Plan Training

Session
Prepared by:

REEMA H. ISANI

DRESSMAKING
NC II
DRAFT AND CUT PATTERN FOR CASUAL APPAREL

HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome to the unit of Competency, , draft and cut pattern for casual
apparel”, is one of the competencies of DRESSMAKING NC II, A course
which comprises the knowledge, skills, and attitudes required for a
dressmakers to possess.

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CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
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Revised By: In #1
Merriam H. Gervacio
 The module, “ DRAFT AND CUT PATTERN FOR CASUAL
APPAREL”, contains training materials and activities related garments
industry.
In this module you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-Checks, Operation Sheets and
Task/Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
1. Work through all the information and complete the activities in
each section.
2. Read information sheets and complete self-check. Suggested
references and included to supplement the materials provided in
this module.
3. Most probably, your trainer will also be your supervisor or
manager. He is there to support you and show you the correct way
to do things.
4. You will be given plenty of opportunities to ask questions and
practice on the job. Make sure you practice your new skills during
regular shifts. This way, you will improve your speed, memory
and confidence.
5. Use the self-checks, operation sheets or task or job sheets at the
end of each section to test your own progress. Use the performance
criteria check list or procedural checklist located after the sheet to
check your own performance.
6. When you feel confident that you have had sufficient practice, ask
your trainer to evaluate you. The result of your assessment will be
recorded in your progress chart and Accomplishment Chart.
You need to complete this module before you can perform the next module,
Welcome guest and take the dressmaking NCll

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 TABLE OF CONTENTS

Content Page #

PLAN TRAINING SESSION ………………………………………………….. I

Cover Page ………………………………………………………………………..

How to use this Competency Based Materials …………………………..
Table of Contents …………………………..…………………………………..
Sample Data Gathering Instrument for Trainee’s Characteristics …..
Characteristics of Learner …………………………..………………………..
Plan Training Session Plan …………………………..………………………
Sample Learning Materials (CBLM) …………………………..…………….
Sample Assessment Tools (Institutional) ………………………………….
Sample Templates for Inventory of Training Resources ……………….
Training Activity Matrix …………………………..…………………………..

MAINTAIN TRAINING FACILITIES ………………………………………. II

Shop Layout …………………………..…………………………..…………….

Maintenance Schedule …………………………..……………………………
Inspection Checklist …………………………..……………………………….

Waste Segregation Plan …………………………..…………………………..

Sample Equipment Purchase Request …………………………………….

Justification in Purchasing Equipment…………………………………….
SUPERVISE WORK-BASED LEARNING …………………………………. III
Sample Training Plan
Sample Monitoring Sheet
Minutes of the Meeting Template
Sample Evaluation Form
Certificates

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Sector : GARMENTS

Qualification Title: DRESSMAKING NC II

Unit of Competency: DRAFT AND CUT PATTERN FOR CASUAL

APPAREL

Module Title: DRAFTING AND CUTTING PATTERN FOR CASUAL

APPAREL

Technical Education & Skills Development Authority

Z.C SKILLS ACADEMY INC

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, literacy Average grade in: Average grade in:

and numeracy English Math
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 Characteristics of learners

(LL&N) 95 and above 95 and above

90 to 94 90 to 94
85 to 89 85 to 89
80 to 84 80 to 84
75 to 79 75 to 79

Cultural and Ethnicity/culture:

language Ifugao
background
Igorot
Ibanag
Gaddang
Muslim
Ibaloy
Others( please specify)_____________

Education & Highest Educational Attainment:

general knowledge High School Level
High School Graduate
College Level
College Graduate
with units in Master’s degree
Masteral Graduate
With units in Doctoral Level
Doctoral Graduate
Sex Male
Female
Age Your age: 21
Physical ability Disabilities (if any)_____________________
Existing Health Conditions (Existing illness if any)
None
Asthma

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 Characteristics of learners

Heart disease ko
Anemia
Hypertension
Diabetes
Others(please specify) ___________________

Previous
experience with
the topic

Previous learning List down trainings related to TM

experience

National Certificates acquired and NC level

Training Level
completed ___________________________
___________________________

Special courses

Learning styles 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.
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 often referred to as hyperactive students with
concentration issues.
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.
Activist - Learns by having a go
Reflector - Learns most from activities where they can
watch, listen and then review what has happened.

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 Characteristics of learners

Theorist - Learns most when ideas are linked to existing

theories and concepts.
Pragmatist - Learns most from learning activities that are
directly relevant to their situation.

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

Core 1. DRAFT AND CUT PATTERN FOR CASUAL APPAREL

✓
1.1.Plan garment design
✓
1.2. take clients body measurements
✓
1.3. Draft basic / block pattern
✓
1.4. Manipulate the pattern
✓
1.5. Cut final pattern
Core 2. PREPARE AND CUT MATERIALS FOR CASUAL
APPAREL
2.1 Prepare materials ( fabrics) ✓
2.2. Lay-out and mark pattern on material
✓

2.3 Cut materials ✓

Core 3. Sew casual apparel

3.1. Prepared cut parts ✓

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CORE COMPETENCIES

CAN I…? YES NO

3.2 Prepared sewing machine for operation
✓
3.3. Sew and assemble garments parts
3.4 alter completed garment ✓

Core 4. APPLY FINISHING TOUCHES ON CASUAL

APPAREL
4.1 Apply finishing touches ✓

4.2Trim excesses threads ✓

4.3 Press finished Garments ✓

4.4 package finished garments ✓

Evidences/Proof of Current Competencies

Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation

Current competencies Proof/Evidence Means of validating

Core 1. Draft and cut pattern of casual apparel

Validated the submitted
1.1 Plan garment certificate of
copy of certificate of
design competency
employment
Validated the submitted
1.2 Take clients certificate of
copy of certificate of
body measurements competency
employment
Validated the submitted
1.3 Draft certificate of
copy of certificate of
basic/block pattern competency
employment
1.4 Manipulate certificate of Validated the submitted
pattern competency copy of certificate of
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 employment
Validated the submitted
certificate of
1.5 Cut final pattern copy of certificate of
competency
employment

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
Training
Competency/Learning Current Competencies
Gaps/Requirements
Outcomes based on CBC

Core 1. Draft and cut pattern of casual apparel

1.1 Plan garment

1.1 Plan garment design design

1.2 Take clients body 1.2 Take clients body

measurements measurements

1.3 Draft basic/block 1.3 Draft basic/block

pattern pattern

1.4 Manipulate
1.4 Manipulate pattern pattern

1.5 Cut final pattern 1.5 Cut final pattern

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 Core 2. Prepare and cut materials of casual apparel

2.1 Prepare materials 2.1 Prepare materials

(fabric) (fabric)

2.2 Lay-out and mark 2.2 Lay-out and mark

pattern on material pattern on material

2.3 Cut materials 2.3 Cut materials

Core 3. Sew casual apparel

3.1 Prepare cut parts 3.1 Prepare cut parts

3.2 Prepare sewing machine 3.2 Prepare sewing

for operation machine for operation

3.3 Sew and assemble 3.3 Sew and assemble

garment parts garment parts

3.4 Alter completed 3.4 Alter completed

garment garment

Core 4. Apply finishing touches on casual apparel

4.1 Apply finishing

4.1 Apply finishing touches touches

4.2 Trim excess threads 4.2 Trim excess threads

4.3 Press finished garment 4.3 Press finished garment

4.4 Package finished 4.4 Package finished

garment garment

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.

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Form No. 1.4: Training Needs
Training Needs Module Title/Module of
(Learning Outcomes) Instruction
Plan garments design
Draft and cut pattern for
Take client’s body measurements casual apparel
Draft basic/ block pattern
Manipulate pattern
Cut final pattern
Prepare and cut materials for
Prepare materials (fabric) casual apparel
Layout and mark pattern on material
Cut materials
Sew casual apparel
Prepare cut parts
Prepare sewing machine for operation
Apply finishing touches on
Sew and assemble garments parts casual
Alter completed garment
Apply finishing touches
Trim excess threads

Press finished garments

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 PLAN TRAINING SESSION

Sector : Garments
Qualification Title : Dressmaking NC II
Unit of Competency : Draft and cut pattern for casual apparel
Learning Outcomes: At the end of this module you MUST be able to:

LO1 Plan garment design

LO2 Take client’s body measurements
LO3 Draft basic/block pattern
LO4 Manipulate pattern
L LO5 Cut final pattern

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INTRODUCTION
This module covers the knowledge, skills and attitudes in drafting and cutting patterns of casual apparel. It
details the requirements for planning garment design, taking body measurements, drafting basic/block pattern,
manipulating and cutting final pattern.

B. LEARNING ACTIVITIES
Learning Content Methods Presentation Practice Feedback Resources Time
LO 1. Plan garment design

 Self- Read Answer self Compare your Information 1 hr

paced/Modular information check # 1.1- answers with sheets,
Types of fabrics
 Group sheet 1.1-1 of1. / Plan the answer pictures, books
Discussion plan garmentgarment design key 1.1-1.
• Demonstration design
• Interview
• Written

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LO 2. Take client’s body measurements
Body measurements are Lecture Read Self Check Compare Information 1 hr
taken based on information answer to key sheet # 1.1-3
procedures sheet # answer 1.1-3
Self-
paced/Modular
Group Discussion
Film Viewing

LO 3: Draft basic/ block pattern

Lecture Read Self Check Compare Information 1 hr

Drafting pattern tools information answer to key sheet # 1.1-4
sheet # 1.1-4 answer 1.1-4
on Table
Skirting

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 LO 4: Manipulate pattern
Procedures in Pattern Lecture Read Self Check Comp3are Information 1 hr
Making information answer to key sheet # 1.1-5
. sheet # 1.1-5 answer 1.1-5
on Cleanliness
and condition of
equipment.
C. ASSESSMENT PLAN
Written Test: Questions on knowledge such as:
Identify the Preparation of Service equipment/ utensils and supplies.
Discuss the Proper use and maintenance of service equipment and supplies; and
Performance Test: In the laboratory/ workshop, given the tools, utensils and equipment; the trainees will perform procedural
demonstration on how to:
Perform the different kinds of table napkin folding
Oral questioning: Trainees should be able to orally:
Identify the different kinds of table napkin folding,
Discuss the kinds of napkin folding.
D. TEACHER’S SELF-REFLECTION OF THE SESSION
After discussing and performing the above set of operation it made me realize how important it is to follow
procedures in each job in order to come up with a good performance based from the given standard criteria.
Module Title : Drafting and cutting pattern for casual apparel

Prepared by:
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REEMA H ISANI
DRESSMAKING NC II

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
PACKAGE

Performance Criteria Checklist

Operation/Task/Job Sheet

Self-Check Answer Key

Self-Check

Information Sheet

Learning Experiences

Learning Outcome Summary

Module
Module Content
Content
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 List
Module
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.

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 DRESSMAKING NC ll
COMPETENCY-BASED LEARNING MATERIALS

LIST OF COMPETENCIES

NO. UNIT OF COMPETENCIES MODULE TITLE CODE

1 Draft and cut pattern of Drafting and GRM743301

casual apparel cutting pattern
of casual
apparel

2 Prepare and cut materials of Preparing and GRM743302

casual apparel cutting
materials of
casual apparel

3 Sew casual apparel Sewing casual GRM743303

apparel

4 Apply finishing touches on Applying GRM743304

casual apparel finishing
touches on
casual apparel

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 MODULE CONTENT
Qualification: DRESSMAKING NC II
Unit of Competency: DRAFT AND CUT OF CASUAL APPAREL

Module Title: DRAFTING AND CUTTING OF CASUAL APPAREL

INTRODUCTION:

This module covers the knowledge and skills required in draft and cut
pattern for casual apparel”, is one of the competencies of DRESSMAKING
NC II, A course which comprises the knowledge, skills, and attitudes
required for a dressmakers to possess.
This course is designed to enhance the knowledge, skills and attitudes in
DRESSMAKING NC II in accordance with industry standards. It covers
Specialized competencies on drafting and cutting, preparing and cutting
materials Sewing and applying finishing touches for casual apparel”

This unit covers the outcome required in drafting and cutting, basic/
block pattern for casual apparel. It includes the requirements for planning
garments design, take client body measurements, Draft basic/ block
pattern, Manipulate pattern, cut final pattern.

NOMINAL DURATION: 60 Hours

LEARNING OUTCOMES:

To be able to verify that you are competent enough in this module,

you must be able to demonstrate the criteria listed below:
Assessment Criteria:

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 o Customer’s job requirements are determined in accordance with
Company’s practice
o Garments design is prepared in accordance with the clients
requirements
o Design and fabric are discussed and selected according to clients
specifications
o Special needs of the clients are incorporated into the design based on
procedures
o Measuring tools are prepared in accordance with job requirements
o Body measurements of clients are taken based on procedures
o Body measurements of clients are taken in sequence according to job
requirements and standard body measurements
o Body measurements are recorded in line with company
requirements/practice
o Drafting pattern tools are selected in accordance with job
requirements
o Basic/block pattern is drafted using appropriate equipment and customer’s specifications
o Drafted Basic/block pattern is checked for accuracy based on
customer’s specification
o Block pattern is laid out in accordance with company procedure
o Block pattern is manipulate in accordance with customers specifications
o Final pattern is labeled, filled and secured as per standard operating procedure (SOPs)
o Tools for cutting pattern are selected in accordance with job requirements
o Pattern is cut in accordance with customers specifications/Measuring

DRAFTING AND CUTTING PATTERN FOR CASUAL APPAREL

CONTENTS:

1. PLANNING GARMENTS DESIGN, TAKING BODY

MEASUREMENTS, DRAFTING BASIC /BLOCK PATTERN
AND CUTTING FINAL PATTERN
2. ASSESSMENT CRITERIA:

 CUSTOMER’S JOB REQUIREMENTS ARE DETERMINED IN

ACCORDANCE WITH COMPANY’S PRACTICE

 GARMENTS DESIGN IS PREPARED IN ACCORDANCE WITH THE
CLIENTS REQUIREMENTS

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 DESIGN AND FABRIC ARE DISCUSSED AND SELECTED
ACCORDING TO CLIENTS SPECIFICATIONS

 SPECIAL NEEDS OF THE CLIENTS ARE INCORPORATED INTO
THE DESIGN BASED ON PROCEDURES

 MEASURING TOOLS ARE PREPARED IN ACCORDANCE WITH
JOB REQUIREMENTS

 BODY MEASUREMENTS OF CLIENTS ARE TAKEN BASED ON
PROCEDURES

 BODY MEASUREMENTS OF CLIENTS ARE TAKEN IN SEQUENCE
ACCORDING TO JOB REQUIREMENTS AND STANDARD BODY
MEASUREMENTS

 BODY MEASUREMENTS ARE RECORDED IN LINE WITH
COMPANY REQUIREMENTS/PRACTICE

 DRAFTING PATTERN TOOLS ARE SELECTED IN ACCORDANCE
WITH JOB REQUIREMENTS

 BASIC/BLOCK PATTERN IS DRAFTED USING APPROPRIATE
EQUIPMENT AND CUSTOMER’S SPECIFICATIONS

 DRAFTED BASIC/BLOCK PATTERN IS CHECKED FOR
ACCURACY BASED ON CUSTOMER’S SPECIFICATION

 BLOCK PATTERN IS LAID OUT IN ACCORDANCE WITH
COMPANY PROCEDURE

 BLOCK PATTERN IS MANIPULATE IN ACCORDANCE WITH
CUSTOMERS SPECIFICATIONS

 FINAL PATTERN IS LABELED, FILLED AND SECURED AS PER
STANDARD OPERATING PROCEDURE (SOPS)

 TOOLS FOR CUTTING PATTERN ARE SELECTED IN
ACCORDANCE WITH JOB REQUIREMENTS


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  PATTERN IS CUT IN ACCORDANCE WITH CUSTOMERS
SPECIFICATIONS/MEASURING


CONDITION
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
• Table
• Chairs
3. TOOLS
• Measuring tools
• Marking tools
• Cutting tools
•

4. TRAINING MATERIALS
• Learning Packages
ASSESSMENT METHODS:

Demonstration, Interview, Portfolio, Written Test

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1. Read information sheet #1.1-1 on Preparation of
Service equipment/ utensils and supplies. 1. In this learning
outcome you shall
1. Answer self check # 1.1-1. On Preparation of be able to identify
Service equipment/ utensils and supplies. the Preparation
of Service
Compare your answer to the answer key 1.1-1.
equipment/
utensils and

supplies; and be
able to discuss
2. Watch video on the proper use
Proper use and maintenance of service equipment and and maintenance
supplies. of service
equipment and
supplies. To be
able to do this,
you should read
3. Answer guide the information
Questions on sheets provided to
maintenance of service equipment and supplies acquire the
requirements of
these objectives.
Compare answers with the model answers

5. Read information sheet # 1.1-2 on Napkin folding

Go through the
information sheets
6. Answer to self check # 1.1-2 on napkin folding and answer self-
Compare your answer to the answer key 1.1-2 checks to ensure
the knowledge in
the prepare
7. Watch video on the dining/restaurant
Proper use and maintenance of service equipment and area for service is
supplies achieved.

8. Answer guide Question on

maintenance of service equipment and supplies

Compare from key answer on

maintenance of service equipment and supplies
The outputs of your
practice of this

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 learning outcome
1. Perform Task sheet # 1.1-3 on the uses of the are the following:
table napkin
Familiarization
Evaluate performance using performance criteria and identification of
checklist 1.1-3 the:
Preparation of
Service equipment/
utensils and
2. Perform Job sheet 1.1-4 on the basic napkin supplies.
folding styles Table Napkin
Folding.
Evaluate performance using the performance
criteria checklist 1.1-4

LEARNING EXPERIENCES SPECIFIC INSTRUCTION

After doing all activities of this LO 1, which is Take Table Reservation you
may now proceed to the next LO on Prepare dining/restaurant area for
service.

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 INFORMATION SHEET 1.1-1
Take client’s
Learning Objective/s: After reading this INFORMATION SHEET, YOU
MUST be able to:
1. Identify the different cooking methods and techniques;
2. Differentiate dry cooking method from moist cooking method;
3. Discuss the different cooking methods and techniques;

Introduction
Research an Introduction about the topic

Insert pictures about the topic

Different Cooking Methods and techniques

Research about the topic

Everything that might be required for service is kept in the service

area, where preparations can be completed, and sometimes the washing up
is done. Other small stocks of cutleries, crockery, napkins and similar items
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may be kept in sideboards in the room, conveniently located for re-laying
tables.
Keep your preparation areas tidy, orderly and clean. There may be a
cleaning schedule which sets-out when floors and walls should be washed,
cupboards and shelves emptied and cleaned, etc.
MON TUE WED THUR FRI SAT
Cruet washed, Clean Polish Clean Clean Clean
dried, refilled cutlery silver side glass drinks
drawers boards cup fridge
boards
11 am Checklist
1. Relishes out (corn, onion, tomato and chili). Mustards out(French,
English, and American)
2. Popcorn machine assembled and first batch made.
3. coffee machines on
4. Hot towels machine full
5. Dessert area stocked up, dessert portion appropriate. Hot fudge
ready to serve.
6. Music on at right volume. All lights working
7. All tables set to old Orleans standard: Sugar containers clean and
full (with individual packets);salt and pepper never less than full;
8. Cutlery polished; table/table mats clean and fresh; never less than
15 white napkins; tooth pick glass full; ashtrays and matches on
smoke’s table.
9. Side boards fully stocked.

When preparing what you need, inspect each item. Return any that
are not clean to the wash up area, or wash them yourself. Take out of
service any that are damaged, e.g. china which has cracks or chips.

Your manager will tell you whether damaged items should be thrown
away or kept aside for the next stacking of equipment’s. There may be a
scheme for recording loss through breakages.
Check that stocks are sufficient and in their proper place. Order new
stocks before you run out. You may have to complete an internal order from
(sometimes called requisition), and have this signed by the manager. Follow
safety procedures for withdrawing damaged or faulty equipment from use.
Turn on equipment for making drinks, keeping food and equipment
hot or cold in time for it to reach operating temperature. Check that
refrigerators are working at the correct temperature.
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Preparing customers and dining areas

Approach your preparation tasks thoughtfully and in logical order.

Spend a few minutes counting on to a tray and polishing the entire cutlery
you need, rather than going backwards and forward between the tables and
sideboards.

Check each item is spotlessly clean before placing on table and not
chipped or damaged.

Take special care when handling a cutlery, crockery and glassware not
to touch with your fingers any surface that may come into contact with food,
drink or the customer’s mouth.

PROPER USE AND MAINTENANCE OF SERVICE EQUIPMENT AND

SUPPLIES

Quality service requires the use of appropriate utensils and

equipment, among which are the following:

PURPOSE CHINAWARES FLATWARES HOLLOWARES

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1. For  Fish plate  Fish knife and  Supreme bowl for
serving  Plate under fork for seafood cocktail
appetizers liner appetizer  Show plate as
 Escargot under liner
cocktail fork
for sea foods
cocktail
2. for soup  Soup bowl with  Soup spoon  Soup tureen if
under liner soup is served
Russian style
3. for salad  Wooden or  Salad knife  Wooden or
crystal salad and fork crystal salad
bowl with bowl containers
under liner
 Monkey dish
for side salad
4. for main  Dinner plate  Dinner knife  Platters for
course  Cereal bowls and fork serving-Family
for cereals  Steak knife Russian style
 Sizzling plates  Serving spoon  Scooper- for
for sizzling an fork vegetables
dishes  Sauce boat as
 Oval plates container for
sauces
 Chafing dishes-
container for hot
dishes in buffet
5. for serving  Bread plate  Bread knife or  Bread basket and
bread butter bread tong
spreader
6. for coffee  Cups and  Teaspoon  coffee/tea pot
or tea saucers  sugar and cream
containers

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 SELF CHECK 1.1-1

 What china wares, flat wares and hollowware will you prepare for the
following: (for 10 points)

a. appetizer
b. soup
c. salad
d. main dish
e. dessert
f. coffee

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 ANSWER KEY 1.1-1

CHINAWARES FLATWARES HOLLOWARES

1. For  Fish plate  Fish knife and  Supreme bowl
serving  Plate under fork for for seafood
appetizer liner appetizer cocktail
s  Escargot  Show plate as
cocktail fork under liner
for sea foods
cocktail

2. for soup  Soup bowl  Soup spoon  Soup tureen if

with under soup is served
liner Russian style

3. for salad Wooden or  Salad knife  Wooden or

crystal salad and fork crystal salad
bowl with bowl containers
under liner
 Monkey dish
for side salad
4. for main  Dinner plate  Dinner knife  Platters for
course  Cereal bowls and fork serving-Family
for cereals  Steak knife Russian style
 Sizzling plates  Serving spoon  Scooper- for
for sizzling an fork vegetables
dishes  Sauce boat as
 Oval plates container for
sauces
 Chafing
dishes- container
for hot dishes in
buffet
5. for serving  Bread plate  Bread knife or  Bread basket
bread butter and bread tong

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 spreader
6. for coffee  Cups and  Teaspoon  coffee/tea pot
or tea saucers  sugar and
cream containers

INFORMATION SHEET 1.1-2

Table Napkin Folding

Learning Objective/s: After reading this INFORMATION SHEET, YOU

MUST be able to
1.

The Pyramid Napkin Fold

This classy napkin folding technique
is simple, fast, and can be made
easily with most napkins. If the
napkin being used is thin and flops
easily then iron it with light starch
prior to folding and it will turn out
perfectly!

STEPS:
1. Lay the napkin face down in
front of you.

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 2. Fold the napkin in half
3.Rotate the napkin so the open
diagonally
end faces away from
you

4.Fold the right end up to meet

the far
ensuring the edge of this new
5.Repeat the foldlast
laysstep
on with the
left side, folding the left tipas
the Centerline upshown.
to
the far corner, creating a
diamond shape with a seam
running down the center.

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 6. Turn the napkin over, keeping
the open end facing away from
you.

7. Fold the napkin in half by

bringing the farthest point of the
diamond up and back to the
nearest point.

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 or
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 3. Fold the far-right corner
over to the center of. The side
that is closest to you. The
edge of this fold should run
down the center of the
napkin.

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1
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far-left corner in to rest
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alongside the previous fold.
Merriam H. Gervacio
6. Repeat the previous step on the other side, folding the left-flap out
diagonally to meet the far edge of the napkin.

The Bird Of Paradise Napkin Fold

.
This is a classic and classy napkin folding technique that
requires a stiff napkin. If you don't have any dinner napkins
made of stiff linen then a light starching should fix you right up.
STEPS:

1. Lay the napkin face

down in front of you.

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 4. Fold the napkin in half
diagonally, creating a triangle.

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 8. Fold the two "wings" that you
just made in folds 6 and 7 under

11. Pretty cool fold, isn't it? It

The you
Bishop's Hat Napkin Fold STEPS:
10.makes
This bird's
Thissitting
wonder
almost
is a around
if there
ready
classic indinner to are
fly,
napkin
butpeople
first you must give basements
it some 1. Lay the napkin face
fold,
performing but it can be
experimental difficult to line
napkin
feathers. While holding thecap.
base down in front of you.
foldsup while
the corners
the in the
rest of us Some
are
firmly starch
to keep andyour foldsmake
an can
iron together,
it easier
sleeping.
pull up the This
four fold
'flaps' be difficult
created by if
the this
to
you don't be precise while
use an iron or have afolding
napkin corners.
one.
fairly stiff napkin so be prepared to
put ...and yes I know
a few minutes intoit's not sitting
making each
or
in
one. the center of the plate, next time
I'll stay out ofCBLM’s
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 9.Fold the right-triangle to
the left, tucking its end into
the right.
or
 3. Fold the far-right corner
diagonally towards you,
Resting the point in the

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 STEPS:
1. Lay the napkin face-
down in front of you.

or
 2. Fold the napkin in
half diagonally.

3. Orient the napkin so

the open end points
away from you.

4. Fold the far-right

corner up diagonally so
that the point rests on
top of the far corner.
The edge of this new

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 flap should lay right on the center line.

1. Repeat step four on

the other side,
bringing the left-
most corner up to
meet the far
corner, creating a
diamond shape .

6. Flip the napkin

over while keeping the
open end pointing away
from you.

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 Step 4:
At one side begin rolling
the napkin

Step 5:
Continue rolling all the way
across.

Step 6:
At the back, secure the left
or point into the folded cuff.
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 SELF CHECK 1.1-2

Identify at least five napkin folding and its procedures:

1.
2.
3.
4.
5.

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 ANSWER KEY 1.1-2
1.Bishop’s Hat
1. Fold napkin bringing top to bottom.
2. Fold corners to enter line.
3. Turn napkin over and rotate ¼ turn.
4. Fold bottom edge up to top edge and flip point out from under top
fold.
5. Turn left end into pleat and forming a point on left side.
6. Turn napkin over and turn right end into pleat forming a point on
right side.
7. Open base and stand upright

2.Pyramid
1. Fold napkin in half diagonally.
2. Fold corners to meet top point.
3. Turn napkin over and fold in half.
4. Pick up at center and stand on base of triangle.

3.Fan
1. Fold napkin in half.

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2. Make ½” accordion pleats, starting at bottom.
3. Fold in half with pleating on the outside.
4. Fold upper right corner diagonally down to folded base of pleats
and turn under edge.
5. Place on table and release pleats to form fan.

4.The Rose
1. Fold all 4 corners of open napkin to center.
2. Fold new corners to the center.
3. Turn napkin over and fold all 4 corners to center.
4. Holding center firmly, reach under each corner and pull up flaps to
form petals. Reach between petals and pull flaps room underneath.

5.The Crown
1. Fold napkin in half diagonally
2. Fold corners to meet at top point.
3. Fold bottom point 2/3 way to top and fold back onto itself.
4. Turn napkin over bringing corners together, tucking one into the
other.
5. Peel two top corners to make crown.
6. Open base of fold and stand upright.

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 FOOD AND BEVERAGE SERVICES NC II
Test Questions

TEST I. MULTIPLE CHOICE

Directions: Read each question carefully. Shade the letter of the best answer.

1. Is a family standardized menu that includes juices, cereals, egg to order, breakfast
meat like bacon, sausages or ham, waffles or pancakes.
A. Breakfast Menu C. Dinner Menu
B. Cycle Menu D. Daily Menu
2. Which of the following is the list of all foods and drinks being presented to guest for
their choice?
A. Electronic table order C. Menu
B. Order slip D. POS
3. Which of the following types of menus offers a complete meal with a fixed price?
A. Table D’ Hote C. Du Jour Menu
B. A La Carte D. Cycle menu
4. What will you say to the customers or guests if you think of feel that they are ready to
order?
A. Do you want to order now sir? C. May I take your order?
B. Are you ready to order sir? D. What is your order sir?
5. What must be done as soon as the waiter sees that all of the guests are comfortably
seated?
A. Take order C. Great and welcome the guests
B. Serve the order D. Present the Menu
6. Which of the following is the proper way of presenting the Menu?
A. Present the menu at the right side of the guest with the left
hand
B. Present the menu at the right side of the guest with the right
hand

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 C. Present the menu at the left side of the guest with the left hand
D. all of the above
7. Which is the appropriate phraseologies in presenting the menu?
A. here is our menu C. May I present to you our menu
B. this is our menu D. all of the above
8. Which of the following is the appropriate phraseologies in giving suggestive selling?
A. Would you like to start with a cocktail sir/ma’am?
B. you can try our cocktail
C. do you want some cocktail
D. all of the above
9. Which of the following is the standard sequence of serving food to the guest?
A. appetizer, soup, salad, main course, dessert
B. soup, salad, appetizer, main course, dessert
C. main course, dessert, appetizer, soup, salad
D. salad, soup, main course, dessert, appetizer
10. Which of the following is not a proper way of taking guest order.
A. Write down the order in triplicate copies
B. Take the order beginning with the ladies, then the host
C. Ask the customer if he is ready to order
D. Repeat the order of the guest
11. What will you do after escorting and seating the guest at their table?
A. Unfold the napkin and place them gently on each of the guest
lap.
B. Present the menu with a pleasant smile
C. Take order cautiously
D. Make suggestive selling
12. Which of the following food can be paired with red wine?
A. beef C. fish
B. chicken D. hard cheese
13. Which of the following is also called “plate service”?
A. American service C. A La Carte Service
B. French Service D. Banquets
14. Which of the following involves tableside preparation?
A. American service C. A La Carte Service

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 B. French Service D. Banquets
15. Which of the following parts of the body will you use when pouring the wine?
A. palm C. elbow
B. wrist D. fingers
16. Serving food is done at which side of the guest?
A. right side C. A & B
B. left side D. none of the above
17. Clearing a soiled dishes is done at which side of the guest?
A. right side C. both A & B
B. left side D. none of the above
18. Beverages is served at which side of the guest?
A. right side C. both A & B
B. left side D. none of the above
19. Which of the following should be used in crumbing the table?
A. folded service towel C. Hand brush
B. Table napkin D. All of the above
20. Service tray should be carried using the ____ hand.
A. right hand C. either left or right hand
B. left hand D. both A & B
21. For tasting purposes, how many ml of wine should be poured into the wine glass of
the host?
A. 30 ml C. 90-120 ml
B. 60 ml D. 45 ml
22. What is the correct temperature of serving red wine?
A. noon temperature C. cold
B. chilled D. both A & B
23. Which of the following is a sign that a guest is intoxicated?
A. volume and speech become louder
B. eye seems glossy
C. aggressive behavior
D. all of the above
24. Which of the following is the correct phraseologies that should be applied by a wine
server before assisting a guest in opening a bottle?
A. let me open the bottle madam/sir
B. can you manage opening the wine bottle?

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 C. shall I open the bottle for you madam/sir?
D. let me asked somebody to open the bottle for you madam/sir.
25. This is also known as in-room-dinning.
A. dining room service C. banquet hall service
B. bar service D. room service
26. Checking reservation is an important of understanding, the following are information
you should check in relation to reservation, except.
A. Customer date of reservation C. Name of customer’scompanion
B. time of arrival D. Mode of payment
27. What comprises the mis-en-plus?
A. condition of tables and chairs C. Availability of the service attendant
B. sanitary linen D.Clean and sanitized table appointment
28. The following are some special need that must be address when welcoming
a customer, except.
A. alternative easy access to their table because of disability
B. high chair for PWD’s
C. Appropriate food for those with special dietary need as indicated in the
reservation book
D. Privacy for romans couple and business people
29. The following are the importance of upselling, except.
A. The guest may not be familiar with the food that the hotels
offers.
B. To encourage the guest to order a complete meal.
C. To increase sales for the day.
D. To impress the customers
30. When collecting food from the kitchen, what checks should food servers make?
A.Checking that the right meal has been prepared and any requested preferences
have
been accommodate
B. Checking if the guest is familiar with the food that the hotels
offers.
C. To check if the guest ordered a complete meal.
D. Check the sales for the day.
31. Which of the following should not be included in the process in adjusting
cutlery?

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A. Identify what needs to be removed from each cover
B. Identify what needs to be added from each cover
C. Identify what needs to be replaced from each cover
D. All of the above
32. What is the correct temperature when serving red wine?
A. Room temperature 15.5 to 18.60 to 65 Fahrenheit
B. In the wine bucket with ice
C. A only
D. Both A and B
33. What is the 3 minute check?
A. When the meal has been served to the customer it is important
service staff to revisit the table a few minute later to check that
the meal are tothe customer satisfaction.
B. Checking if the guest is ready to order
C. Checking customer’ satisfaction.
D. None of the above
34. What item can be replenished during 3 minute check?
A. More serviettes
B. Extra cutlery
C. Extra glassware
D. All of the above
35. The following are some options to resolve a food related complaints during
the 3 minute check, except.
A. Replace meal quickly
B. Allowing them to take some item from the buffet while they are
waiting
C. Providing a plate of snack including rice, salad, bread or fries
D. Suggesting the customers to transfer to other restaurant.
36. The following are the best thing to do when guest complaint, except.
A. Listen attentively and acknowledge the complaint.
B. Apologize
C. Restore the complaint briefly back to the customer to shoe you
D. Ignore the guest
37. How will you handle guest needs with restriction on allergies
A. Inquire the specific restriction.

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 B. Suggest alternatives food item
C. Observe the behavior of the guest
D. Ask if the guest have any food allergens
38. How will you handle guest with sign of intoxication requesting for
more bottles of hard drinks?
A. Suggest or offer beverage that could lower the blood alcohol content.
B. Offer hot soup.
C. Suggest carbohydrate, rich food.
D. All of the above

39. What assistance call be provided to customers as they leave

A. Pull back chair for customers
B. Get wheelchair or other aids as required
C. Thank you customer for patronage
D. All of the above
40. The following are some examples of end of service assistance, except.
A. Obtaining a taxi or other transport for guest
B. Retrieving items that have been place into safe keeping
C. Offering umbrellas
D. Requesting for tips
41. What are common methods in which customers can settle accounts?
A. Paying cash
B. Paying via credit cards through using a manual or electronic
system
C. Paying by cheque
D. All of the above
42. Explain what went wrong, the guest has given their orders and the waiter
has placed the order to the kitchen. The waiter returns to the table and
inform the guest of the house special and best seller menu items, the guest
changes their minds and canceled earlier order.
A. The waiters performed upselling and suggestive selling but at the wrong
time waiters should suggest and promote other food item in the menu during
order taking.
B. Waiter can also suggest additional food and beverage after being served
ordered food.
C. A only

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D. Both A & B
43. Which of the following should not be included in the room service tray?
A. Dinner knife and Fork C. Water goblet and high ball glass
B. Bill folder D. Wine glass
44. What are the important details needed in taking room service order?
A. Food and beverage orders C. Method of payment
B. Name of the guest D. All of the above
45. When talking to the guest on the telephone, what must be remembered?
A. Use the standard greeting.
B. Focus on impressing the guest.
C. Hang up the phone first.
D. Greet the guest by saying Hi or Hello
46. If more than one line is ringing, say:
A. I’ll put you on hold ma’am/sir.
B. You will be put on hold ma’am/sir.
C. May I put you on hold for a while?
D. Please call later ma’am/sir.
47. The following are the equipment used for room service, except.
A. Tray and trolley C. Cutlery, crockery, linen & glassware
B. Printed materials D. Dining chair and table

48. Which of the following is the best example on how to answer a call?
A. Good morning, Mr./Ms. _______. This is room service.
__________ speaking. How may I help you?
A. Good morning. This is room service. __________ speaking. How may I help
you?
B. Good morning. This is__________ speaking. How may I help you?
C. Good morning. How may I help you?
49. What must be taken into consideration when taking room service orders?
A. The person answering the call must have a good knowledge of
The menu & telephone ethics.
A. Verify the guest’s name & room number for the delivery.
B. Check that all details are correctly recorded.

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C. Serve room service orders.
50. The exact location of where trays are placed & trolleys are set-up will vary
according to circumstances depending on the equipment being used. The
following are the appropriate steps in presentation of room service food and
beverages.
Arrange the following steps according to its correct sequence.
1. Ask the guest where he would like the food service table be placed.
2. Raise the trolley wing and arrange the tableware & food in their proper
places.
3. Confirm placement of the tray depending upon the location of the guest.
4. Set up where directed, bearing safety in mind.
A. 1,2,3,4 B.1,3,2,4 C. 2,3,4,1 D. 4,3,2,1

Test II. Enumeration

Directions: Enumerate the following
1. Steps in taking Table Reservation (10 pts.)
2. Flatware used in French Table Setting
3. Glassware used in French Table Setting
4. Chinaware used in French table Setting
5. Illustrate and Label the A La Carte Table Setting (10 pts.)

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 JOB SHEET
TITLE: PERFORM THE CANDLE FAN TABLE NAPKIN FOLDING WITH
PROCEDURES
Performance Objective: Given the tools and materials in performing the
candle fan table napkin folding. You should be able to perform the following:
1. Demonstrate the fan table napkin folding
2. Follow the step by step procedure in candle fan table napkin folding
3. Perform the procedure using the correct steps
MATERIALS:
TABLE NAPKIN CLOTH
EQUIPMENT:
TABLE
STEPS:
1. Lay the napkin face-down in front of you.
2. Fold both sides in so they meet at the center. Press the folds down
well.
3. Take each of the four corners (now sitting at the center of the far and
near sides) and fold them out diagonally, pivoting at the center of the
napkin as shown.
4. Starting at one end, tightly roll the napkin half way along it’s length.
The tighter the better.
5. Accordion-fold the other side of the napkin and gather it together.
6. Fold the napkin in half with the roll in the middle.
7. Place it into your goblet of choice and you’re done! Mmmmmm,
nothing like a crappy blue napkin to demonstrate with, eh? Larger
ones look much nicer.
Assessment Method: Performance criteria checklist

or
CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
Methodology Level Date Revised: NTTA
1
January 10, 2020
Revised By: In #1
Merriam H. Gervacio
 TASK SHEET 2.1-1

Title: Take body measurements

Performance Objective: Given the materials needed, you should take client’s body
measurements
Measuring tools
Supplies :
Equipment : Tables, tape measure, foaming square,

Steps/Procedure:

1. • Waist- adjust the pants to the wearing position. Then measure

around the area where waist seams rest.
2.
3. • Hip or Seat – this is measured from the waist down 3 ½ to 4 ½
inches ( 17 ½ cm). put the tape measure around the hip, see to it that the
tape lies on the same level both in front and at the back.
4.
5. • Length or trouser outseam – this is measured along the side seam
from the waistline to the hemline or desired length.
6.
7. • Knee length – taken along the side seam from the waist to the
level of the knee.
8.
9. • Bottom – this is measured around the hemline, which will be the
desired leg opening of the pants.
10.
11. • Crotch or rise – taken at the back from the waist to the tip most
level of the chair where the person is seated on a flat bench plus 2 ½ cm.
12.
13. • Inseam or inside length – subtract the rise or crotch measurement
from the outside length.
14. Thigh – take the measurement around the thigh not to loose snugly.

Assessment Method:

Performance Criteria Checklist

or
CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
Methodology Level Date Revised: NTTA
1
January 10, 2020
Revised By: In #1
Merriam H. Gervacio
 Performance Criteria Checklist for
Task Sheet 1.2-1

Trainee’s Name: Reema Isani Date: December 20,2021

Criteria YES NO

Did you……

1. Prepare and check the needed materials /

2.Assemble the materials /

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CBLM’s on Date Developed: Document No.:
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3.properly taking the body measurements /

4. Is there creativity in the drafting and cutting pattern /

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CBLM’s on Date Developed: Document No.:
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 COMPETENCY ASSESSMENT TOOL
Evidence Plan
Competency standard:
DRESSMAKING NC II

Unit of competency: DRAFTING AND CUTTING PATTERN FOR

CASUAL APPAREL
Ways in which evidence will be collected:

Demonstration & Questioning

Observation & Questioning
[check the column]

Third party Report

Portfolio

Written
The evidence must show that the trainee…
Prepare the dining/restaurant area for service
 The trainee must know how to deliver food
items and cleaning food service area / / /
according to establishment standards
 The trainee must know to communicate
and interpersonal skills according to /
establishment standards.
 The trainee must know the roles and
responsibilities of the food service team /
according to establishment standards.
 The trainee must know how hygienic and
appropriate personal presentation /
according to establishments standards.
 The trainee must know legislative on OH & /
S*

NOTE: *Critical aspects of competency

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CBLM’s on Date Developed: Document No.:
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Merriam H. Gervacio
 TABLE OF SPECIFICATION

TABLE OF SPECIFICATION

Comprehensio
Objectives/Content Knowledge Application # of items/
n
area/Topics 10% 60% % of test
30%

Workflow structures
within a food and
beverage service 10 8 8 26/20%
location

Communication and
interpersonal skills 5 5 5 15/20%

Roles and
responsibilities in
the food service team 9 7 10 26/20%

Hygienic and 4 4 10 26/20%

appropriate personal
presentation

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CBLM’s on Date Developed: Document No.:
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 Legislation on OH &
S and food hygiene 5 5 5 15/20%

TOTAL 33 29 38 100/100%

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CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
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Merriam H. Gervacio
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response

Extension/Reflection Questions Yes No

1. Why do we need to prepare service equipment before operation? /
2. Is sanitation important? Why? /

Safety Questions
3. 5. Why do we not allow fallen utensils to set on the table? /
4. 6. Handle utensils properly. Why? /
5. 7. What safety precautions to avoid breakages? /
6. 8. Why do we need to check the condition of the utensils? /

Contingency Questions
7. 9. If you happen to break a glass what are you going to do? /
8. 10. Why do we need to check the conditions of the service utensils? /
Job Role/Environm`ent Questions
9. 13. Why it should be properly remove from service areas and safely /
transferred to the appropriate location for cleaning?
10. 14.Why you should be able to Carry plates/trays safely according to /
the hotel’s standards / Transfer foods promptly and correctly to the
appropriate service points
Rules and Regulations
11. 17. Is it necessary for a waiter to report 30 minutes before the /
operation of the restaurant? Why?
12. 18. All service equipment and utensils must be immaculately clean. /
Why?
13. 19. Why do we need to follow the standard procedures in handling /
service equipment?

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CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
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14. 20. Good personal hygiene should be practiced by all food servers /
why?
The candidate’s underpinning knowledge Satisfactory Not Satisfactory
was:

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CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
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Templates for Inventory of Training Resources
Resources for presenting instruction
Print Resources As per TR As per Remarks
Inventory
F&B TRAINING REGULATION 1 1 For
reproduction
INFORMATION SHEET 1 1 For
reproduction
REFERENCES 1 1 For
reproduction
Non Print Resources As per TR As per Remarks
Inventory
PROJECTOR 1 1 For
maintenance
COMPUTER 1 1 For
maintenance
SLIDES FILM 1 1 For
maintenance
Resources for Skills practice of Competency #1
______________________________
Supplies and Materials As per TR As per Remarks
Inventory
DETERGENT 1 1 For
replenishment
TISSUE 5 5 For
replenishment
TOOTHPICK 2 2 For
replenishment
FRESH FLOWER 1 1 For

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CBLM’s on Date Developed: Document No.:
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 replenishment
CONDIMENTS 2 2
Tools As per TR As per Remarks
Inventory
GLASSWARE 168 168 For
reproduction
CUTLERIES 348 348 For
reproduction
CHINAWARES 174 174
TRAY 2 2
Equipment As per TR As per Remarks
Inventory
Waiter station 50sq 50sq For
reproduction
Coffee maker 3 3 For
reproduction
Trolley 1 1 For repair

Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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CBLM’s on Date Developed: Document No.:
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Training Activity Matrix

1st Rotation

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

Prayer All trainees

Recap of the Sep. 12,

lesson about food Questionnaire, Learning resource 2019 For more
All trainees
and service Ball pen and paper area 8:00 AM practice
procedures to 8:30 am

Sep.12
Read information 1. Andrea R. proceed to the
Andres 2019 8:00
on Greeting and Information sheet, Learning resource next activity
2. Karen f. Ayub am-
Seating Guests ballpen, paper area
3. Rina S. Cantre 5:00PM
4. Anne s, Duran

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CBLM’s on Date Developed: Document No.:
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Merriam H. Gervacio
 Film viewing on 1. Olive B.
the assisting the Computer, October proceed to the
Gerolaga COMPUTER
guest inputting information sheet, 01, 2019 next activity
2. Gina D. Lobo RESOURCE
the table napkin ballpen, paper, 9:30-10:00
3. Erwin C. AREA
on the lap USB am
Mendoza

1.Marj L. Neri
2. Analyn
Demonstrate P.Rico Table napkin and For instutional
3. Jamie T. Practical work Sep.16,
Napkin foldings glasswares and evaluation
Samonte area 2019
drinks platewares
4. Ellen P. Umali

2nd Rotation

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

Prayer All trainees

Recap of the
October 5,
lesson about Questionnaire,
Learning 2019
the Food and All trainees Ball pen and For more practice
resource area 8:00 AM to
Service paper
8:30 am
Procedures

1. Marj H.
Neri
Greeting and
2. Analyn O.
Seating Guests, October 5, proceed to the next
Rico Information
and Seating Learning 2019 8:00 am- activity
3. Jmie T. sheet, ballpen,
Guests resource area 5:00PM
Samonte paper
effectively
4. Ellen P.
Umali

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CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
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Merriam H. Gervacio
 1.Andrea R.
Andres
2.Karen F.
Opening Ayub Computer, proceed to the next
COMPUTER October 16,
napkins and 3. Rina S. information sheet, activity
RESOURCE 2019 9:30-
Waiter service Cantre ballpen, paper,
AREA 10:00 am
4. Anne A. USB
Duran

1.Olive B.
Gerolaga
2. Gina B. Glasswares and Institutional
Institutional Lobo November, For instutional
equipment and assessment
assessment 3. Erwin C. 08,2019 evaluation
ingredients area
Mendoza

3rd Rotation

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

Prayer All trainees

Recap of the October 25,

Questionnaire,
lesson about the Learning 2019 For more
All trainees Ball pen and
Food and Service resource area 8:00 AM to practice
paper
Procedures 8:30 am

or
CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
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Merriam H. Gervacio
Greeting and 1.Olive B.
Gerolaga October 25, proceed to the
Seating Guests,
2. Gina B. Information sheet, Learning 2019 8:00 next activity
and Seating
Lobo ballpen, paper resource area am- 5:00PM
Guests effectively
3. Erwin C.
Mendoza

1.Mrg H. Neri
2.Analyn O.
Rico
3. Jamie T. Computer, November
Opening napkins Samonte COMPUTER proceed to the
information sheet, 07, 2019 next activity
and Waiter service 4. Ellen P. RESOURCE
ballpen, paper, 9:30-10:00
Umali AREA
USB am

1. Andrea R.
Andres
Pre-dinner 2. Karen F.
Ayub Glasswares and
drinks/aperitifs Practical work March, For instutional
3. Rina S. equipment and
and Serving pre- area 02,2018 evaluation
Cantre ingredients
dinner drinks
4. Anne A.
Duran

or
CBLM’s on Date Developed: Document No.:
Trainers Sep. 21, 2019 Issued by:
Methodology Level Date Revised: NTTA
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January 10, 2020
Revised By: In #1
Merriam H. Gervacio