technique.
10. (Icings, fillings, glazing’s) are sweet covering or coating in cakes.
11. Icing and (frosting, glacings, fillings) are similar in characteristics except
that the former is thinner than the latter.
12. The type of icing consisting of sugar, water, corn syrup, and butter
cooked in a double boiler is called (cream, combination, flat) type icing.
13. The type of icing consisting of shortening, confectioners’ sugar, milk
powder, egg, water, flavouring, stabilizer is (cream, combination, flat) type
icing.
14. This is sweets arrange in between layers of cake or on top of it is (fillings,
desserts, icings)
15. A wooden rotating device where a newly baked cake stands to be
decorated with icing or frosting is called a cake (pedestal, stand, turn table).
Sequencing. Arrange the steps according to their proper sequence. Write
the number on the blank before each step.

Getting ready for baking
_______ Heating and cooling
_______ Set out the tools
_______Preheat the oven
_______Work on the ingredients
_______Choose the correct pan
_______Fill in the pan
_______Read the recipe
_______Assemble the ingredients
PART III.ESSAY.
1. How does shortened cake differ from an unshortened cake?
2. What are some failures in baking cake? Cite three
3. What are the four methods of mixing cake batters? How they differ from
each other.

Answer key
PART I
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. FALSE
6. TRUE
7. FALSE
8. FALSE
9. FALSE
10. TRUE
11. TRUE
12. FALSE
13. TRUE
14. FALSE
15. FALSE
PART II
1. SPONGE
2. TUBE
3. PRE HEAT
4. HIGH
5. DELICACIES
6. CONVENTIONAL
7. MUFFIN
8. CREAMING
9. BLENDING
10. ICING
11. FILLINGS
12. COMBINATION
13. CREAM
14. FILLINGS
15. PEDESTAL

PART III
1. H
2. C
3. D
4. F
5. E
6. G
7. A
8. B
PART IV
1. Shortened cake contains fats and shortening while unshortened cake.
2. Heaviness due to loss of air, thick and dark crust due to high
temperature, prolonged baking time or too much sugar. Sticky crust due
to shortened baking or too much sugar.

TABLE OF SPECIFICATION
# of
Objectives/Content items/
Knowledge Comprehension Application
area/Topics % of
test
Culinary Terms
Related To Sponge 5 2 2 9/15%
And Cakes
Main ingredients
used for variety of 3 5 1 9/15%
sponge and cakes
Specific
temperature
used for different
types 4 2 6/10%
of sponge and
cakes
Classification of the
different types of
4 2 6/10%
sponge and cakes
Mixing methods
used for variety of 2 2 8 12/20%
sponge and cakes
Cooling
temperature of 3 3 6/10%
sponge and cakes
Required equipment
and materials for 4 2 6/10%
sponge and cakes
Recipe specifications, 1 1 1 3/5%

techniques and

conditions and
desired product
characteristics
OHS 1 1 1 3/5%
60/
TOTAL 27 20 13
1O0%

Performance Test
Specific Instruction for the Candidate
Qualification BREAD AND PASTRY PRODUCTION

NC II
PREPARE AND PRESENT
Unit of Competency GATEAUX, TORTES AND CAKES
General Instruction:
Given the tools, equipment, and recipe, you should
be able to prepare and present gateaux, tortes,
and cakes
Specific Instruction:
Perform the following tasks in accordance with establishment/industry

standards:
3. Decorate cakes
4. Present cakes
At the end of the assessment activity, your trainer will rate you whether
you are :
 Competent
 Not Yet Competent

DEMONSTRATION WITH QUESTIONING CHECKLIST
Candidate Name:
Assessor Name:
PREPARE AND PRESENT GATEAUX, TORTES AND

Unit of Competency:
CAKES
Competency Standards: BREAD AND PASTRY PRODUCTION NC II
Date of Assessment:
Time of Assessment:
Instructions for Demonstration:
Given the necessary tools, materials and equipment, you are required to create a
web layout with accepted institutional/industry standard.
Materials and Equipment:
OBSERVATION  To show if
evidence is
demonstrated
During the demonstration of skills, did the
Yes No N/A
candidate:
according recipe requirements, enterprise practices   
and customer practices
2.Requires oven temperature is selected to bake
goods in accordance with desired characteristics,
standard recipe specifications and enterprise   
practices
specifications, techniques and conditions and desired   
required pastry and bakery products and standard   
established standards and procedures   

6.Fillings are identified according to what specific
cake it is appropriate   
7.Fillings are prepared and selected in accordance
with required consistency and appropriate flavors   
8.Slice or layer sponge and cakes are filled and
assembled according to standard recipe
specifications, enterprise practice and customer   
preference
9.Coatings and sidings are selected according to the
product characteristics and required recipe   
specifications
10.Sponge and cakes are decorated suited to the
product and occasion and in the accordance with   
standard recipes and enterprise practices
11.Suitable icings and decorations are used according
to standard recipes and/or enterprise standards and   
customer preferences
12.Sponge and cakes are presented on accordance
with customers’ expectations and established   
13.Equipment are selected and used in accordance
with service requirements   
14.Product freshness, appearances and eating
qualities are maintained in accordance with the
  
15.Cakes are marked or cut portion-controlled to
minimize wastage and in accordance with the   
enterprise specifications and customer preferences
16.Cakes are stored in accordance with
establishment’s standards and procedures   
17.Storage methods are identified in accordance with
a product specifications and established standards   
and procedures
The candidate demonstration was:
Satisfactory Not Satisfactory

QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. Are ingredients select and measure according to recipe
requirements?  
2. Is sponge and cakes prepared according to recipe?  

3. Is appropriate equipment used  
4.  
Safety Questions
5. covering occupational health and safety practices  
6.  
7.  
8.  
Contingency Questions
9. situational  
10.  
11.  
12.  
Job Role/Environment Questions  
13. relate as worker  
14.  
15.  
16.  
Rules and Regulations  
17. company  
18.  
19.  
20.  
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
 Non Print Resources As per TR As per Remarks

Inventory
Resources for Skills practice of Competency #1

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

Inventory
 Equipment As per TR As per Remarks

Inventory

Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.
Supervise
Work-Based
Learning

FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I…? YE NO
S
5.
6.
7.
8.

CORE COMPETENCIES
CAN I…? YE NO
S
9.
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

Evidences/Proof of Current Competencies(Sample)
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies

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

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

Competencies (Sample)

1.

2.
3.
4.

Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs (Sample)
Module
Gaps Title/Module of Duration (hours)
Instruction
TRAINING PLAN
Qualification:
____________________________
Trainees’ Training Training
Requirements Activity/Task

Instructions:
This Trainees’ Record Book
(TRB) is intended to serve as
Technical Education and Skills
record of all
Development Authority
accomplishment/task/activities
___(your institution)___ while undergoing training in the
industry. It will eventually become
evidence that can be submitted for
TRAINEE’S RECORD BOOK 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.
I.D. The Trainees’ Record Book
contains all the required
competencies in your chosen
Trainee’s No._______________ qualification. All you have to do is
to fill in the column “Task
Required” and “Date
Accomplished” with all the
NAME: activities in accordance with the
__________________________________ training program and to be taken
_________________ up in the school and with the
guidance of the instructor. The
instructor will likewise indicate
QUALIFICATION: his/her remarks on the
PLUMBING NC II_______ “Instructors Remarks” column
regarding the outcome of the task
accomplished by the trainees. Be
TRAINING DURATION
sure that the trainee will
:____________________________
personally accomplish the task
S and confirmed by the instructor.
TRAINER: It is of great importance that
__________________________________ the content should be written
________________ legibly on ink. Avoid any
corrections or erasures and
maintain the cleanliness of this
record.
This will be collected by your
trainer and submit the same to the
Vocational Instruction Supervisor
(VIS) and shall form part of the
permanent trainee’s document on
file.

THANK YOU.

NOTES:
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________

Unit of Competency: 1 PREPARE NC Level I
PIPES FOR INSTALLATION
Learning Task/Activity Date
Outcome Required Accomplishe
NC Level I d
Learning Task/Activity Perform

Outcome Required piping lay
Accomplishe
outs
Cut pipes
 Lay out through
measurement walls and
s floors
 Cut pipe
within the
required ____________________
length and ______________________
according to Trainee’s Signature
job Trainer’s Signature
requirements
 Thread pipes
in accordance
with standard
thread
engagement
__________________
___________________
Trainee’s Signature
Trainer’s Signature
Unit of Competency: 2 PERFORM

MINOR CONSTRUCTION WORKS

Unit of Competency: 3 MAKE NC Level I
PIPING JOINTS AND CONECTIONS
Learning Task/Activity Date
Outcome Required Accomplis
NC Level I d
Learning Task/Activity Prepare for

Outcome Required plumbing works
Accomplishe
Install pipe and
fittings
Fit-up Install hot and
joints and cold water supply
fittings for Install/assemble
PVC pipe plumbing fixtures
Perform
threaded
pipe joints _____________________
and ____________________
connections Trainee’s Signature
Caulk Trainer’s Signature
joints\
_____________________
______________________
Unit of Competency: 5
PERFORM PLUMBING REPAIR
AND
MAINTENANCE
WORKS
Unit of Competency: 4 PERFORM
SINGLE UNIT PLUMBING NC Level I
INSTALL
ATION AND ASSEMBLES Learning Task/Activity Date
Outcome Required Accomplishe
d

 Clear
clogged
pipes
clear
clogged
fixtures
______________________
____________________

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

BREAD AND PASTRY PRODUCTION Date Revised:
NC II February 2012 Page 76 of 61
PREPARE SPONGE AND CAKES Developed by: NTTA
Angelo R. Lina
Revision # 01
Average Ratings
PREPARATION Average
1. Workshop layout conforms
with the components of a
CBT workshop
2. Number of CBLM is
sufficient
3. Objectives of every training
session is well explained
4. Expected activities/outputs
are clarified
General Average

Facilitate
Learning
Session

Training Activity Matrix
Venue
Facilities/Tools Date &
Training Activity Trainee Remarks
and Equipment (Workstation/ Time
Area)
Prayer

Recap of Activities 8:00 AM
All to 8:30
Unfreezing Activities AM
trainees
Feedback of Training

Rejoinder/Motivation
observations
(List down all on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation1
day here) for the day
workstation and
will be
activities here)
written 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
activities here)
written here
observations
(List down all
on the
Facilities/Tools
needed for the Workstation 3
workstation and
will be
activities here)
written here
observations
(List down all
on the
Facilities/Tools
needed for the Workstation 4
workstation and
will be
activities here)
written here

Minutes of the Meeting Template
Minutes of the Meeting

Focus Group Discussion
Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________

4. ____________
CBT Concerns Discussions Resolutions/Agreement

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

3. Rationale
4. Objectives
5. Methodology
6. Results and discussion

This is the body of the report. It should contain the following
parts:
Data interpretation
Data analysis
Conclusion
7. Recommendation

Maintain
Training
Facilities

Template #1
OPERATIONAL PROCEDURE
Equipment Type
Equipment Code
Location
Operation Procedure:

Template #2
HOUSEKEEPING SCHEDULE
Qualification Station/Bldg Welding (WAF)
Area/Section
In-Charge
Schedule for the 2nd Semester, 2011

Responsible
ACTIVITIES Daily Every Weekly Every Monthl Remarks
Person other 15th y
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
and unnecessary
objects;
• Ceilings free from
cobwebs and dangling
items
• Floor is kept dry; no
broken tiles or
protruding objects
• Equipped with dipper
and pails; properly
located after use
• Water systems is
functional: no
dripping/damaged
faucets or pipes
• Drainage system is
working, no water-
clogged areas
• No offensive odor
• Lights /Ventilation –
OK
9. Clean and check wash
area:
• Walls/Floors- –free
from oils, molds,
broken tiles, gums,
stains or graffiti
• Drainage system is
functional
• Water system
functional; no dripping

faucets or leaking pipes
• Free from unnecessary
objects (mops, rags)
10. Clean and maintain work

shop surroundings by
sweeping/ removing fallen
leaves, branches, debris
and other refuse,
impounded water, clearing
pathways of obstructions
11. Disposal of waste

materials
(Follow waste segregation
system)
Template #3
GMAW WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YES NO
Dispose segregated waste; clean garbage cans
Sweep floors; if wet, wipe dry
Wipe and clean whiteboards
Clean and arrange working tables
Clean and check mounting of machines/equipment
Before leaving, collect stubs and other welding wastes.
WEEKLY TASK YES NO

Clean posters, visual aids and update accomplishment/Progress Charts
Clean bulbs/lamps/ceilings/walls
Clean/Wash of windows/glasses/mirrors
Clean and check tools, machines, supplies, materials
Sanitize garbage receptacles
Empty water collector; clean body of Water Dispenser
MONTHLY TASK YES NO

Conduct inventory
Clean and arrange tool room
Inspect electrical system; clean cables, wires
Clean instructional materials & modules; arrange and put in order
Inspect and clean air-conditioning equipment filter; clean body

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

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

and circuit breakers’
electrical connections,
cables and outlets
 Clean and kept dry
 Parts are well-
secured/attached
 Properly labeled
2. Check Mig gun (nozzle,
contact tip, diffuser)
and ground cable:
 Clean and kept dry
 Parts are well-
secured/ attached
 Inspect for
damages and
replace parts if
necessary
3. Check adjustment
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 PRESENTING GATEAUX, TORTES

Module Title: PREPARING AND PRESENTING GATEAUX, TORTES AND

Technical Education & Skills Development Authority

Date Developed: Document No. NTTA-TM1-01

Language, Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Previous List down trainings related to TM

Special courses Other courses related to TM

Learning styles a. Visual - The visual learner takes mental

the classroom, who have problems sitting

Date Developed: Document No. NTTA-TM1-01

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

5. PREPARE AND DISPLAY PETITS FOURS

5.2 Prepare fresh petits fours /

5.3 Prepare marzipan petits fours /

5.4 Prepare caramelized petits fours /

5.5 Display petits fours /

5.6 Store petits fours /

Form 1.2: Evidence of Current Competencies acquired related to

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

3.2 Prepare and use fillings 3.2 Prepare and use

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

Date Developed: Document No. NTTA-TM1-07

No. Unit of Competency Module Title Code

Date Developed: Document No. NTTA-TM1-07

UNIT OF COMPETENCY: PREPARE AND PRESENT GATEAUX, TORTES

MODULE TITLE: PREPARING AND PRESENTING GATEAUX, TORTES AND

Date Developed: Document No. NTTA-TM1-07

6. Fillings are identified according to what specific cake it is

Date Developed: Document No. NTTA-TM1-07

Terms and definitions relating to sponges and cakes.

The participants will have access to:

1.Personal Protective equipment

Date Developed: Document No. NTTA-TM1-07

Learning Activities Special Instructions

Date Developed: Document No. NTTA-TM1-07

Culinary terms related to sponge and cakes

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

MULTIPLE CHOICE: Choose the letter of the correct answer

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Specific temperature used for different types of sponge and cakes

Yellow sponge Bake at 325 ˚ to 350 ˚ F for 55-60

White sponge Bake at 350 degrees for 10

Cooling of the cake

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07