Republic of the Philippines

APAYAO STATE COLLEGE

COURSE SYLLABUS
IN
FSM 115: BASIC BAKING

APAYAO STATE COLLEGE VISION, MISSION, GOALS AND OBJECTIVES

Vision

“Empowering lives and communities through stewardship for cultural sensitivity and biodiversity”

Mission

Apayao State College is committed to provide empowering and holistic development of citizens by providing quality and innovative instruction, strong research, responsive
community engagement and entrepreneurship in order to prime the development of Apayao Province, the Cordillera Administrative Region.

ASC GOALS ASC OBJECTIVES

 Transformative and empowering education
 Increase capacity and performance in research and
innovation.
 Create a significant and highly visible development
impact in the region.
 Generate additional resources for strategic investment
programs and initiatives
 Transparent, responsive, unifying and empowering
governance.
 To elevate quality access and relevance for instruction
 To strengthen research and development and extension
capability, outcomes and impact
 Strengthen partnership and institutional linkages to increase the
regional impact of ASC extension program.
 Increase productivity and income of ASC
 Enhance governance and organization and management
system, processes and environment.
 COLLEGE OF TEACHER EDUCATION
INSTITUTIONAL OUTCOMES
ASC Expected Attribution/ Institutional Outcomes:
Effective and Competent teachers;
Skilled writers and speakers;
Effective leader and model citizen;
Agent of peace;
Honest and person of integrity;
Extentionist;
Researcher; and
Responsible and God – fearing citizen
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

PROGRAM EDUCATIONAL OUTCOMES:

The BTVTEd graduates have the ability to:

a. Demonstrate the competencies required of the Philippine TVET Trainers- Assessors Qualification Framework
b. Demonstrate broad and coherent, meaningful knowledge and skills in any of the specific fields in technical and vocational education
c. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical and vocational education.
d. Demonstrate higher level literacy, communication numeracy, critical thinking, learning skills needed for higher learning.

2|Page
e. Manifest a deep and principled understanding of the learning process and the role of the teacher in facilitating these processes in their students.
f. Show a deep and principled understanding of how educational processes relate to larger historical , social, , cultural , and political processes ;
g.Apply a wide range of teaching processes skills (including curriculum development , lesson planning , materials development , , educational
assessment and teaching approaches); and
h.Reflect on the relationships amonng the teaching processes skills, the learning processing in the students , the nature of the content/subject
matter , and other factors affecting educatioal processes in order to constantly improve their teaching knowledge , skills and practices.
Course Code : FSM 115
Course Title : Basic Baking Semester: First
Prerequisite : None
Credit : 5.0 units No. of Hours: 3 hours/week
Meeting Times:

I. Course Description: This course is a study of the fundamentals of baking including dough, quick breads, pies, cakes, cookies, tarts, and basic items made in the bakery. Topics
include baking terminology, tool and equipment use, formula conversions, functions of ingredients, and the use of proper flours.
II. COURSE LEARNING OUTCOMES IN RELATION TO PROGRAM OUTCOMES

3|Page
 COURSE LEARNING OUTCOMES PROGRAM OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CLO 1. Describe properties and functions of the basic ingredients used in baked goods. I D P D I P D P

CLO 2. Identify and explain baking terms, ingredients, equipment and tools. I I P D P D P I

I-
CLO 3. Employ safe food handling practices using contemporary guidelines D I P I I I P I

CLO 4. Scale and measure ingredients P P P P P P P P

CLO 5. Prepare yeast dough, quick breads, pies, cookies, cakes, and icing D P P D P P I P

CLO 6. Produced baked products using commercial ingredients and equipment and alternative D P P D I D D P
method in baking.
Introductory P- Practiced D-Demonstrate

III. LEARNING PLAN

Time Course Topics Intended Learning Outcomes Teaching- Learning Resources Assessment
Frame Learning Activities
Outcome
1 A. Vision, Mission of Apayao State At the end of the lesson, the The students revisit the Handouts Short essay on the
College students are expected to: vision, mission, goals, ASC’s VMGO and
1. Understand the Vision and and objectives. Core Values
B. Goals and Objectives Mission of the College
2 CLO 1 Lesson 1: a. Define baking Self – paced learning Handouts Quiz
The History of Baking b. Make a timeline of baking

4|Page
 history Teacher – guided Modules Self – assessment
c. Enumerate the important learning questions
contributions of Romans and PPT presentation
other Ancient people in the Reading and Writing
development of baking and
pastry art;
d. Discuss the development of
more improved baking in the
Philippines.
3 CLO 3 Lesson 2: a. Identify steps to prevent Self – paced learning Handouts Quiz
Food Safety and Sanitation foodborne diseases;
b. Differentiate the three types Teacher – guided Modules Self – assessment
learning questions
of food hazards
PPT presentation
c. Appreciate the importance of Poster – Making
maintaining a safe
workplace; and
d. Make a poster promoting the
food safety and sanitation
campaign
3 CLO 3 Lesson 3: a. Recognize the different Self – paced learning Handouts Quiz
Mixing Methods mixing methods
b. Identify the different mixing Teacher – guided Modules Self – assessment
methods learning questions
c. Enumerate the different PPT presentation
mixing methods Reading and Writing Video/picture
d. Show the different mixing presentation
methods in a video/picture
presentation Performance Test

5 CLO 2 Lesson 4: a. Know the different baking Self – paced learning Handouts Quiz

5|Page
 Basic baking terminology terminologies
a. Common baking b. Identify the common basic Teacher – guided Modules Self – assessment
terminology terminologies learning questions
c. Give at least 5 examples of PPT presentation
the common baking Reading and Writing
terminologies shown in a
picture presentation
6 CLO 2 Lesson 5: a. Identify the variety of Self – paced learning Handouts Quiz
Baking Tools and Equipment professional bakeshop tools
and its characteristics; Teacher – guided Modules Self – assessment
b. Recognize major equipment learning questions
used in the bakeshop; and PPT presentation
c. Determine the importance of Reading and Writing
using the correct tools and
equipment in baking Portfolio
d. Make a portfolio of the
baking tools and equipment
7 CLO 3 Lesson 6: a. Identify the different mixing Self – paced learning Handouts
Principles of Baking methods used in baking; Self – assessment
b. Explain the factors that Teacher – guided Modules questions
control the development of learning
gluten in baked products; PPT presentation Quiz
c. Determine the importance of Reading and Writing
understanding the basic
cooking methods employed
in baking; and
d. Enumerate and explain the
changes that take place in
dough or batters as it bakes.
8 CLO 1 Lesson 7: a. Describe each basic Self – paced learning Handouts
Basic baking ingredients ingredients according to its Self – assessment

6|Page
 a. Characteristics and characteristics Teacher – guided Modules questions
functions of flour, sugar, b. Know the role of each learning
eggs, milk (liquids), ingredient in terms of baking PPT presentation Quiz
leavening agents, c. Explain the importance of Reading and Writing
chocolate, cocoa, salt, each ingredients
spices, and flavorings d. Make a portfolio with a list
of basic ingredients with its
characteristics and
description
9 MIDTERM EXAM
10 CLO 4 Lesson 8: a. Define pie Self – paced learning Handouts Quiz
CLO 5 Pies b. Prepare pie dough
CLO 6 c. Bake pie/s Teacher – guided Modules Self – assessment
d. Demonstrate the steps in learning questions
baking pie in a video/picture PPT presentation
presentation Reading and Writing Video/Picture
presentation
Laboratory activity
Performance Test

12 CLO 4 Lesson 9: a. Define cookie Self – paced learning Handouts Quiz

CLO 5 Cookies b. Prepare cookie dough and
CLO 6 batters by using basic cookie Teacher – guided Modules Self – assessment
mixing methods; learning questions
c. Demonstrate the steps in PPT presentation
baking cookies in a Reading and Writing Video/Picture
video/picture presentation Presentation
Laboratory activity
Performance Test

7|Page
13 CLO 4 Lesson 10: a. Define cupcake Self – paced learning Handouts Quiz
CLO 5 Cupcakes b. Prepare batters by using
CLO 6 basic mixing methods; Teacher – guided Modules Self – assessment
c. Bake cupcakes learning questions
d. Demonstrate the steps in PPT presentation
baking cupcakes in a Reading and Writing Video/Picture
video/picture presentation Presentation
Laboratory activity
Performance Test

14 CLO 4 Lesson 11: a. Define cake Self – paced learning Handouts Quiz
CLO 5 Cakes b. Distinguish the difference
CLO 6 between cake and cupcake Teacher – guided Modules Self – assessment
c. Determine the nature and learning questions
characteristics of the flour PPT presentation
types of cakes; and Reading and Writing Video/Picture
d. Bake cake/s Presentation
e. Demonstrate the steps in Laboratory activity
baking cake in a Performance Test
video/picture presentation

15 CLO 4 Lesson 12: a. Recognize the importance of Self – paced learning Handouts Quiz
CLO 5 Icings, Frostings, and Cake cake icings and frosting;
CLO 6 Decorating b. Identify the different types Teacher – guided Modules Self – assessment
a. Types and methods of icing of icing and ingredients used learning questions
b. Decorating techniques for each type; PPT presentation
c. Materials needed in c. Identify basic tools needed to Reading and writing Video/Picture
decorating cakes properly frost cake; Presentation
d. Procedures for icing sheet d. Assemble and frost layer cakes, Laboratory activity
cakes small cakes and sheet cakes Performance Test

8|Page
 e. Procedure for assembling correctly
layer cakes e. Demonstrate the steps in
baking cake with
icings/frostingss in a
video/picture presentation
16 UNIT TEST a. Study or review the Questionnaire Quiz
summation of all the covered
topics Online Quiz
b. Prepare students for final
exam PPT Presentation

17 CLO 3 PRACTICAL EXAM a. Select any types of product Self – paced learning Handouts Review
CLO 4 covered in the topics of basic
CLO 5 baking; and Teacher – guided Modules Baking
CLO 6 b. Demonstrate the steps in learning demonstration
baking/cooking PPT presentation through
c. Realize importance of basic Reading and writing video/picture
baking presentation
Laboratory activity
Performance Test
18 FINAL EXAM

IV. References:

9|Page
 Classify
A. Book
B. Journals
C. Magazines
D. On-line Resources
V. Course Requirements
1. Prelims, Midterms, and Final Examination
2. Quizzess
3. Modular Instruction
4. Learning Package (Modules and Online Class)
5. Test with Table of Specification (TOS)

VI. Evaluation and Grading System:

Class Standing 60%
Quizzes/Oral Presentation/Activities/Projects/Attendance
Examinations 40%

Midterm Grade: 60% class standing + 40% Major Exam

Final Grade: 30% Midterm Grade + 70% Tentative Final Grade

VII. Accommodations for Students with Special Needs

VIII. (based on assessment tasks) RUBRICS for EVALUATION:

10 | P a g e
 1. Rubrics for oral presentation
Criteria Poor (1-2) Fair (3) Satisfactory(4) Very Satisfactory (5)
Organization No apparent organization. Evidence is There is some organization, but The presentation has a focus and The presentation is carefully
not use to support assertions. the speaker occasionally goes off provides some reasonable evidene organized and provides convincing
topic. Evidence used to support to support conlcusions. evidence to support conclusions
conclusion is weak.

Content The content is inaccurate or overly The content is sometimes The content is generally accurate The content is accurate and
general. Listeners are unlikely to learn inaccurate. Listeners may learn and reasonably complete. comprehensive. Listeners are likely
anything or may be misled. some isolated facts, but the are Listeners may develop a few to gain new insights about the topic.
unlikely to gain new insights insights about the topic.
about the topic.

Delivery The speaker appears anxious and The speaker occasionally appears The speaker is generally relazed The speaker is professional, relaxed,
uncomfortable and reads notes, rather anxious or comfortable, and may and comfortable. Listeners are and comfortable and interacts
than speaks. Listeners are ignored. occasionally read notes, rather generally recognized and effectively with listeners.
than speak. Listeners are often understood.
ignored or misunderstood.

Total Score

11 | P a g e
 2. Rubrics for Assessing Case Studies, Reflections, and Written Reports
Criteria Excellent (5)
Organization The ideas are arranged
logically, flow smoothly from
one to another, and are clearly
linked to each other.
The reader can fully follow the
arguments and line of
reasoning.
Content The issue/topic is addressed.
Shows a thoughtful, in-depth
analysis of the topic/
information.
Reader gains important
insights.
Writing The paper is free of errors
mechanics (grammar, spelling,
punctuation, etc.)
Total Score
IX. Course Policies
Very Satisfactory (4) Satisfactory (3) Fair (2) Poor (1)
The ideas are arranged The ideas are arranged The ideas are not coherent and The ideas/arguments are
logically, flow smoothly logically. linked to each other. generally unclear.
from one to another. The reader can somewhat The ideas/arguments are not
The reader can follow the follow the arguments and consistently clear throughout the
arguments and line of line of reasoning. report.
reasoning.
Information provided Analysis of information is Analysis of information is vague The reader is misinformed.
reasonable thought. basic or general at times. or not clear.
Reader gains some Reader gains few insights. Reader is confused.
insights.
The paper is almost free The paper has some errors The paper has plenty of errors on Reconstruction or rewriting
of errors (1-3 errors, on grammar, spelling, grammar, spelling, punctuation, of the paper is needed.
grammar, spelling, punctuation, etc. etc.
punctuation, etc.)
12 | P a g e
Students are expected to work independently once the set of guidelines in the field work is given.
a. Requirements submitted online is accepted.
b. Synchronous and asynchronous submission of requirements may it be online and offline is accepted.
c. Only handwritten or personally encoded work, not photocopied, will be accepted.
d. All final requirements shall be submitted unless failure to submit means no acquisition of grade.

X. Consultation Hours- use contact number, 2 hours in a week, location

Wednesday – 8:00 am – 10:00 am FSM Shop/BTVTEd Office

Prepared by: Reviewed by: Approved by:

PEARL JANE P. QUINTO ROMY A. RIGATES REYMARIE M. CABAN, Ph.D.

Faculty Program Chair CTE Dean
Date: _______________ Date: _______________ Date: _______________

PEARL JANE P. QUINTO – COS Instructor

Department: COLLEGE OF TEACHER EDUCATION
Email: pearljanequinto16@gmail.com
Contact Number: 09262336553
Office Address: Apayao State College, San Isidro Sur, Luna, Apayao

13 | P a g e