DAVAO ORIENTAL Document Code No.

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STATE UNIVERSITY Issue Status
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“A University of excellence, innovation, and inclusion”

SYLLABUS (Specialized Courses)

Institute Of Education and Teachers Training

BTLE HE6 – SCHOOL FOOD SERVICE MANAGEMENT
1st Semester; SY 2022-2023

VISION
“A university of excellence, innovation, and inclusion”

MISSION
1. To elevate knowledge generation, utilization and distribution;
2. To promote inclusive sustainable development through research and extension-based higher quality education, technical vocational skills,
responsive to the needs of local and global community; and
3. To produce holistic, creative and inclusive human resource which are responsive and resilient to global challenges while maintaining strong
sense of nationhood.

CORE VALUES
1. God-centered and humane
2. Critical Thinking and Creativity
3. Discipline and Competence
4. Commitment and Collaboration
5. Resilience and Sustainability

GRADUATE OUTCOMES
1. Research-oriented and innovative;
2. Empowered with sense of professionalism;
3. ICT enabled;
4. Effective communicator; and
5. Endowed with Filipino and universal values.
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INSTITUTE GOAL/S:
It shall be the main concern of the Institute of Education and Teacher Training to produce holistically developed teachers who are responsive and
committed to the overall growth and progress of one’s society through appropriate effective instruction, research, extension and production activities.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) IN RELATION TO THE COLLEGE MISSION

PROGRAM EDUCATIONAL OBJECTIVES (PEO) COLLEGE MISSION

The Bachelor of Technology and Livelihood Education major in Home Economics graduates shall: 1 2 3
1. Demonstrate the competencies required of the Philippines TVET Trainers-Assessors Qualification Framework (PTTQF);   

2. Demonstrate broad, meaningful and coherent knowledge and skills in any of the specific fields in technical and vocational   
education;
3. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical teacher   
education;
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;   

5. Manifest a deep and principled understanding of the learning process and the role of the teacher in facilitating these   
processes in these processes in their students;
6. Show a deep and principles understanding of how educational processes relate to larger historical, social, cultural and   
political processes;
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials   
development, educational assessment and teaching approaches); and
8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the   
content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching
knowledge, skills and practices.
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STUDENT OUTCOMES (SO) IN RELATION TO THE PROGRAM EDUCATIONAL OBJECTIVES (PEO)

STUDENT OUTCOMES (SO) PROGRAM EDUCATIONAL

OUTCOMES (PEO)
Upon the completion of the program, The Bachelor of Technology and Livelihood Education 1 2 3 4 5 6 7 8
major in Home Economics students shall:
1. Conduct technical training and competency assessment; 
2. Design and develop curriculum, courses and instructional materials; 
3. Supervise and mentor technical students; 
4. Extend the body of knowledge in the field of technical-vocational education and training; 
5. Demonstrate competence and mastery in meaningfully teaching EPP/TLE; 
6. Facilitate the teaching-learning of EPP/TLE; 
7. Relate lesson with other lessons sin the course and with other disciplines; 
8. Demonstrate competence in applying specialized knowledge and skills with confidence; 
9. Demonstrate mastery in teaching EPP/TLE/; 
10. Develop one’s own teaching strategies to attain learning outcomes; 
11. Reflect in teaching strategies and skills to continuously improve on them; 
12. Communicate ideas clearly and accurately in oral and written form; 
13. Make sound judgment and decision after critical evaluation of ideas; 
14. Facilitate learning by applying time-tested principles of learning; 
15. Employ interactive, collaborative, integrative and reflective teaching-learning activities; 
16. Teach based on sound principles and philosophies of education; 
17. Relate teaching-learning to the historical, social, cultural and political context; 
18. Show how historical, social, cultural and political processes impact on teaching-learning; 
19. Use varied teaching approaches and strategies relevant to EPP/TLE; 
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20. Implement effectively the curriculum and assess its relevance and responsiveness to the 
needs of the clientele;
21. Observe alignment of outcomes, teaching-learning activities and assessment tasks in lesson 
planning;
22. Use appropriate traditional and authentic assessment tools to assess learning and to inform 
instruction;
23. Utilize varied and appropriate instructional technology to facilitate and enrich instruction; 
24. Integrate principles of teaching and learning, theories on human development and social 
context of learner for relevant and effective teaching;
25. Practice reflective teaching; and 
26. Adapt innovative learning practices. 

COURSE INFORMATION
1. COURSE NUMBER : BTLE HE 6
2. COURSE TITLE : School Food Service Management
3. PRE-REQUISITE : NONE
4. CO-REQUISITE : NONE
5. NUMBER OF UNITS : 3 units
6. CONTACT HOURS : 18 weeks
7. COURSE DESCRIPTION : This is a course on the application of principles of food, preparation and services on the management of
School Cafeteria.

COURSE LEARNING OUTCOMES (CLO)

CLO1 Discuss the different principles of School Food Service Management relating to similar core areas of Technology and Livelihood
Education;
CLO2 Develop performance independently or collaboratively through laboratory works and activities.
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CLO3 Demonstrate skills in different aspects of the School Food Services Management including operations in food preparations, ensuring
cleanliness and safety.

ALIGNMENT OF COURSE LEARNING OUTCOMES (CLO) TO STUDENT OUTCOMES (SO)

Course Learning Level Student Outcomes (SO) Course Outcomes Proficiency

Outcomes (CLO) Satisfied Assessment Through
CLO1 I, E 1-6 Oral Recitation, Written Test, Projects and Performance-Based Assessment
CLO2 E, D 7-17 Oral Recitation, Written Test, Projects and Performance-Based Assessment
CLO3 E, D 18-26 Oral Recitation, Written Test, Projects and Performance-Based Assessment
Legend: Level
/ I / = Introductory Course. This course introduces students to the SO.
/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO

COURSE OUTLINE

Time Topic/Task Desired Learning Outcomes Teaching and Satisfied Student

Frame (DLO) Learning Course Assessment
(by week) Activities Learning
(TLAs) Outcomes
(CLO)
Week INTRODUCTION At the end of the course, the
1 National and Regional Goals; students must have:
• Been acquainted and
Davao Oriental State University familiarize the national and
Vision, Mission, Department goals regional goals; the University
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Objectives, Grading system, Vision and Mission; Face to face Orientation

Classroom Policies and leveling of Department goals and
the expectation of the Course objectives;
Syllabus, Gender and Development • Applied classroom
Program, and Non-use of Plastic policies and
Policy • Been oriented with the
contents, grading system and
expectations in the course.
• Been oriented with GAD
• Been oriented with non-
use of plastic policy.

WEEK 2 1.Introduction to School Food At the end of the lesson the Reporting
Service Management students will able to; Discussion CLO1 Quiz
a. Explain the role and Oral questioning
- Importance of school food significance of school food service CLO2 Rubric for reporting
service management management.
b. Describe the historical CLO3 Assignment
- Historical overview of school development and evolution of
cafeteria systems school cafeteria systems.
c. Discuss the relationship
between quality nutrition and
student performance.

At the end of the lesson the Reporting Quiz/Assignment

WEEK 2. Food Safety and Sanitation student will be able to;
3-4 Interactive Discussion
- Principles of food safety and a. Identify the principles of food Rubrics for Poster
sanitation safety and sanitation. Poster making with the Making
CLO1
b. discuss proper food handling, theme of the awareness on
- Implementation of HACCP storage, and preparation food handling. Rubric for reporting
(Hazard Analysis and Critical techniques.
Control Points) c. Describe the Hazard Analysis Oral questioning CLO2
and Critical Control Points
- Proper handling, storage, and (HACCP) system. CLO3
preparation of food d. Explain the importance of
- Cleaning and sanitizing
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procedures cleaning and sanitizing procedures

in food service operations.
3. Menu Planning and Nutritional
WEEK Guidelines At the end of the lesson the CLO1 Quiz
5-6 - Dietary guidelines for school students will be able to; Reporting Assignment
meals a. discuss dietary guidelines for Discussion CLO2
school meals. Rubric for menu
- Balancing nutrition and student b. states well-balanced menus Creating one week menu CLO3 planning
preferences considering nutritional planning
- Special dietary needs (e.g., requirements.
allergies, religious restrictions) c. suggests special dietary needs Research special dietary Rubric for reporting
- Menu development strategies such as allergies and religious needs for allergy and
and tools restrictions. religious restriction
d. discuss menu development
strategies and tools effectively.
Learning Assessment
(Preliminary Examination)
Week 4. Procurement and Inventory At the end of the lesson the
7-9 Management student will be able to:
- Vendor selection and
management a. describe vendor selection and Reporting Quiz
management
- Food purchasing and cost Discussion Assignment
control b. discuss food purchasing and
cost control
CLO2
Oral questioning
- Inventory management and Rubric for reporting
control c. explain inventory management
and control
- Sustainable and local sourcing CLO3
practices d. states sustainable and local
sourcing practices
. Food Production and Preparation At the end of the lesson the
Week 10-13 student will be able to: Rubric for reporting
- Kitchen organization and Reporting CLO2
workflow a.explain kitchen organization and Quiz
workflow Discussion CLO3
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- Standard recipes and portion b. discuss standard recipe and Assignment

control portion control Oral questioning
c. determine cooking method and Rubric for drawing
- Cooking methods and techniques Drawing of workflow and
techniques d.recognize quality control and kitchen organization Rubrics for food
food presentation presentation
- Quality control and food Creating own recipe
presentation
Learning Assessment
(Mid-Term Examination)
Week Staffing and Training At the end of the lesson the
14-16 - Roles and responsibilities of student will be able to; Quiz
cafeteria staff a.discuss the roles and Reporting
- Hiring, training, and retaining responsibility of cafeteria staff CLO2 Assignment
qualified personnel
Discussion
- Staff scheduling and b. differentiates hiring, training
performance evaluation and retraining
CLO3
- Professional development Rubrics for
opportunities c.list down the staff scheduling Oral questioning reporting
and performance evaluation

d. name professional development

opportunities
7. Financial Management At the end of the lesson the
Week 17-18 - Budgeting and financial student will be able to; Reporting CLO2 Quiz
planning
- Cost analysis and control a. acquire knowledge in budgeting Discussion CLO3 Assignment
- Revenue generation strategies and financial planning;
Revenue generation strategies -
Recordkeeping and financial b. discuss cost analysis and Oral questioning Rubrics for reporting
reporting control;

explain revenue generation

strategies; and

d.perform recordkeeping and

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financial reporting

Learning Assessment
(Final Examination)

REFERENCES:
1. Zapata, María E.; Buffarini, Romina; Rovirosa, Alicia; Pérez Martín, Joaquín; Tomé, Joaquín; Carmuega, Esteban. Journal
of School Health. Nov2022, Vol. 92 Issue 11, p1074-1080. 7p. DOI: 10.1111/josh.13224. , Database: Education Research Complete
2. Elford, Audrey; Spence, Alison; Wakem, Amy; Campbell, Karen J; Love, Penelope. Public Health Nutrition. Oct2022, Vol. 25 Issue 10,
p2661-2670. 10p. DOI: 10.1017/S1368980022001343. , Database: Academic Search Elite
3. Jindrich, Caitlin; Joyce, Jillian; Daniels, Elizabeth; Procter, Sandra B.; Sauer, Kevin; Hanson, Jennifer. Nutrients. Sep2022, Vol. 14 Issue 17,
p3464. 13p. DOI: 10.3390/nu14173464. , Database: Agriculture Plus
4. Trapp, Gina S. A.; Pulker, Claire E.; Hurworth, Miriam; Law, Kristy K.; Brinkman, Sally; Pollard, Christina M.; Harray, Amelia J.; Sambell,
Ros; Mandzufas, Joelie; Anzman-Frasca, Stephanie; Hickling, Siobhan. Nutrients. Jul2022, Vol. 14 Issue 13, p2741-N.PAG. 14p. DOI:
10.3390/nu14132741. , Database: Agriculture Plus
5. Szeremeta Spak, Marcia Daniele; Carlos Colmenero. Journal of Food & Nutrition Research. 2021, Vol. 60 Issue 1, p38-48. 11p. ,
Database: Academic Search Elite
6. Lauren Christiansen, October 29, 2020; “The Importance of Food Management and Ensuring Food Safety”, retrieved from
https://altametrics.com/en/inventory-management/food-management.html
7. Reeve, E., Thow, A.M., Bell, C. et al. Implementation lessons for school food policies and marketing restrictions in the Philippines: a
qualitative policy analysis. Global Health 14, 8 (2018). https://doi.org/10.1186/s12992-017-0320-y
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8. Elsevier B.V, 2021;”Food Guide Pyramid” retrieved from
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od-guide-pyramid
9. Plates, pyramids, planet. Developments in national healthy and sustainable dietary guidelines: a state of play
assessment FAO and The Food Climate Research Network at The University of Oxford, 2016, retrieved from
https://www.fao.org/nutrition/education/food-dietary-guidelines/resources/en/
10. Bakken, E. E. (2016). Taking Charge of your Health and Wellbeing. University of Minnesota. Retrieved from
https://www.takingcharge.csh.umn.edu/prepare-food-health-and-safety

GRADING SYSTEM:
Students will be evaluated by the following criteria:
Major Exams 35%
Assignments/ Activity Outputs/quizzes 30%
Performance Task (Demonstration/Creative Presentation) 35%

_______________
TOTAL 100%

COURSE REQUIREMENTS:
1. Attendance
2. Outputs (Online and Actual)
3. Quizzes
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4. Laboratory Demonstration
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STATE5. UNIVERSITY
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QUIZZES and EXAMINATION POLICIES

1. Practiced of dishonesty on homework/project/written reports/and examination (unauthorized access of textbooks, sites and notes during
exam) are strictly prohibited and may result to cancelation of scores.
2. Unauthorized declaration of other peoples work or PLAGIRISM. Any students caught plagiarizing without giving credits to the author
will not get any points from the said output.
3. Late submission of requirements such as assignments, projects and etc. will result to deduction of points.
4. Taking of Examination on the given date is highly advice. On the other hand, considerations will be given upon valid reasons such as
health problems (with medical certificate), weather condition and technical difficulties.
5. CHEATING is strictly not advised. Once caught duly consequences shall be inflected to the guilty individual/s.

CLASS POLICIES:
1. Always start and end the class with a prayer.
2. If it is already beyond the first 15 minutes of the class he/she shall be considered absent EXCEPT for students who have valid reasons
(proof must be presented to be considered as excused). Be on time always and avoid tardiness.
3. Maintain RESPECT together with peers and instructor to promote harmonious learning.
4. Avoid unrelated activities during class to focus during the discussion. Always pay attention when the discussion is ongoing.
5. Avoid chatting to classmates with unrelated topics to avoid miscommunication.
6. Actively participate and share ideas during activities and discussion.
7. Rating scheme and grading system may vary according to the discretion of the faculty handling the subject.
8. Class activities will be done in FACE TO FACE mode, however online classes will BE CONDUCTED as the need arises.
9. Below passing rate will be given a mark of INCOMPLETE/ INC
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Prepared by: Reviewed and Recommended by: Approved by:

GUILLERMO L. BELLO JR. ERIC S. SARCIA, MVE DR. GEMMA M. VALDEZ

Faculty Program Head Dean

Date: _________ Date: ___________ Date: _____________