Final Output For Printing 2

COMPETENCY-BASED LEARNING MATERIAL
Sector: TOURISM
Qualification Title: COOKERY NC II
Unit of Competency: PREPARE MEAT DISHES
Module Title: PREPARING MEAT DISHES
TRAINER: ALFRED C. GALLARDO
SCHOOL:
N
TUBURAN NATIONAL HIGH SCHOOL

U
BRGY. 7, TUBURAN, CEBU

n
HOW TO USE THIS COMPETENCY BASED LEARNING

MATERIAL
Date Developed: Document No.: TRS12383
December 2023 Issued by:
Date Revised:
COOKERY DEPARTMENT Page __ of
NC II Date by: OF EDUCATION ___.
ALFRED C.
GALLARDO Revision No.:
Welcome to the module in COOKERY NC II. This module contains
training materials and activities for you to complete.
The unit of competency "Prepare Meat Dishes" contains

knowledge, skills and attitude required for TRAINEES.
You are required to go through, a series of learning activities in

order to complete each learning outcome of the module. In each
learning outcome are Information Sheet, Self-Checks, Task Sheets and
Job Sheets. Follow these activities on your own. If you have questions,
don't hesitate to ask your facilitator for assistance.
The goal of this course is the development of practical skills in

supervising work-based training. Tools in planning, monitoring and
evaluation of work-based training shall be prepared during the
workshop to support in the implementation of the training program.
This module is prepared to help you achieve the required

competency, in "COOKERY NC II".
This will be the source of information for you to acquire

knowledge and skills in this particular competency independently and
at your own pace, with minimum supervision or help from your
facilitator.
Remember to:
 Work through all the information and complete the activities in each
section.
 Read information sheets and complete the self-check. Answer keys

are included in this package to allow immediate feedback.
Answering the self- check will help you acquire the knowledge
content of this competency.
 You will be given plenty of opportunities to ask questions and
practice the job. Make sure you should practice your new skills
during work shifts. This way, you will improve your speed, memory,
and your confidence.

Date Revised:
ALFRED C.
 Use Self-checks, Task or Job Sheets at the end of each section to
test your own progress. Use the Performance Criteria Checklists or
Procedural Checklist located after the sheet to check your own
performance.
 Submit outputs of the task sheets and job sheets to your facilitator
for evaluation and recording in the Accomplishment Chart. Outputs
shall serve as your portfolio during the institutional competency
evaluation.
A certificate of achievement will be awarded to you after passing the

evaluation. You must pass the institutional competency evaluation for
this competency before moving to another competency.

Date Revised:
ALFRED C.
PLAN TRAINING SESSION
Sector: TOURISM
SCHOOL:
N

U

n
Data Gathering Instrument for Trainee’s Characteristics

Date Revised:
ALFRED C.
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.
NAME: RODEL C. VILLARIN

Characteristics of Learners
Language, Average Average grade Average

literacy and grade in: in: grade in:
numeracy English Math TLE
(LL&N)
a. 95 and a. 95 and a. 95 and
above above above
b. 90 to 94 b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84 d. 80 to 84
e. 75 to 79 e. 75 to 79 e. 75 to 79
Cultural Ethnicity/culture:
and a. Cebuano
language
b. Waray-waray
background
c. Boholano
d. Bisaya
e. Tagalog
f. Others (please specify) _____________
Education Highest Educational Attainment:

& general a. High School Level
knowledge
b. Junior High School Level
c. Senior High School Level
d. High School Graduate
e. College Level

Date Revised:
ALFRED C.
f. College Graduate
g. with units in Master’s degree
h. Masteral Graduate
i. With units in Doctoral Level
j. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: 26
Physical 1. Disabilities (if any) _____________________
ability 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
experience NC/COC Certificates, if any:
with the NONE
topic ____________________________
____________________________
Previous List down trainings related to Qualification

learning (Cookery NC II)
experience NONE
___________________________
___________________________
National Certificates acquired and NC level
Training
Level NONE
completed ___________________________

Date Revised:
ALFRED C.
___________________________
Special Other courses related to Qualification

courses (Cookery NC II)
a. Units in education
b. Master’s degree units in education
c. Others (please specify)
NONE
Learning (Choose as many as u can.)

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

Date Revised:
ALFRED C.
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. 4P’s Beneficiaries
e. Others (please specify)
___________________________

Date Revised:
ALFRED C.
FORM 1.1 SELF-ASSESSMENT CHECK
NAME: RODEL C. VILLARIN DATE: JANUARY 15, 2024
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.
BASIC COMPETENCIES
CAN I…? YES NO
1. Participate in Workplace Communication
Obtain and convey workplace information
Speak English at a basic operation level
Participate in workplace meetings and discussions
Complete relevant work-related documents
2. Work in Team Environment
Describe team role and scope
Identify own role and responsibility within team
Work as a team member
Work effectively with colleagues
Work in socially diverse environment
3. Practice Career Professionalism
Integrate personal objectives with organizational goals
Set and meet work priorities
Maintain professional growth and development
4. Practice Occupational Health and Safety Procedures
Identify hazards and risks
Evaluate hazards and risks
Control hazards and risks
Maintain OHS awareness
Date Revised:
ALFRED C.
BASIC COMPETENCIES
CAN I…? YES NO
Perform basic first-aid procedures
COMMON COMPETENCIES
CAN I…? YES NO
1. Develop and Update Industry Knowledge
Seek information on the industry
Update industry knowledge
Develop and update local knowledge
Develop products and services to customers
2. Observe Workplace Hygiene Procedures
Follow hygiene procedures
Identify and prevent hygiene risks
3. Perform Computer Operations
Plan and prepare for task to be undertaken
Input data into computer
Access information using computer
Procedure/output data using computer system
Maintain computer equipment and systems
4. Perform Workplace and Safety Practices
Follow workplace procedures for health. Safety and
security practices
Perform child protection duties relevant to the tourism
industry
Observe and monitor people
Deal with emergency situations
5. Provide Effective Customer Service
Greet customer
Identify needs of customers

Date Revised:
ALFRED C.
Deliver service to customer
Handle queries through use of common business tools
and technology
Handle complaints/conflict situations, evaluation and
recommendations
CORE COMPETENCIES
CAN I…? YES NO
1. Clean and Maintain Kitchen Premises
Clean, sanitize and store equipment
Clean and sanitize premises
Dispose of waste
2. Prepare Stocks, Sauces and Soups
Prepare stocks, glazes and essences required for menu
items
Prepare soups required for menu items
Prepare sauces required for menu items
Store and reconstitute stocks, sauces and soups
3. Prepare Appetizers
Perform Mise’ en place
Prepare a range of appetizers
Present a range of appetizers
Store appetizers
4. Prepare Salads and Dressings
Prepare a variety of salads and dressings
Present a variety of salads and dressings
Store salads and dressings
5. Prepare Sandwiches
Prepare a variety of sandwiches

Date Revised:
ALFRED C.
Present a variety of sandwiches
Store sandwiches
6. Prepare Meat Dishes
Cook meat cuts for service
Present meat cuts for service
Store meat
7. Prepare Vegetables Dishes
Prepare vegetables dishes
Present vegetables dishes
Store vegetables dishes
8. Prepare Egg Dishes
Prepare and cook egg dishes
Present egg dishes
Store egg dishes
9. Prepare Starch Dishes
Prepare starch dishes
Present starch dishes
Store starch dishes
10. Prepare Poultry and Game Dishes
Cook poultry and game dishes
Plate/present poultry and game dishes
Store poultry and game dishes
11. Prepare Seafood Dishes

Date Revised:
ALFRED C.
Handle fish and seafood
Cook fish and shellfish
Plate/present fish and seafood
Store fish and seafood
12. Prepare Desserts
Prepare desserts and sweet sauces
Plate/present desserts
Store desserts
13. Package Prepared Food
Selecting packaging materials
Package food
Evidences/Proof of Current Competencies

Date Revised:
ALFRED C.
Form 1.2: Evidence of Current Competencies acquired related to
Job/Occupation

Current
Proof/Evidence Means of validating
competencies
BASIC COMPETENCIES
Participate in Certificate of Passed the oral
workplace completion, training questioning, written
communication certificate, exam and actual
experiences demonstration
Work in a team Certificate of Passed the oral
environment completion, training questioning, written
certificate, exam and actual
Practice career Certificate of Passed the oral
professionalism completion, training questioning, written
Practice Certificate of Passed the oral
occupational completion, training questioning, written
health and certificate, exam and actual
safety experiences demonstration
COMMON COMPETENCIES
Develop and Certificate of Passed the oral
update completion, training questioning, written
industry
knowledge
Observe Certificate of Passed the oral
workplace completion, training questioning, written
hygiene
procedures certificate, exam and actual
Perform computer Certificate of Passed the oral
operations completion, training questioning, written
Date Revised:
ALFRED C.
Perform Certificate of Passed the oral
workplace and completion, training questioning, written
safety practices
Provide effective Certificate of Passed the oral
customer completion, training questioning, written
service
CORE COMPETENCIES
Clean and Certificate of Passed the oral
Maintain Kitchen completion, training questioning, written
Premises certificate, exam and actual
Prepare Stocks, Certificate of Passed the oral
Sauces and Soups completion, training questioning, written
Prepare Appetizers Certificate of Passed the oral
completion, training questioning, written
Prepare Salads and Certificate of Passed the oral

Dressings completion, training questioning, written
Prepare Certificate of Passed the oral
Sandwiches completion, training questioning, written
Prepare Meat
Dishes
Prepare VegetablesCertificate of Passed the oral
Dishes completion, training questioning, written
Date Revised:
ALFRED C.
Prepare Egg Dishes Certificate of Passed the oral
Prepare Starch Certificate of Passed the oral
Prepare Poultry and Certificate of Passed the oral
Game Dishes completion, training questioning, written
Prepare Seafood Certificate of Passed the oral
Prepare Desserts Certificate of Passed the oral
Package Prepared Certificate of Passed the oral
Food completion, training questioning, written
Identifying Training Gaps

Date Revised:
ALFRED C.
Form 1.3 Summary of Current Competencies Versus Required
Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requiremen
Outcomes based on ts
CBC
BASIC COMPETENCIES
Obtain and convey Obtain and convey
workplace information workplace information
Speak English at a basic Speak English at a
operation level basic operation level
Participate in workplace Participate in
meetings and workplace meetings
discussions and discussions
Complete relevant work Complete relevant
related documents work related
documents
Describe team role and Describe team role
scope and scope
Identify own role and Identify own role and
responsibility within responsibility within
team team
Work as a team member Work as a team
member
Work effectively with Work effectively with
colleagues colleagues

Date Revised:
ALFRED C.
Work in socially diverse Work in socially
environment diverse environment
Integrate personal Integrate personal
objectives with objectives with
organizational goals organizational goals
Set and meet work Set and meet work
priorities priorities
Maintain professional Maintain professional
growth and development growth and
development
Identify hazards and Identify hazards and
risks risks
Evaluate hazards and Evaluate hazards and
risks risks
Control hazards and Control hazards and
risks risks
Maintain OHS Maintain OHS
awareness awareness
Perform basic first-aid Perform basic first-aid
procedures procedures
COMMON COMPETENCIES
Seek information on the Seek information on
industry the industry
Update industry Update industry
knowledge knowledge
Develop and update Develop and update
local knowledge local knowledge
Develop products and Develop products and
services to customers services to customers

Date Revised:
ALFRED C.
Follow hygiene Follow hygiene
Identify and prevent Identify and prevent
hygiene risks hygiene risks
Plan and prepare for Plan and prepare for
task to be undertaken task to be undertaken
Input data into Input data into
computer computer
Access information Access information
using computer using computer
Procedure/output data Procedure/output
using computer system data using computer
system
Maintain computer Maintain computer
equipment and systems equipment and
systems
Follow workplace Follow workplace
procedures for health. procedures for health.
Safety and security Safety and security
practices practices
Perform child protection Perform child
duties relevant to the protection duties
tourism industry relevant to the
tourism industry
Observe and monitor Observe and monitor
people people
Deal with emergency Deal with emergency
situations situations
Maintain safe personal Maintain safe personal
presentation standards presentation standards

Date Revised:
ALFRED C.
Maintain a safe and Maintain a safe and
secure workplace secure workplace
Greet customer Greet customer
Identify needs of Identify needs of
customers customers
Deliver service to customer Deliver service to
customer
Handle queries through Handle queries through
use of common business use of common
tools and technology business tools and
technology
Handle Handle
complaints/conflict complaints/conflict
situations, evaluation and situations, evaluation
recommendations and recommendations
CORE COMPETENCIES
Clean, sanitize and store Clean, sanitize and
equipment store equipment
Clean and sanitize Clean and sanitize
premises premises
Dispose of waste Dispose of waste

Prepare stocks, glazes Prepare stocks, glazes
and essences required and essences required
for menu items for menu items
Prepare soups required Prepare soups
for menu items required for menu
items
Prepare sauces required Prepare sauces
items
Store and reconstitute Store and reconstitute

Date Revised:
ALFRED C.
stocks, sauces and stocks, sauces and
soups soups
Perform Mise’ en place Perform Mise’ en
place
Prepare a range of Prepare a range of

appetizers appetizers
Present a range of Present a range of

Store appetizers Store appetizers

place
Prepare a variety of Prepare a variety of
salads and dressings salads and dressings
Present a variety of Present a variety of
Store salads and Store salads and
dressings dressings
place
sandwiches sandwiches
Store sandwiches Store sandwiches
place

Date Revised:
ALFRED C.
Cook meat cuts for Cook meat cuts for
service service
Present meat cuts for Present meat cuts
service for service
Store meat Store meat
place
Prepare vegetables Prepare vegetables
dishes dishes
Present vegetables Present vegetables
dishes dishes
Store vegetables dishes Store vegetables
dishes
place
Prepare and cook egg Prepare and cook egg
dishes dishes
Present egg dishes Present egg dishes
Store egg dishes Store egg dishes
place
Prepare starch dishes Prepare starch dishes
Present starch dishes Present starch dishes
Store starch dishes Store starch dishes
place
Cook poultry and game Cook poultry and
Date Revised:
ALFRED C.
dishes game dishes
Plate/present poultry Plate/present poultry
and game dishes and game dishes
Store poultry and game Store poultry and
dishes game dishes
place
Handle fish and seafood Handle fish and
seafood
Cook fish and shellfish Cook fish and
shellfish
Plate/present fish and Plate/present fish and
seafood seafood
Store fish and seafood Store fish and seafood
place
Prepare desserts and Prepare desserts and
sweet sauces sweet sauces
Plate/present desserts Plate/present
desserts
Store desserts Store desserts
Selecting packaging Selecting packaging
materials materials
Package food Package food
Form No. 1.4: Training Needs
Training Needs Module Title/Module of

Date Revised:
ALFRED C.
(Learning Outcomes) Instruction
Perform Mise’ en place 1. Preparing Meat
Dishes
Store meat
PARTS OF A COMPETENCY-BASED LEARNING

MATERIAL PACKAGE
References/Further
References/FurtherReading
Reading
Performance Criteria Checklist
Operation/Task/JobSheet
Operation/Task/Job Sheet
Self Check Answer Key
Date Developed:
Self CheckDocument No.: TRS12383
Date Revised:
ALFRED C.
Information Sheet
Learning Experiences
Learning Outcome Summary
Module Content
List of Competencies
Front Page
COOKERY NCII
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
BASIC COMPETENCIES
1. Participate in
1.1 Participating in
1 workplace 50031105
workplace communication
communication
2 2. Work in a team 2.1 Working in a team 50031106
Date Revised:
ALFRED C.
environment environment
3. Practice career 3.1 Practicing career

3 50031107
professionalism professionalism
4. Practice
4.1 Practicing occupational
4 occupational health 50031108
health and safety
and safety
COMMON COMPETENCIES
1. Develop and update 1.1 Developing and update

1 TRS311201
industry knowledge industry knowledge
2. Observe workplace 2.1 Observing workplace
2 TRS311202
hygiene procedures hygiene procedures
3. Perform computer 3.1 Performing computer
3 TRS311203
operations operations
4. Perform workplace 4.1 Performing workplace
4 TRS311204
and safety practices and safety practices
5. Provide effective 5.1 Providing effective
5 TRS311205
customer service customer service
CORE COMPETENCIES
1.1 Cleaning and

1. Clean and maintain
1 maintaining kitchen TRS512328
kitchen premises
premises
2. Prepare stocks, 2.1 Preparing stocks,
TRS512331
2 sauces and soups sauces and soups
3. Prepare appetizers 3.1 Preparing appetizers TRS512381

3
4. Prepare salads and 4.1 Preparing salads and
TRS512382
4 dressing dressings

Date Revised:
ALFRED C.
5. Prepare sandwiches 5.1 Preparing sandwiches TRS512330
5
6. Prepare meat dishes 6.1 Preparing, meat dishes TRS512383

6
7. Prepare vegetable 7.1 Preparing vegetables
TRS512384
7 dishes dishes
8. Prepare egg dishes 8.1 Preparing Egg Dishes TRS512385

8
9. Prepare starch
9.1 Preparing starch dishes TRS512386
9 dishes
10.1 Preparing
10. Prepare poultry and
poultry and game TRS512333
10 game dishes
dishes
11. Prepare seafood 11.1 Preparing
TRS512334
11 dishes seafood dishes
12.1 Preparing
12. Prepare desserts TRS512335
12 desserts
13. Package prepared 13.1 Packaging
TRS512340
13 food prepared food

Date Revised:
ALFRED C.
SESSION PLAN
Sector: Tourism
Unit of Competency: Prepare Meat Dishes
Module Title: Preparing Meat Dishes
Learning Outcomes: After 24 hours of learning activities, trainee/s will be able to skillfully:
1. Perform Mise’ en place;
2. Cook meat cuts for service;
3. Present meat cuts for service;
4. Store meat.
A. INTRODUCTION: In this session, the trainees will understand and deals with the knowledge, skills and attitude in
selecting, preparing, cooking and storing meats.
B. LEARNING ACTIVITIES
LO 1: Perform Mise’ En Place
Learning Methods Presentation Practice Feedback Resource Time
Content s
1.1 Tools, Self-paced, Group Trainees will read Trainees will Compare Informatio
utensils and Discussion, Information Sheet 1.1-1 answer Self-Check n Sheet 1 hour
answers with the
Date Revised:
ALFRED C.
equipment on Tools, utensils and 1.1-1
Individualized answer key 1.1-1
equipment needed in 1.1-1
Study, ,
preparing dishes
1.2 Correct Trainer will discuss Trainees will Compare
Self-paced, Group
and Information Sheet 1.1-2 answer Self-Check answers with the Informatio
Discussion,
Characteristi on correct ingredients 1.1-2 answer key 1.1-2 n Sheet 1 hour
Individualized
cs of according to its standard 1.1-2
Study
ingredients recipe
1.4 Required Trainees will be asked to
Self-paced, Group
form and read Information Sheet Trainees will Compare Informati
Discussion,
time frame 1.1-4 on Required form answer Self-Check answers with the on Sheet 1 hour
Individualized
of and time frame of 1.1-4 answer key 1.1-4 1.1-4
Study
Ingredients Ingredients
1.5 Frozen Trainees will be asked to
and Washed read Information Sheet
Group Discussion, Trainees will Compare Informati
raw 1.1-5 on Frozen
Individualized answer Self-Check answers with the on Sheet 1 hour
ingredients ingredients are thawed
Study 1.1-5 answer key 1.1-5 1.1-5
on its enterprise
procedure
LO 2: Cook Meat Cuts for Service
2.1 Group Discussion, Trainees will read Trainees will Compare Informatio 1 hour
Appropriate Individualized Information Sheet 2.2-1 answer Self-Check answers with the n Sheet
methods in on Appropriate methods
Date Revised:
ALFRED C.
cooking in cooking meat 2.2-1
Study 2.2-1 answer key 2.2-1
meat
2.2 Variety Trainer will discuss Trainees will Compare
of portioned Group Discussion, Information Sheet 2.2-2 answer Self-Check answers with the Informatio
meat cuts Individualized on Variety of portioned 2.2-2 answer key 2.2-2 n Sheet 1 hour
Study meat cuts according to 2.2-2
its standard recipe
2.3 Variety Trainees will be asked to
of offal Group Discussion, read Information Sheet Trainees will Compare Informati
dishes Individualized 2.2-3 on variety of offal answer Self-Check answers with the on Sheet 1 hour
Study dishes to its standard 2.2-3 answer key 2.2-3 2.2-3
recipe
2.4 Trainees will be asked to
Appropriate read Information Sheet
tools and 2.2-4 on Appropriate
equipment tools and equipment in
Study 2.2-4 answer key 2.2-4 2.24
in cutting cutting meat
meat
Adjustment Group Discussion, read Information Sheet Trainees will Compare Informati
of Individualized 2.2-5 on Adjustment of answer Self-Check answers with the on Sheet 1 hour
ingredients Study ingredients to meet 2.2-5 answer key 2.2-5 2.2-5
special request

Date Revised:
ALFRED C.
2.6 Season Trainees will be asked to
cooked Group Discussion, read Information Sheet Trainees will Compare Informati
dishes Individualized 2.2-6 on Season cooked answer Self-Check answers with the on Sheet 1 hour
Study dishes with the required 2.2-6 answer key 2.2-6 2.2-6
taste of the dish
Maintain read Information Sheet
safety 2.2-7 on Maintain safety
workplace workplace and hygienic
and hygienic procedures
procedures
LO 3: Present Meat Cuts for Service
3.1 Present Trainees will be asked to Compare
Group Discussion, Trainees will Informati
meat dishes read Information Sheet answers with the
Individualized answer Self-Check on Sheet 1 hour
attractively 3.3-1 on Present meat answer key 3.3-
Study 3.3-1 3.3-1
dishes attractively 1,
Trainees will be CBLM
Evaluate
performed Task Package
Demonstration/ Performance
Sheet 3.3-1 on Task 1 hour
practical Criteria
Present meat Sheet
Checklist
dishes attractively 3.3-1
3.2 Present Group Discussion, Trainees will be asked to Trainees will Compare Informati 1 hour
Meat Dishes Individualized read Information Sheet answer Self-Check answers with the on Sheet
Date Revised:
ALFRED C.
hygienically, 3.3-2 on Present meat answer key 3.3-
logically and dished and hygienic food 2, Evaluate
Study,
sequentially handling practices 3.3-2 Performance 3.3-2
Demonstration
Criteria
Checklist
Evaluate
practical Criteria
Present meat Sheet
Checklist
3.3 Trainees will be asked to Compare
Selection of Group Discussion, read Information Sheet answers with the
suitable Individualized 3.3-3 on Selection of Trainees will answer key 3.3- Informati
plate Study, suitable plate according answer Self-Check 3, Evaluate on Sheet 1 hour
according to to its standard 3.3-3 Performance 3.3-3
its standard Demonstration Criteria
Checklist
Evaluate
practical Criteria
Present meat Sheet
Checklist
3.4 Factors Trainees will be asked to 1 hour
Date Revised:
ALFRED C.
in plating read Information Sheet answers with the
meat dishes Individualized 3.3-4 on Factors in answer key 3.3-
Study, plating meat dishes answer Self-Check 4, Evaluate on Sheet
3.3-4 Performance 3.3-4
Demonstration Criteria
Checklist
Evaluate
practical Criteria
Present meat Sheet
Checklist
LO 4: Store Meat
4.1 Utilize Trainees will be asked to

quality read Information Sheet
trimmin 4.4-1 on Utilize quality
gs and trimmings and other
other leftovers
leftovers
4.2 Stores Trainees will be asked to
fresh and read Information Sheet
cryovac- 4.4-2 on Stores fresh and
packed meat cryovac-packed meat
4.3 Use and Group Discussion, Trainees will be asked to Trainees will Compare Informati 1 hour
Date Revised:
ALFRED C.
store read Information Sheet
Individualized answer Self-Check answers with the on Sheet
required 4.4-3 on Use and store
containers required containers
4.4 Storage Trainees will be asked to
of Meat read Information Sheet
accordance 4.4-4 on Storage of Meat
with FIFO accordance with FIFO
C. ASSESSMENT PLAN
Written Test: Written Test on the knowledge contents on Methods of presenting meat dishes, Plating, Garnishing, Portion
Performance Test/Demonstration: Preparing and Presenting Meat Dishes.
Interview/Oral Questioning: To follow-up demonstration and the dimensions of competency
D. TEACHER’S SELF – REFLECTION ON THE SESSION
Engaging in the recent unit on meat dish presentation was an eye-opening experience, helping me progress
significantly in meeting the set learning objectives. Learning to present meat dishes attractively allowed me to explore my
creativity, considering both classical and cultural standards. The hands-on activities were particularly enjoyable, as they
provided a platform to apply theoretical knowledge in real-world scenarios.
Understanding the importance of hygiene, logical arrangement, and sequential presentation was a valuable
takeaway, as I now approach food preparation with an enhanced sense of organization. These practical sessions were
instrumental in fostering not only technical skills but also a genuine interest in maintaining cleanliness during the culinary
process.
The concept of selecting suitable plates for different dishes was intriguing and practical, and I appreciated the
emphasis on understanding plate standards, which significantly influenced my decision-making process when presenting
Date Revised:
ALFRED C.
meat dishes. The unit facilitated a deeper understanding of the factors involved in plating, such as color contrast, portion
placement, and garnishing.
Experimenting with these factors during practical sessions allowed me to develop a hands-on appreciation for the
subtle nuances that contribute to an aesthetically pleasing plate. Overall, the combination of theoretical insights and
practical applications has equipped me with a comprehensive skill set, ensuring my ability to present meat dishes
attractively, with attention to hygiene, logic, and professional culinary standards.

Date Revised:
ALFRED C.
MODULE CONTENT
UNIT OF COMPETENCY: PREPARE MEAT DISHES
MODULE TITLE : PREPARING MEAT DISHES
MODULE DESCRIPTOR : This unit deals with the knowledge, skills

and attitude in selecting, preparing, cooking and storing meats.
NOMINAL DURATION : 24 hours
LEARNING OUTCOMES:
Upon completion of this module the students/trainees will be able to:
LO1. Perform Mise en place

LO2. Cook meat cuts for service
LO3. Present meat cuts for service
LO4. Store meat
ASSESSMENT CRITERIA:
Assessment requires evidences that the candidate:
LO1. PERFORM MISE EN PLACE
1.1 Tools, utensils and equipment

1.2 Correct and Characteristics of Ingredients
Date Revised:
ALFRED C.
1.3 Required form and time frame of ingredients
1.4 Frozen and washed ingredients
LO2. COOK MEAT CUTS FOR SERVICE
2.1 Appropriate cooking methods meat

2.2 Variety of portioned meat cuts
2.3 Variety of offal dishes
2.4 Appropriate tools and techniques in cutting meat
2.5 Adjustments of Ingredient
2.6 Seasoned cooked dishes
2.7 Maintain safety workplace and hygienic procedures
LO3. PRESENT MEAT CUTS FOR SERVICE
3.1 Present meat dishes are attractively
3.2 Present meat dishes hygienically, logically and sequentially
3.3 Selection of suitable plate according to its standards
3.4 Factors in plating meat dishes
LO4. STORE MEAT
4.1 Utilized quality trimmings and other leftovers
4.2 Stores fresh and cryovac-packed meat
4.3 Use and store required containers
4.4 Storage of meat in accordance with FIFO
Date Revised:
ALFRED C.
LEARNING OUTCOME NO.3
PRESENT MEAT CUTS FOR SERVICE
Contents:
• Present cooked meat attractively

• Portion control for cooked meat
• Creative presentation techniques
• Hygienic food handling practices
• Safe work practices on presenting
• Suitable storage techniques to maintain optimum quality of
ingredients
• Organizational skills and teamwork
• Waste minimization techniques
Assessment Criteria
Assessment requires evidences that the candidate:
3.1 Present meat dishes are attractively

3.2 Present meat dishes hygienically, logically and sequentially
3.3 Selection of suitable plate according to its standards
3.4 Factors in plating meat dishes

Date Revised:
ALFRED C.
CONDITIONS
Students/trainees must be provided with the following:
LEARNING
EQUIPMENT SUPPLIES & MATERIALS
MATERIALS
• LCD Projector •Types of meat • Man uals
(optional for Market forms • Boo ks
lecture) - Live • Vide o (CD
• Overhead - Fresh
Projector (Optional - Frozen
for lecture) - Cryovac
• Television and - Preserved
multimedia player - Cuts
• Whiteboard o Whole
• Applicable equipment carcass o
as prescribed by Primal
Training regulations
o Sub-
• Electric, gas or
primal or
induction ranges
Secondary o
• Ovens, including
Portioned
combi ovens
cuts
• Microwaves
o Variety or
• Grills and
Offal
griddles
- Fancy meats
• Deep fryers
- Sources of meat
• Salamanders
Swine or hog
• Food processors
Cow
• Blenders
Calf
• Mixers
Carabao
• Slicers
Goat
• Pans
Sheep
• Utensils
Lamb
• Tilting fry pan Venison
• Steamers Meat sundries
• Baine marie Liver
• Mandoline Intestine blood
TOOLS Gizzard

Date Revised:
ALFRED C.
LEARNING
EQUIPMENT SUPPLIES & MATERIALS
MATERIALS
- pots and pans Heart Tongue ear
- bowls and
- Plastic wrap
- Aluminum foil
- measuring cups
- weighing scales
- cleaning materials and
- linen
- tea towels
- serviettes
- table cloth
- aprons
- uniforms
• hair restraints toque,
caps, hairnets
Methodologies:
 Self-Paced Instructions
 Direct Observation
 Practical Demonstration/application
 Oral presentation
 Video Clip Showing
Assessment Method:
 Direct observation
 Practical Demonstration
 Written and oral questioning
 Review of portfolios of evidence and third-party
workplace reports of on-the-job performance by the
candidate

Date Revised:
ALFRED C.
Learning Experiences
Learning Outcome No. 3

Learning Activities Special Instructions
This Learning Outcome deals with

1. Read Information Sheet 3.3-1 on
the development of the Institutional
“Present meat dishes attractively”
Competency Evaluation Tool which
1. Answer Self – Check 3.3-1
trainers use in evaluating their
Check your Answers with Answer
trainees after finishing a
Key 3.3-1
competency of the qualification.
3. Perform Task Sheet 3.3-1 “Present Go through the learning activities or

meat dishes attractively” Information Sheets outlined for you
on the left column to gain the
necessary information or knowledge
“Present meat dished hygienically,
before doing the tasks to practice
logically and sequentially”
on performing the requirements of
5. Answer Self–Check 3.3-2
the evaluation tool.
The output of this LO is a complete
Key 3.3-2
Institutional Competency
6. Perform Job Sheet 3.3-2 on Evaluation Package for one
“Present meat dished hygienically, Competency of COOKERY NCII.
logically and sequentially” Your output shall serve as one of
your portfolios for your Institutional
Competency Evaluation for
“Selection of suitable plate according
Preparing Meat Cut for Service.
to its standard”

Date Revised:
ALFRED C.
8. Answer Self–Check 3.3-3 Feel free to show your outputs to
Check your Answers with Answer your trainer as you accomplish
Key 3.3-3 them for guidance and evaluation.
9. Perform Job Sheet 3.3-3 on Perform Job and Operational
“Selection of suitable plate according Sheets.
to its standard”
After doing all the activities for this
10. Read Information Sheet 3.3-4 on LO3: Present Meat Cut for
“Factors in Plating Meat Dishes” Service; you are ready to proceed to
11. Answer Self–Check 3.3-4 the next LO4: Store Meat.

Key 3.3-4
12. Perform Operational Sheet 3.3-4

on “Factors in Plating Meat Dishes”
Information Sheet 3.3-1

Date Revised:
ALFRED C.
Present Meat Dishes Attractively
Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. Identify the fundamental principle of presenting meat dishes

attractively, based on classical and cultural standards;
2. Passionate in presenting meat dishes;
3. Present meat dishes attractively, based on classical and cultural

standards.
Time Duration: 2 Hours
INTRODUCTION:
Presenting meat dishes in a way that makes people want to eat is
making your food presentable and attractive, in a way that stimulates
other senses not just taste alone. This enhances the dining experience,
making it enjoyable, pleasant, and satisfying.
In addition, you will gain pertinent information and engage in
diverse activities to acquire the essential skills and knowledge in the art
of plating and presenting meat dishes.
Fundamental Principle of Presenting Meat Dishes
1. CLASSICAL PLATE
PRESENTATION
The traditional plate presentation method involves

arranging in a particular way the three fundamental
food items: carbohydrate, vegetables, and main course.

Date Revised:
ALFRED C.
To comprehend a traditional plating, consider the plate to be the
timepiece face of a timepiece.
 Main: Between 3 to 9 o’clock

 Starch: Between 9 to 11 o’clock
 Vegetables: Between 11 to 3 o’clock
Food sharing is prevalent, particularly in Asian cuisine. While the

act of plating may present some difficulties, one can enhance the
overall presentation by incorporating visually appealing garnishes and
unique bowls or receptacles, such as steamboats, dim sum baskets, or
banana leaves.
Sauces. Form accents on one side of the plate in the form of dots or
characters. To incorporate a sauce into a dish, drizzle or distribute it
over the surface of the plate, either above or below the dish.
Molded Ingredients. Artfully shaped or carved ingredients can
augment the aesthetic allure of cuisines. Cut meat filets at an angle to
display their level of doneness and quality. Sculpted food not only adds
elevation and form, but also helps maintain a tidy and organized
presentation on the plate.
Garnishes as an accent, garnishes bring out the color of the main food
or make it look better. It's meant to go well with the dish's tastes and
not make them stronger. Here are some easy rules to follow when
adding garnishes:
 Refrain from stacking garnishes on one corner of the plate.
 Provide a flash of color and shapes by arranging the garnishes
around the main dish.
 Garnishes should always be edible so avoid using parsley flowers,
lemon twists, cinnamon sticks or raw herbs.

Date Revised:
ALFRED C.
 Garnishing should be applied quickly to ensure the food arrives
at the table warm.
2. TRADITIONAL PLATE PRESENTATION
In traditional serving, the food is easily arranged by following the

shape of a clock face. Dinner's main dish, or entrée, is given between 4
and 8 o'clock. Placing the starch between 9 and 10 o'clock and the
veggies between 2 and 3 o'clock feels right. The sauce can be put on top
of or under the main dish. If the parts are balanced, this simple
arrangement can work. Utilize the rule-of-thirds idea by covering the
elements and using the plate as a background to organize them.
Balance the protein with the starch to get taller. Additionally, the sauce
will be used to tie everything together.
A. Communal Plating
A communal dining experience is prevalent in Asia due to the
importance that the culture places on sharing. Assembling communal
dishes and generous portion sizes can present a difficulty. Elegantly
styling communal dishes can be achieved in the following ways:
 Select garnishes that are visually appealing.

Date Revised:
ALFRED C.
 When inventively preparing regional cuisine, consider utilizing
unusual plates and serving utensils, such as steamboats, woks,
double-boil soup terrines, dim sum containers, and banana
leaves.
 Determine which hues will unify the entire collection of dishes.
 To expedite the portioning process for visitors, divide larger
portions of vegetables and protein into individual serving
portions.
B. Individual Servings
As more Asian restaurants become more modern, servings for one
are becoming more frequent. Not only does it mean reducing the size of
a shared dish, but it also means paying attention to the little things,
like the garnishing. Here are some ways to improve the taste of
individual servings:
 Use serving pieces that are the right size for the dish.
 Put sauces and other things in separate bowls or plates.
 Don't use extra-large toppings.
C. One-Dish Meals
In Asian dining, one-dish meals are often served in the following
ways:
 The starch should be put in the middle of the plate or bowl.
 Put the proteins on top of the starch.
 Around the middle, put veggies and other things.
 Make sure the plate has a range of colors and patterns.
3. PRACTICAL PLATE PRESENTATION
When you start to plate food, you should think about how it will
work and be useful. Don't forget that the dish needs to be simple to put

Date Revised:
ALFRED C.
together on a busy night. Cuts of vegetables should be clean, even, and
keep their bright colors. Sauces should be the right consistency, and
meats should be browned and cooked to the right level of doneness. As
a first step in plating, make sure that the plates are the right
temperature. Hot food should go on plates that have already been
heated, and cold food should go on plates that have already been
cooled.
Choose a main point and build the plate around it. Make the
flavors, shapes, textures, and colors more varied. When it makes sense,
use molded forms. But don't use too many geometric or exact shapes,
as they can make the plate look like it was cut out with a cookie cutter.
Odd numbers bring balance and harmony to the plate and pull in the
other elements around it. To add excitement, make the plate look like a
sculpture by giving it a three-dimensional look.
https://www.canva.com/photos/
MAC_SFiV1lo-plated-chicken-main-meal/
Simple tricks like fluffing up salad greens or putting meat slices on

top of each other are easy ways to add height. Use sauces to give the
food pops of color. Whole rosemary stems should not be used as a
garnish because they don't go with the dish. Flavors and herbs that are

Date Revised:
ALFRED C.
close to the plate's edge should be avoided. However, chopped herbs
that are related to the dish can be used to add color.
Before the plate is given to the guest, it needs to be looked at and

cleaned of any extra food or smudges. To wipe the plate clean, mix
water with lemon or vinegar to make it slightly acidic and use a clean,
lint-free cloth. It is the kitchen's job to make sure that the plate is
served to the guest in the right way. In the kitchen, this is called the "6
o'clock plate position," or the edge of the plate that is closest to the
guest.

Date Revised:
ALFRED C.
Self-Check 3.3-1
Name: _____________________________ Date:

_________________
TRUE or FALSE
Directions: Read each statement carefully. Write TRUE if the

statement is correct and FALSE if it is incorrect.
3. Making your food presentable and attractive enhances the dining

experience.
4. Classical and traditional plate presentation have the same
fundamental items to consider.
5. In preparing one-dish meal, starch shall be put on top of the
protein.
6. For individual servings, use serving pieces that are large size for the
dish.
7. First step in plating, make sure that the plates are the right
cooled.

Date Revised:
ALFRED C.
ANSWER KEY 3.3-1
TRUE OR FALSE
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. TRUE

Date Revised:
ALFRED C.
Present Meat Dishes Hygienically, Logically and
Sequentially
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe the methods of presenting food on a plate hygienically,

logically and sequentially;
3. Present food on a plate hygienically, logically and sequentially.
INTRODUCTION:
How to Present Food on a Plate
When arranging food on a plate, the objective is to craft a dining

experience that entices all the senses, going beyond just taste. Visually
appealing food has the added benefit of stimulating increased bodily
fluids that facilitate nutrient absorption. It could be argued that
aesthetically pleasing food is more nourishing than less visually
appealing alternatives.
To attain restaurant-quality presentation, begin with vibrantly

colored and palatable cooked food. Employ layering techniques and
experiment with contrasting colors and textures to enhance visual
appeal. Complete the presentation by garnishing the plate with flavorful
herbs or spices to elevate it to a higher standard.

Date Revised:
ALFRED C.
Methods of Presenting Food on a Plate Hygienically, Logically and
Sequentially
1. Vertical and Horizontal Lines - Strong, clean lines that run
vertically, horizontally, or at an angle give the plate a neat and
sensible sense of depth. Putting proteins, veggies, or sauces in
different places can make lines.
When you repeat these lines, patterns appear, and when you cross or
cover them, you get variety. The repetition of lines that are drawn over
and over is broken up by carefully placed food shapes and decorations.
2. Arcs, Swooshes, and Swirls

Arcs, swooshes, and swirls soften the plate's sharp angles, making
the lines look like they are moving and flowing.
To make curves, sauces and purees are often used. They can be put
next to other designs on the plate, like straight lines, or they can be

Date Revised:
ALFRED C.
stacked on top of each other to give the plate more height and depth.
There are types of arcs that aren't centered, which makes them more
interesting and builds tension. The golden ratio is another example of
an arc. It is a spiral pattern that can be found in nature, like on snail
shells and sunflowers, and is also used in art and building.
4. Stacked Plating
Through the vertical stratification of components, stacked plating

imparts drama and height to the presentation. Although items can be
layered free-form or with a mold, to prevent a cookie-cutter appearance,
experiment with various color and shape combinations when selecting
the ingredients. By incorporating garnishes and condiments, the focal
point of the stack can be positioned off-center, typically to the left,
thereby enhancing the visual appeal and variety of the presentation. By
incorporating vegetable chips or crisps into the base, pastry, or
vegetables, or as a garnish, one can incorporate crisp textures.
Soft textures, such as root vegetable purees, serve as a foundation and

additionally function as an anchor to bolster the primary component.
Round or square geometric shapes can be broken up with cereals,
vegetables, pasta, or other objects. Sauces serve the purpose of
Date Revised:
ALFRED C.
complementing a dish and bringing it together. When layering, prevent
the bull's-eye effect by incorporating garnishes in varied shapes or by
employing a saucing method that disrupts the circular form.
5. Trios
Popular plating is another method that makes use of odd numbers

and negative space; it's popular for small plates and samplers. There
could be three distinct methods to cook seasonal food on a plate of
trios. The temperatures inside it could be both hot and cold. A chef
might showcase several inventive combinations and preparations
during this occasion. Triangle patterns, linear patterns, or even free-
form designs can all be used for trio plating.

Date Revised:
ALFRED C.
6. Deconstructed Plating
Deconstruction offers a fresh perspective on a dish's components.

When a dish is served deconstructed, it should maintain the tastes and
textures of
the original recipe while forging a link with contemporary.
Deconstruction involves more than just arranging different components

of a dish on a single plate; rather, the plate is designed to showcase a
cohesive idea. Desserts are excellent candidates for the deconstructed
method; one way to re-create a strawberry shortcake is to break it down
into its component parts and make strawberry sorbet, crème fraiche
sauce, dehydrated shortcake crumbs, and fresh strawberries.
7. Free Form Plating
Free-form plating's organized randomness provides it a random yet

organic appearance, but it still needs to be properly planned and
thought through using comparable visual composition principles. The
idea that "which grows together goes together” is supported by free-
form plating, also known as organic plating. This method makes
advantage of a more relaxed, flattened design.
Date Revised:
ALFRED C.
https://www.canva.com/photos/MAE2QYRt8lE-meat-gourmet-dish-on-plate/
Similar to the deconstructed method, free form plates can be utilized to

produce a more fluid approach to food design and arrangement. This
plating technique frequently incorporates stone, slate, or wood plates to
give the presentation a more organic feel.
Self-Check 3.3-2
Date Revised:
ALFRED C.
Name: _____________________________ Date:
_________________
IDENTIFICATION
Directions: Read each statement carefully. Choose your answer from

the below.
Free Form Plating Deconstructed Plating

Arcs, Swooshes, and Swirls Stacked Plating
Trios Vertical and Horizontal Lines
1. This idea of plating states "which grows together goes together”.

2. Plating method that makes use of odd numbers and negative
space; it's popular for small plates and samplers.
3. The repetition of lines that are drawn over and over is broken up
by carefully placed food shapes and decorations.
4. Methods of plating which soften the plate's sharp angles, making
the lines look like they are moving and flowing.
5. This method involves more than just arranging different
components of a dish on a single plate; rather, the plate is
designed to showcase a cohesive idea.
ANSWER KEY 3.3-2

Date Revised:
ALFRED C.
IDENTIFICATION:
1. Free Form Plating

2. Trios
3. Vertical and Horizontal Lines
4. Arcs, Swooshes and Swirls
5. Deconstructed Plating

Selection of Suitable Plate According to its Standard

Date Revised:
ALFRED C.
1. Select suitable plates for food presentation;

3. Prepare suitable plates for food presentation.
INTRODUCTION:
Regardless of whether you're serving up fancy food or simple fare,
it's critical to focus on presentation. Chefs must therefore become
proficient in the fundamentals of food plating. After mastering these
fundamental methods, continue to experiment and hone your skills to
create visually appealing culinary artwork.
Plate Presentation Techniques
Choosing the right plate for your meal is the first step in the food
presentation process. Consider the following to choose the ideal plate
for your food presentation:
1. Plate Size - Your plate should be big enough to make your food
stand out and petite enough to prevent your portions from appearing
small. The diameter of dinner plates varies from 10" to 12", with 10
1/2" being the normal size. This size allows ample room for the main
course and any side dishes that go with it without making the plate
look overwhelming.

Date Revised:
ALFRED C.
2. Plate Colors - The colors of your plates affect your clients' dining
experience, just like the colors of your restaurant's décor. Colors of
plate affects appetite and plating appearance.
 Use light and dark plates to make your meal stand out.
 White plates are popular because they offer a neutral
background for brightly colored foods.
 Dark plates lend beautifully to light-colored dishes, such as a
whitefish or creamy polenta.

Date Revised:
ALFRED C.
 Brown plates can evoke a rustic and earthy feeling. They
complement natural or warm-toned dishes well, including
roasted vegetables and meats.
 A plate’s color can stimulate or reduce appetites. Red increases
the appetite, so serving appetizers on red plates keeps customers
interested in ordering large entrees and desserts.
 Professional platers consider blue dinnerware unappetizing
because there are few naturally occurring blue foods.
3. Plate Shape - A number of things need to be considered when

selecting the ideal plate shape for your restaurant, including the style
of the establishment, the cuisine you offer, and the intended
presentation. An outline of each plate form is provided below:
 Round plate - The most common and adaptable plate shape is

round. They offer a traditional, well-balanced look and
complement a variety of meal styles.
 Square plate - Modern and contemporary style can be achieved
with square plates. Foods with elegant plating and crisp lines
work well with them.
 Coupe plate - Coupe plates have a modern, minimalist look
because of their rounded shape and gentle upward curvature at
the borders. They are suitable for foods with saucy or creative

Date Revised:
ALFRED C.
presentations but might not be able to hold liquids as well as
plates with a definite rim.
 Triangle plate - Triangle plates are a striking and daring option.
They may create a statement and offer a distinctive appearance to
your restaurant. They work well for creative displays and unique
plating techniques.
4. Restaurant Style - If you operate a fine dining establishment,

classic China dinnerware pairs well with traditional plating styles. A
trendy gastropub should invest in unique plates with
unconventional shapes that facilitate maximum plating creativity.
Self-Check 3.3-3
Name: ________________________________ Date:

_________________
MULTIPLE CHOICE:

Date Revised:
ALFRED C.
Directions: Read and understand each question carefully and select
the best answer. Write only the letter in your answer sheet.
1. Which of the following does NOT belong to the group in selecting

suitable plate for your food presentation?
A. Plate size C. Plate texture
B. Plate shape D. Plate color
4. Which of these plates have a modern, minimalist look because of
their rounded shape and gentle upward curvature at the borders?
A. Coupe plate C. Triangle plate
B. Square plate D. Round plate
5. Which of these colored plates are popular because they offer a
neutral background for brightly colored food?
A. Dark plate C. Red plate
B. White plate D. Brown plate
6. What is the size of a medium plate?
A. 4” 6” C. 8” 10”
B. 5” 6” D. 10” 12”
7. Which dinnerware is complements to natural or warm-toned dishes
well, including roasted vegetables and meats?
A. Dark plate C. Red plate
B. White plate D. Brown plate
ANSWER KEY 3.3-3
MULTIPLE CHOICE:
1. C
2. A
Date Revised:
ALFRED C.
3. B
4. C
5. D

Factors in Plating Meat Dishes
1. Identify various techniques in presenting meat dishes;

Date Revised:
ALFRED C.
3. Organize and utilize various techniques in presenting meat
dishes.
INTRODUCTION:
Welcome to a culinary journey where cooking artistry meets the

freedom of expression. In the realm of fine dining, the plate is not
merely a vessel for food; it is a canvas waiting to be adorned with the
chef's creative touch. This information sheet invites you to explore the
captivating world of free-form plating—a technique that transforms the
dining experience into a visual and sensory delight.
How to Present Food Professionally
While there are no fixed food presentation rules, there are several
important concepts to keep in mind as you arrange your meals.
1. Remember your plate is your canvas.

2. Arrange food items using the rule of thirds.
3. Entice the eyes with visual stimulants.
4. Use the sauce as paint for your plate.
5. Garnish to enhance both appearance and flavor.
Plating Techniques
Conceptualize plating as an art form: you are the artist; the plate is
your canvas, and the food is your medium. Master the following plating
techniques to perfect your craft.
1. Food Arrangement Techniques

Date Revised:
ALFRED C.
The arrangement of your food affects the overall tone, dispersion of
flavors, and structural integrity of your dish. The following are some of
the key methods for arranging food:
 The Rule of Thirds - According to

this principle, your dish's focal
point should be on the left or right
side of the plate rather than in the
center. Make use of white space by
framing your plate with the rim as
your main point or points of
https://www.canva.com/photos/MAC-CtOFduM-plate-
interest. of-raw-meat-dish/
 Consider Your Plate as a Clock -

Visualize the face of a clock as you
arrange your ingredients. From
the perspective of the diner, the
ideal range for your protein is
three to nine, your carbohydrate
or starch is nine to twelve, and
your vegetable is twelve to three.
 Don't Overcrowd Your Plate -

Concentrate on only one item
(often the protein) to keep your
design basic. It is easier to
organize your accouterments so
they enhance your focal object
when you have a focal point.

Date Revised:
ALFRED C.
 Moist ingredients first - Place
moist ingredients on a plate first, Ht
and then cover them with other

foods to stop them from running.
Slabs of meat can be angled
against mashed vegetables, for tps://www.canva.com/photos/MAD-MMhYaeU-steak-
with-wine-sauce-on-plate/
instance.
 Make Flavor mouthful Servings -

Flavor bites are food portions that
incorporate every component in
your recipe into a single mouthful.
Taste and appearance are two
things that make a dish excellent,
and flavor bites are no exception. https://www.canva.com/photos/MAEmrK_Oh8Q-
plate-of-pork-spare-ribs/
 Combine Textures - Adding

crumbled blue cheese to a steak or
pairing a creamy vegetable puree
with crunchy onion straws creates
https://www.canva.com/photos/MAEH9QqPr-Y-plate-
enticing texture combinations that of-tomahawk-steak/
are popular in upscale cooking.
2. Visual Plating Techniques
One important plating tip is to make the most of your meal's visual
components. Changing the colors and sizes of the other components on
your plate will help to create a gourmet presentation while your
arrangement takes shape around your protein.

Date Revised:
ALFRED C.
 Serve Odd Quantities - Always serve
guests odd quantities of little meals,
such as shrimp, scallops, or bite-
sized appetizers.
 Color Diversity - Before your

customers ever taste anything,
colorful dishes set the stage for a
multifaceted, delectable lunch.
Include colorful fruits or veggies that
contrast with your main attraction.
 Monochromatic Meals - By arranging

things in a color-coded manner, you
can create the impression that the
dish is limited to one flavor. Upon
encountering a variety of textures
and flavors, the palette is taken
aback and compelled to actively
participate in the dish.
 Add Height to Your Plate - By

creating height, you may draw your
visitors' attention. Although it's not
as common as it was five to ten years
ago, creating layers of food for
customers to explore still makes for
an intriguing experience

Date Revised:
ALFRED C.
 Establish Visual Balance - Lean
long, flat components against taller
pieces to create visual balance (e.g.,
lean asparagus spears at a 45-degree
angle across a stack of lamb
lollipops).
3. Sauce Plating Techniques
Once your main ingredients are plated, you can add mouthwatering
sauces to your plate to improve the appearance of your food. Consider
your sauce as a medium and your squeeze bottle or spoon as a
paintbrush. When you're done adding sauce, make sure to use a towel
to wipe down the plate's edge so that any drips don't detract from the
appearance. Below, we'll go over some of the easiest and most reliable
sauce plating methods.
 Smeared Sauce Plating Method -

Pour your sauce into a squeeze
bottle. Form a huge, filled-in circle
on your plate by squeezing a thick
coating of sauce. The thickest part of
the sauce is in the middle, so take a
spoon or plate wedge and dip it
https://www.myrecipes.com/recipe/
there. Drag the sauce quickly over
port-stained-beef-medallions
your plate.

Date Revised:
ALFRED C.
 Accent Dots Plating Technique - Fill
a squeeze bottle with your preferred
sauce to use as the Accent Dots
plating technique. After using the law
of thirds to examine your dish, add
accent dots. To provide more color
contrast, use several sauces.
 Smeared Accent Dots Plating

Technique - Curve a line along the
side of the dish, alternating between
two sauce accent dots. After that,
center the first ascent dot in your
row with a tiny plating wedge. A
colorful, single-sided edge can be
https://www.canva.com/photos/MAC_SFiV1lo-
created by dragging the plating plated-chicken-main-meal/
wedge between the accent dots.
 Swirled Sauce Plating Technique -

Pour your preferred sauce into a
squeeze bottle. Put your plate on top
of a turntable for cakes. Squeeze the
bottle and point it face down in the
middle of the plate. Squeeze your
bottle and spin your stand at the https://www.canva.com/photos/MADzH730s6s-
meat-plate-with-red-wine/
same time. Wrist adjustments allow
you to alter the swirl pattern. To
increase the visual contrast, add
more than one sauce.
4. Garnishing Techniques
Date Revised:
ALFRED C.
Chefs used to carelessly toss a slice of orange and a piece of kale
onto each plate. But very few visitors actually ate these garnishes
because they didn't bring anything particularly interesting to the dish.
To generate taste bites, modern garnishes are carefully paired with
the dish. To master the last stage of food presentation, adhere to these
garnishing standards and practices.
 Edible Garnishes: Keep in mind

that garnishes should always
complement the dish and be
edible as you finish plating. If a
garnish isn't something you would
like to eat in the same bite as the
https://www.canva.com/photos/MADyQ9sCFCM-
food it goes with, it probably plate-of-cooked-meat-with-cooked-vegetable/
doesn't belong there.
 Intentional Placement: Avoid

piling toppings in only one area of
the dish. Rather, carefully scatter
them to provide texture or color.
Arrange a delicate filet of fish
nestled in a curry sauce, for https://www.canva.com/photos/MADQ5edNE38-
chicken-schnitzel-on-a-plate/
instance, and top it with crispy

shoestring carrots. Garnish the
meal with pomegranate seeds.

Date Revised:
ALFRED C.
 Less Is More: Don't overfill your
dish only to add a garnish. If your
plate is already full, consider
adding a dab of flavor-infused oil
or vinegar to bring out the best
aspects of your meal without
https://www.canva.com/photos/MAEWOdzq2o4-
piling it too high. gourmet-plate-of-rare-meat/
 Garnishes to Steer Clear: Steer

clear of unappetizing garnishes
such as huge chunks of citrus,
raw herbs, and strong-smelling
items. Steer clear of garnishes
https://www.canva.com/photos/MAERH0loMIQ-
that need a lot of time to apply. sliced-flank-steak-on-a-plate-composition/
Self-Check 3.3-4
Name: __________________________________ Date:

_________________
MULTIPLE CHOICE:

1. Which of the following does NOT belong to group on how to present

food professionally?
A. Arrange food items using the rule of thirds.
B. Entice the eyes with visual stimulants.
Date Revised:
ALFRED C.
C. Use the sauce as paint for your plate.
D. Use any plate in your presentation.
2. Which of this food arrangement techniques make use of white space
by framing your plate with the rim as your main point or points of
interest?
A. Don't Overcrowd Your Plate
B. Make Flavor mouthful Servings
C. The Rule of Thirds
D. Consider Your Plate as a Clock
3. Which of this food arrangement techniques concentrate on only one
item (often the protein) to keep your design basic?
A. Don't Overcrowd Your Plate
B. Make Flavor mouthful Servings
C. The Rule of Thirds
D. Consider Your Plate as a Clock
4. One (1.) Keep in mind that garnishes should always complement the
dish and be edible as you finish plating. Two (2) Don't overfill your
dish only to add a garnish.
Which of these statements is true about garnishing?
A. Both statements are true
B. Both statements are false
C. Statement one Is true, statement 2 is false
D. Statement one Is false, statement 2 is true
5. Which of these group you are going to consider in presenting your
dish?
A. Food arrangement techniques, visual plating techniques, sauce
plating techniques and free form plating
B. Food arrangement techniques, visual plating techniques, sauce
plating techniques and garnishing techniques
Date Revised:
ALFRED C.
C. Visual plating techniques, sauce plating techniques, practical
plate presentation and free form plating
D. Visual plating techniques, sauce plating techniques, practical
plate presentation and traditional plate presentation
ANSWER KEY 3.3-4
MULTIPLE CHOICE:
1. D
2. C
3. A
4. A
5. B

Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
TASK SHEET 3.3-1
Title: PRESENT MEAT DISHES ATTRACTIVELY
Performance Objective: Identify how to attractively present meat dishes,

including necessary equipment, supplies, materials,
and performance objectives.
Supplies/Materials :
1. Meat (Variety, Cooked, Fancy)

2. Vegetables (Cooked, any)
3. Garnishes (any)
4. Sauce (Variety, Cooked, Fancy)
Equipment:
1. Cutting board
2. Knife
3. Tongs
4. Spatula
5. Squeeze bottle
6. Plate
7. Utensils
1. Choose a meat dish:
Select a meat dish that showcases the given ingredients.
Consider the flavor profile and color of the meat when making
your selection.
2. Choose the right plate. Refer to Information Sheet 3.3-3.
Select a plate that complements the size and shape of the meat
dish. Consider using a white plate to make the vibrant colors of
the food pop.
3. Choose garnishes wisely. Refer to Information Sheet 3.3-4.
Garnishes can add color and flavor to the dish, but they should
be chosen wisely. Make sure they complement the flavors of the
dish and are Date
edible.
Revised:
Assessment Method:
ALFRED C.
 WrittenGALLARDO
Exam Revision No.:
 Demonstration
 Oral Questioning
Performance Criteria Checklist 3.3-1
CRITERIA
Did you…. YES NO
1. Choose a meat dishes?
2. Choose the right plate?
3. Choose garnishes wisely?
Comments/Suggestions:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________________.

Date Revised:
ALFRED C.
TASK SHEET 3.3-2
Title: PRESENTING MEAT DISHES HYGIENICALLY, LOGICALLY, AND

SEQUENTIALLY
Performance Objective: To learn how to present meat dishes hygienically,

logically, and sequentially within the required
timeframe.
1. Garnishes
2. Cutting boards
3. Chef knives
4. Aprons and gloves
5. Assorted meat dishes
6. Presentation plates
Equipment:
1. Working Table
I. Hygiene Practices (20 minutes):
a. Handwashing and proper use of materials, tools and

equipment in meat presentation process.
b. Cleaning and sanitizing cutting boards, knives, and utensils.
c. Safe handling and plating of meat presentation.
d. Temperature control - importance of using a thermometer.
II. Logical Organization (30 minutes):
a. Meat dish selection and analysis.

b. Preparation ofDate Developed:
components Document
- mise en place No.: TRS12383
for meat
presentation.
Date Revised:
COOKERY workstations for efficiency.
c. Organizing DEPARTMENT Page __ of
NC II Date by: OF EDUCATION
d. Understanding the flow of meat presentation process. ___.
ALFRED C.
III. Sequential Execution (60 minutes):
a. Demonstration of techniques for presenting meat dishes.

CRITERIA
YES NO
Did you….
4. Adherence to hygiene practices.

a. Handwashing and proper use of materials,
tools and equipment in meat presentation
process.
b. Cleaning and sanitizing cutting boards, knives,
and utensils.
c. Safe handling and plating of meat
presentation.
d. Temperature control - importance of using a
thermometer.
2. Logical Organization (40 minutes):
a. Meat dish selection and analysis.
b. Preparation of components - mise en place for
meat presentation.
c. Organizing workstations for efficiency.
d. Understanding the flow of meat presentation
process.
3. Sequential Execution (60 minutes):
a. Demonstration of techniques for presenting
meat dishes.
b. Managing meat presentation in terms of time
and pattern.
c. Coordinating multiple tasks for simultaneous
meat presentation.
d. Troubleshooting common issues during meat

Date Revised:
ALFRED C.
presentation process.
4. Presentation and aesthetics of the final meat
dishes.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________________.

Date Revised:
ALFRED C.
TASK SHEET 3.3-3
Title: PRESENTING MEAT DISHES ATTRACTIVELY
Performance Objective: To learn how to present meat dishes in suitable

plates according to enterprise standards.
5. Meat
6. Vegetables
7. Garnishes
8. Sauce
Equipment:
8. Cutting board
9. Knife
10. Tongs
11. Spatula
12. Squeeze bottle
13. Plate
I. Selecting Suitable Plates (15 minutes):
a. Understanding the characteristics of different plates.
b. Matching plate styles to the type of meat dish (e.g., steak, grilled chicken,
stew).
c. Considering color, shape, and size in plate selection.
d. Adhering to enterprise standards for plate choice.
II. Arranging and Presenting Meat Dishes (25 minutes):
a. Preparing meat dishes for presentation (reheating if necessary).
b. Considering placement of different components on the plate.
c. Utilizing negative space for visual appeal.
d. Incorporating garnishes and sauces strategically.
III. Aesthetics and Professionalism (20 minutes):
a. Importance of color contrast and balance on the plate.
b. Tips for creating visually appealing patterns and arrangements.
c. Ensuring cleanliness andDate
neatness in the presentation.
Developed: Document No.: TRS12383
December 2023 Issued presentation.
d. Aligning with enterprise standards for professional by:
Date Revised:
IV. Hands-On Practice
COOKERY (30 minutes): DEPARTMENT Page __ of
NC II Date by:meat dishesOF EDUCATION
a. Trainee practice plating different using the principles ___.
learned. ALFRED C.
b. Instructors provide feedback on individual presentations.
c. Peer evaluations for constructive critique.
V. Documentation and Reflection (15 minutes):
CRITERIA
YES NO
Did you….
I. Selecting Suitable Plates:

a. Understanding the characteristics of different
plates.
b. Matching plate styles to the type of meat dish
(e.g., steak, grilled chicken, stew).
c. Considering color, shape, and size in plate
selection.
II. Arranging and Presenting Meat Dishes:
a. Preparing meat dishes for presentation (reheating
if necessary).
b. Considering placement of different components on
the plate.
III. Aesthetics and Professionalism:
a. Importance of color contrast and balance on the
plate.
b. Tips for creating visually appealing patterns and
arrangements.
c. Ensuring cleanliness and neatness in the
presentation.
d. Aligning with enterprise standards for

Date Revised:
ALFRED C.
professional presentation.
IV. Hands-On Practice:
a. Trainee practice plating different meat dishes
using the principles learned.
b. Instructors provide feedback on individual
presentations.
c. Peer evaluations for constructive critique.
V. Documentation and Reflection:
a. Trainee document their plated dishes with
photographs.
b. Short reflection on the challenges faced and
lessons learned.
c. Group discussion on innovative and creative
plating ideas.
VI. Feedback and Assessment:
a. Trainee provide feedback on overall presentation
skills.
b. Assessment based on adherence to enterprise
standards and creativity.
c. Q&A session for clarification.
______________________________________________________________________
______________________________________________________________________
__________
______________________________________________________________________
____.

Date Revised:
ALFRED C.
TASK SHEET 3.3-4
Title: PRESENTING MEAT DISHES - FACTORS IN PLATING DISHES
Performance Objective: To learn how to present meat dishes attractively,

select suitable plates and using techniques in
plating, according to enterprise standards.
9. Assorted meat dishes (prepared in advance)

10. A variety of plates (different shapes, sizes, and materials)
11. Garnishes (fresh herbs, edible flowers, etc.)
12. Sauces and condiments for drizzling or decorating
13. Utensils for plating (spoons, tweezers, etc.)
14. Cloth napkins
15. Camera or smartphone for documentation
Equipment:
14. Working Table
I. Selecting Suitable Plates (15 minutes):
a. Understanding the characteristics of different plates.

b. Matching plate styles to the type of meat dish (e.g., steak, grilled chicken,
stew).
c. Considering color, shape, and size in plate selection.
II. Arranging and Presenting Meat Dishes (30 minutes):
a. Preparing meat dishes for presentation (reheating if necessary).
b. Considering placement of different components on the plate.
III. Aesthetics and Professionalism (30 minutes):
a. Importance of color contrast and balance on
Date Developed: the plate.
Document No.: TRS12383
b. Tips for creating visually appealing patterns and arrangements.
Date Revised:
c. Ensuring cleanliness
COOKERY and neatness in the presentation.
DEPARTMENT Page __ of
NC II
d. Aligning with enterpriseDate by:
standards OF EDUCATION
for professional presentation. ___.
IV. Hands-On Practice (30 ALFRED
minutes):C.
a. Students practice plating different meat dishes using the principles
learned.
b. Instructors provide feedback on individual presentations.
CRITERIA YES NO
I. Selecting Suitable Plates:

a. Understanding the characteristics of different
plates.
b. Matching plate styles to the type of meat dish
(e.g., steak, grilled chicken, stew).
c. Considering color, shape, and size in plate
selection.
II. Arranging and Presenting Meat Dishes:
a. Preparing meat dishes for presentation (reheating
if necessary).
b. Considering placement of different components on
the plate.
III. Aesthetics and Professionalism:
a. Importance of color contrast and balance on the
plate.
b. Tips for creating visually appealing patterns and
arrangements.
c. Ensuring cleanliness and neatness in the
Date Revised:
ALFRED C.
presentation.
d. Aligning with enterprise standards for
professional presentation.
V. Documentation and Reflection:
a. Students document their plated dishes with
photographs.
b. Short reflection on the challenges faced and lessons
learned.
c. Group discussion on innovative and creative plating
ideas.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________________

Date Revised:
ALFRED C.
Evidence Plan
Competency
COOKERY NC II
standard:
Unit of
PRESENT MEAT DISHES
competency:
Ways in which evidence will be collected:
Demonstration
Observation &
& Questioning
Questioning
Written
The evidence must show that the trainee…
LO 1: Perform Mise’ En Place
 1.1 Tools, utensils and equipment / / /
 1.2 Correct and Characteristics of

/ / /
ingredients
 1.3 Required form and time frame of
/ / /
Ingredients
 1.4 Frozen and Washed raw ingredients / / /
LO 2: Cook Meat Cuts for Service
 2.1 Appropriate methods in cooking meat / / /
 2.2 Variety of portioned meat cuts / / /
 2.3 Variety of offal dishes / / /
 2.4 Appropriate tools and equipment in

/ / /
cutting meat
 2.5 Adjustment of ingredients / / /
 2.6 Season cooked dishes / / /

Date Revised:
ALFRED C.
 2.7 Maintain safety workplace and
/ / /
hygienic procedures
LO 3: Present Meat Cuts for Service
 3.1 Present meat dishes attractively / / /
 3.2 Present Meat Dishes hygienically, / / /

logically and sequentially
 3.3 Selection of suitable plate according
/ / /
to its standard
 3.4 Factors in plating meat dishes / / /
LO 4: Store Meat
 4.1 Utilize quality trimmings and other

/ / /
leftovers
 4.2 Stores fresh and cryovac-packed meat / / /
 4.3 Use and store required containers / / /
 4.4 Storage of Meat accordance with FIFO / / /
NOTE: *Critical aspects of competency.
TABLE OF SPECIFICATION
# of
Objectives/Content Knowledg Comprehensi
Application items/
area/Topics e on
% of test
 Identify the 10 5 10 25 25%

fundamental
principles of
Date Revised:
ALFRED C.
presenting meat
dishes attractively,
based on classical
and cultural
standards.
 Describe the
methods of
presenting food on 10 5 15 30 30%
plate hygienically,
logically and
sequentially.
 Select and prepare
suitable plates for 5 5 10 20 20%
food presentation
 Organize and utilize
the various
techniques in 5 5 15 25 25%
presenting meat
dishes
100
TOTAL 30 20 50 100
%
WRITTEN EXAMINATION FOR ASSESSMENT

IN PRESENTING MEAT DISHES
Test I. MULTIPLE CHOICE

1. What is the primary focus when identifying the fundamental

principles of presenting meat dishes attractively?

Date Revised:
ALFRED C.
a. Aromas b. Color contrast c. Temperature d. Weight of the
dish
2. Based on classical standards, what aspect is considered

fundamental for attractive meat dish presentation?
a. Use of bold colors
b. Symmetry and balance
c. Unconventional plating
d. Minimalistic garnishing
3. What does the term "logically" imply in the context of presenting
food on a plate?
a. Sequential organization
b. Random arrangement
c. Abstract plating
d. Variety of colors
4. Why is it important to consider the type of dish when selecting
plates?
a. It affects the presentation budget
b. It influences the choice of garnishes
c. It ensures the plate complements the food
d. It speeds up the cooking process
5. When organizing techniques for presenting meat dishes, what is

crucial for achieving visual appeal?
a. Random application of techniques
b. Minimal use of techniques
c. Strategic and purposeful application of techniques
d. Using only classical techniques

Date Revised:
ALFRED C.
6. In the context of presenting meat dishes, what does "utilizing
various techniques" involve?
a. Repeating the same technique for each component
b. Experimenting with novel and creative techniques
c. Following only classical techniques
d. Ignoring the principles of presentation
7. Why is it important to align the techniques used with the overall
theme or style of the dish?
a. It confuses the diner
b. It enhances the dining experience
c. It increases cooking time
d. It reduces the need for garnishes
8. What is the purpose of identifying fundamental principles in
presenting meat dishes?
a. To challenge traditions
b. To enhance visual appeal
c. To increase cooking time
d. To reduce portion sizes
9. Which factor is often emphasized when considering classical
standards in presenting meat dishes?
a. Simplicity
b. Extravagance
c. Spiciness
d. Unpredictability
10. How does the organization of techniques contribute to the overall

presentation?
a. It confuses the diner

b. It showcases the chef's lack of creativity
Date Revised:
ALFRED C.
c. It enhances the complexity and depth of the dish
d. It decreases cooking time
11. What do you call of the method in presenting food on a plate
hygienically presents sharp angles, making the lines look like they
are moving and flowing.
a. Stacked Plating
b. Arcs, Swooshes, and Swirls
c. Vertical and Horizontal Lines
d. Trios
12. It is a method of presenting the dishes hygienically cleans the
line and run vertically, horizontally, or at an angle that gives the
plate a neat and sensible sense of depth.
a. Stacked Plating
b. Arcs, Swooshes, and Swirls
c. Vertical and Horizontal Lines
d. Trios
13. Which of the following below is not part of Visual Plating
Technique?
a. Serve Odd Quantities
b. Color Diversity
c. Monochromatic Meals
d. Edible Garnishes
14. Why is it important to match the size of the plate with the
portion size of the dish?
a. It adds unnecessary complexity
b. It ensures a balanced presentation
c. It reduces the need for garnishes
d. It speeds up the plating process

Date Revised:
ALFRED C.
15. It is a form of plating that presents an arbitrary yet natural
appearance, however, it still requires thought and planning using
similar visual rules of composition.
a. Free form plating
b. Deconstructed plating
c. Stacked plating
d. None of the above
16. Which of the following does NOT belong to the group in selecting
suitable plate for your food presentation?
a. Plate size
b. Plate shape
c. Plate texture
d. Plate color
17. Which of these plates have a modern, minimalist look because of
their rounded shape and gentle upward curvature at the borders?
a. Coupe plate
b. Square plate
c. Triangle plate
d. Round plate
18. Which of these colored plates are popular because they offer a
neutral background for brightly colored food?
a. Dark plate
b. White plate
c. Red plate
d. Brown plate
19. What is the size of a medium plate?
a. 4” 6” c. 8” 10”
b. 5” 6” d. 10” 12”

Date Revised:
ALFRED C.
20. Which dinnerware is complemented to natural or warm-toned
dishes well, including roasted vegetables and meats?
a. Dark plate
b. White plate
c. Red plate
d. Brown plate
21. Which of the following does NOT belong to group on how to
present food professionally?
a. Arrange food items using the rule of thirds.
b. Entice the eyes with visual stimulants.
c. Use the sauce as paint for your plate.
d. Use any plate in your presentation.
22. Which of this food arrangement techniques make use of white
space by framing your plate with the rim as your main point or
points of interest?
a. Don't Overcrowd Your Plate
b. Make Flavor mouthful Servings
c. The Rule of Thirds
d. Consider Your Plate as a Clock
23. Which of this food arrangement techniques concentrate on only
one item (often the protein) to keep your design basic?
a. Don't Overcrowd Your Plate
b. Make Flavor mouthful Servings
c. The Rule of Thirds
d. Consider Your Plate as a Clock
24. One (1.) Keep in mind that garnishes should always complement
the dish and be edible as you finish plating. Two (2) Don't overfill
your dish only to add a garnish.
Which of these statements is true about garnishing?
Date Revised:
ALFRED C.
a. Both statements are true
b. Both statements are false
c. Statement one Is true, statement 2 is false
d. Statement one Is false, statement 2 is true
25. Which of these group you are going to consider in presenting your
dish?
a. Food arrangement techniques, visual plating techniques,

sauce plating techniques and free form plating
b. Food arrangement techniques, visual plating techniques,
sauce plating techniques and garnishing techniques
c. Visual plating techniques, sauce plating techniques,
practical plate presentation and free form plating
d. Visual plating techniques, sauce plating techniques,
practical plate presentation and traditional plate
presentation
Test II – True or False
Directions: Read and understand each statement below. Write "True" if

the statement is correct or "False" if the statement is incorrect. Do not
leave any statements unanswered.
1. Identifying the fundamental principles of presenting meat dishes

involves recognizing the importance of color contrast, symmetry,
and balance based on both classical and cultural standards.
2. Classical standards in presenting meat dishes prioritize

complexity and unpredictability over simplicity.

Date Revised:
ALFRED C.
3. Describing methods of presenting food on a plate hygienically
involves maintaining cleanliness and safety during the
preparation and plating process.
4. Logical and sequential presentation of food on a plate refers to

random arrangement of components for visual appeal.
5. The initial step in selecting suitable plates is to consider the

cultural background, followed by analyzing the color of the food.
6. It's important to consider the type of dish when selecting plates

to ensure they complement the food being served.
7. Cleaning and sanitizing plates is not a crucial step when

preparing them for food presentation.
8. Organizing techniques for presenting meat dishes involves

purposeful application to enhance visual appeal.
9. It is not important to align the techniques used with the overall

theme or style of the meat dish being presented.
10. Utilizing various techniques implies repeating the same

technique for each component of the dish.
11. Making your food presentable and attractive enhances the

dining experience.
12. Classical and traditional plate presentation have the same

fundamental items to consider.
13. In preparing one-dish meal, starch shall be put on top of the

protein.
Date Revised:
ALFRED C.
14. For individual servings, use serving pieces that are large size
for the dish.
15. First step in plating, make sure that the plates are the right
cooled.
TEST III: Enumeration
Directions: Provide your answer in the following questions below:
1-4. Provide at least four methods of presenting the dishes on a plate

hygienically, logically, and sequentially.
5-8. Enumerate the four techniques on selecting a suitable plate

according to the enterprise standard.
9-10. What are the two standard types of presenting meat dishes
attractively?
Test III: Essay
Directions: Explain your views and stand point with not less than 10
sentences.
 Examine the fundamental principles of presenting meat dishes

attractively, drawing upon both classical and cultural standards.
In your response, elaborate on the methods of presenting food on
a plate with a focus on maintaining hygiene, logical arrangement,
and sequential organization. Additionally, discuss the importance
of selecting and preparing suitable plates for effective food
presentation. Finally, analyze and explore the various techniques

Date Revised:
ALFRED C.
employed in presenting meat dishes, emphasizing their role in
enhancing the visual appeal and overall dining experience.
Criteria:
 Content - 15
 Organization - 10
 Technical Structure - 10
 Relevance to the topic - 15
 Total - 50 points
ANSWER KEY
TEST I: Multiple Choice
1. b. Color contrast
2. b. Symmetry and balance
3. a. Sequential organization
4. c. It ensures the plate complements the food
5. c. Strategic and purposeful application of techniques
6. b. Experimenting with novel and creative techniques
7. b. It enhances the dining experience
8. b. To enhance visual appeal
9. a. Simplicity
10. c. It enhances the complexity and depth of the dish
11. Arcs, Swooshes, and Swirls
12. Vertical and Horizontal Lines
13. d. Edible Garnishes
14. b. It ensures a balanced presentation
15. a. Free form plating
16. c. Plate texture
Date Revised:
ALFRED C.
17. a. Coupe plate
18. b. White plate
19. c. 8” 10”
20. d. Brown plate
21. d. Use any plate in your presentation.
22. c. The Rule of Thirds
23. a. Don't Overcrowd Your Plate
24. a. Both statements are true
25. b. Food arrangement techniques, visual plating techniques, sauce
plating techniques and garnishing techniques
TEST II: True or False

1. True
2. False
3. True
4. False
5. False
6. True
7. True
8. True
9. ` False
10. False
11. TRUE
12. TRUE
13. FALSE
14. FALSE
15. TRUE

Date Revised:
ALFRED C.
TEST III: Enumeration
1-4. Vertical and Horizontal Lines, Arcs, Swooshes, and Swirls,

Stacked Plating, Trios, Deconstructed Plating, and Free Form Plating.
5-8. Plate Size, Plate Colors, Plate Shape, and Restaurant Style.
9-10. Cultural and Traditional Standard
Test IV: Essay
 (Answers may vary depending on their own learning experience

and realizations.)
Performance Test
Specific Instruction for the Candidate:
1. You are not allowed to take the performance exam if you’re not
wearing the proper attire.
2. You are required to perform this performance within 3hrs.
3. Cellular phones are not allowed.
4. You are allowed to take a 15-minute break.
5. You are not allowed to borrow tools/ materials/ and equipment to

another candidate.
Qualification COOKERY NC II

Date Revised:
ALFRED C.
Unit of Competency PRESENTATION OF MEET DISHES
General Instruction:
The purpose of this performance test is to evaluate a candidate's ability to

present meat dishes effectively. The candidate will be assessed based on
their communication skills, knowledge of meat preparation, and
presentation techniques. The candidate is expected to showcase their
proficiency in handling and presenting various types of meat dishes.
Specific Instruction:
1. Preparation:
a. Choose three different types of meat dishes.

b. Select a specific dish for each type of meat dishes.
c. Prepare the meat dishes in advance, ensuring they are cooked to
perfection.
2. Presentation Skills:
a. Begin the presentation by introducing yourself and briefly explaining

the purpose of the presentation.
b. Clearly articulate the name and main features of each dish.
c. Demonstrate effective communication skills, including clarity,

Date Revised:
ALFRED C.
enthusiasm, and engagement with the audience.
d. Use appropriate culinary terminology to describe the preparation and
cooking techniques used for each meat dish.
3. Visual Appeal:
a. Pay attention to the visual presentation of the dishes.

b. Ensure that the dishes are plated attractively, using garnishes and side
dishes to enhance visual appeal.
c. Highlight any unique or special features of each dish.
4. Knowledge of Meat:
a. Display a solid understanding of the different cuts and types of meat

used in the chosen dishes.
b. Provide information on the source and quality of the meat used in the
presentation.
c. Discuss any specific considerations for handling and cooking each type
of meat.
5. Handling Questions:
a. Be prepared to answer questions from the audience regarding the

dishes, ingredients, or cooking techniques.
b. Respond confidently and accurately, demonstrating a deep
understanding of the meat dishes presented.
6. Time Management:
a. Keep the presentation within a reasonable time frame (e.g., 15-20

minutes).
Date Revised:
ALFRED C.
b. Allocate sufficient time to discuss each meat dish without rushing or
going over the allotted time.
Performance Criteria Checklist

Did you… YES NO
1. select three different types of meat dishes?
2. choose a specific dish for each type of meat dishes?
3. prepared the meat in advance, ensuring they were
cooked to perfection?
4. introduce oneself and explain the purpose of the

presentation?
5. clearly articulate the name and main features of each
dish?

Date Revised:
ALFRED C.
6. demonstrate effective communication skills with clarity,
enthusiasm, and audience engagement?
7. use appropriate culinary terminology to describe the

preparation and cooking techniques used for each meat
dish?
8. pay attention to the visual presentation of the dishes?
9. plated the dishes attractively, using garnishes and side

dishes?
10. highlight any unique or special features of each dish?
11. display a solid understanding of the different cuts and

types of meat used in the chosen dishes?
12. provide information on the source and quality of the

meat used in the presentation?
13. discuss a specific consideration for handling and

cooking each type of meat?
14. prepared to answer questions from the audience

regarding the dishes, ingredients, or cooking techniques?
15. respond confidently and accurately, demonstrating a

deep understanding of the meat dishes?
16. address questions within the allotted time?
17. keep the presentation within a reasonable time frame

(e.g., 15-20 minutes)?
18. allocate sufficient time to discuss each meat dish

without rushing or going over the allotted time?

Date Revised:
ALFRED C.
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. Have you carefully considered the flavory profiles and

textures of the chosen meats to create a balanced and  
diverse presentation?

Date Revised:
ALFRED C.
2. Did you reflect on the most suitable presentation techniques
for each type of meat to enhance their individual  
characteristics?
3. Have you ensured a balance in the overall presentation by

considering factors such as richness, spiciness, and acidity  
among the chosen meat dishes?
4. Have you taken into account potential guest preferences or

 
dietary restrictions when selecting the meat dishes?
Safety Questions
5. Have you followed proper safety protocols for handling raw  

meat, including hand hygiene and avoiding cross-
contamination?
6. Will you ensure that all meats are cooked to their  

recommended internal temperatures for safety reasons?
7. Have you considered and accounted for potential allergens in  

the ingredients used in the meat dishes?
8. Will you regularly sanitize utensils and cutting surfaces  

during the preparation to prevent cross-contamination?
Contingency Questions
9. Have you prepared any backup ingredients in case of  

unexpected issues with the primary ones?
10. Do you have a contingency plan if any cooking equipment  

malfunctions during the presentation?
11. If faced with unexpected time constraints, do you have a  

plan to adjust your presentation without compromising the
quality of the dishes?

Date Revised:
ALFRED C.
12. Are you prepared to make ingredient substitutions if a  
particular ingredient becomes unavailable at the last minute?
Job Role/Environment Questions  
13. Is the kitchen environment organized and set up to  

facilitate a smooth and efficient presentation?
14. Have you considered the ambient temperature and its  

potential impact on the presentation of hot dishes?
15. Will you maintain a clean and organized workspace  

throughout the presentation to ensure a professional and
hygienic environment?
16. Have you considered the lighting in the presentation area to  

ensure that the dishes are well-illuminated and visually
appealing?
Rules and Regulations  
17. Will you ensure that all food safety regulations are strictly  
adhered to during the preparation and presentation?
18. Are you aware of and committed to maintaining proper  

kitchen hygiene in accordance with local health regulations?
19. Will you ensure that each dish is appropriately labelled for  
allergens, in compliance with relevant regulations?
20. Do you have a plan for the proper disposal of waste  

generated during the preparation, adhering to waste disposal
regulations?
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

Date Revised:
ALFRED C.
Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
Books
Manuals

Date Revised:
ALFRED C.
Charts
Pictures
Magazines
 Non-Print Resources As per TR As per Remarks
Inventory
Video tapes
CD’s
Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per TR As per Remarks
Inventory
Beef
Pork
Lamb/mutton
Veal
POULTRY
Chicken
Duck
Turkey
Pigeon, etc.
SEAFOOD
Fish
Shellfish
Crustacean

Date Revised:
ALFRED C.
PERISHABLES
Vegetables
Fruits
Dairy products
Processed food
DRY GOODS (GROCERIES)
Sauces
Spices and herbs
Seasoning
Canned fruits
Canned vegetables
Noodles
Pasta
Rice
Flour
Sugar
Beans
FACILITIES
Workshop
Laboratory
Audio-visual room
Lecture room
Storage/stock room

Date Revised:
ALFRED C.
Research room/Library
REFERENCES
Books
Manuals
Charts
CD’s
Video tapes
Pictures
Magazines
MISCELLANEOUS
Charcoal
Toothpicks
Aluminum foil
Wax paper
Cling wrap
Tissue paper
Paper towel
Liquid soap
 Tools As per TR As per Remarks
Inventory
Chef’s knife 10
pcs
Boning knife 8
pcs
Oysters knife 4
pcs

Date Revised:
ALFRED C.
Cleaver knife 2
pcs
Tenderizer, medium, small 8
pcs
Skimmer, fine 8
pcs
Wire skimmer 8
pcs
Wire skimmer, small 8
pcs
8
Skimmers, spider
pcs
8
Strainer,small,fine
pcs
8
Siever,small
pcs
Strainer,medium fine 8
pcs
8
Turner,3” x 6”
pcs
8
Spatula
pcs
8
Wooden spoon
pcs
8
Parisienne spoon
pcs
8
Zester
pcs
8
Piping bag
pcs
8
Pastry tubes
pcs
Strainer Chinois,small 3
pcs
Strainer Chinois, medium 2
pcs

Date Revised:
ALFRED C.
4
Funnel, small
pcs
4
Funnel, medium
pcs
6
Measuring spoon
sets
10
Tongs, 8 inches
pcs
8
Tongs, 12 inches
pcs
Measuring cup
10
Measuring urn
pcs
24
Ice cream scoop pcs
4
sets
2
Cheese Cloth unit
4
Serving spoon
unit
Pepper and salt mill 8
pcs
Weighing scale, 5 kgs 8
pcs
Weighing scale, 1000 grams 8
pcs
2
Apple corer
pcs
1 pc
Wire whisk,small
Wire whisk, medium 8
pcs
Wire whisk, heavy duty
8
pcs

Date Revised:
ALFRED C.
Can opener 8
pcs
Kitchen scissors
8
pcs
8
pcs
Soup Ladle, 3 oz
3
Soup Ladle, 6 oz
pcs
3
Soup Ladle, 8 oz
pcs
2
Soup Ladle, 12 oz
pcs
8
Kitchen spoon
pcs
Kitchen spoon, slotted 8
pcs
8
Kitchen forl
pcs
3
Carving fork
pcs
Pocket/pin thermometer 3
pcs
8
Peelers
pcs
2
Stock pot, large
pcs
12
Frying pan, small
pcs
Frying pan, medium 8
pcs
2
Frying pan, large
pcs
4
Colander, small
pcs
2
Colander, medium
pcs
Date Revised:
ALFRED C.
16
Cutting board
pcs
Fish poacher, medium
1 pc
12
Casserole, small
pcs
Casserole, medium 4
pcs
4
Wok, small
pcs
Wok, medium 1 pc
Double Boiler, medium
1 pc
8
Paellara
pcs
12
Glass rack
pcs
12
Soup cup rack
pcs
12
Plate rack
pcs
8
Baking tray, small
pcs
Utility tray,stainless 12
pcs
4
Roasting pan
pcs
 Equipment As per TR As per Remarks

Inventory
Electric fan 1unit
First aid cabinet
3 unit
Filing cabinet 3 Layers
1 unit
compartment
TV 1 unit
Video player 2 unit

Date Revised:
ALFRED C.
Fire extinguisher 1 unit
1
Emergency light
unit
directional signage/s for each
rooms 1 pc
1
air condition
unit
1
telephones
unit
computers with internet
connection 3
unit
1
Fax machine
unit
LCD 2
unit
LABORATORY EQUIPMENTS
1
Air conditioner
unit
Fire extinguisher 2
unit
Emergency light 1
unit
Combination of broiler and griddle
- small 1
unit
3
Exhaust hood
unit
Dish washing machine (optional 1
unit
Blender machine 1
unit
Pressure cooker medium
Salamander, griller 1
unit
Braising pan - medium
8
unit
Meat slicer - small 1

Date Revised:
ALFRED C.
unit
Meat chopper machine
1
unit
Preparation table with sink &
8
shelves
(approx. 45x28’’) unit
Bain Marie – table w/4
1
compartments
unit
Working s/s table (fabricated)
2
unit
Condiment cabinet 2
unit
Washing sink tables w/3
1
compartments
unit
Soak sink, optional 1
unit
8
Utility shelving
unit
Stainless steel rack (5 shelves 2
unit
Utility cart 1
unit
Floor mops 4
pcs
2
Mop Squeezer
unit
4
Broom (tambo)
pcs
4
Dust pan
pcs
Garbage bin (4 gals.)
4
unit
Liquid soap dispenser
8
pcs
Paper towel dispenser

Date Revised:
ALFRED C.
4
pcs
Reach-in freezer 1
unit
Reach-in refrigerator 2
unit
4 burner gas range w/ oven
4
unit
Stock pan burner 1
unit
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
COOKERY NC II WORKSHOP

Date Revised:
ALFRED C.
FACILITATE LEARNING SESSION
Sector: TOURISM
SCHOOL:
N

U

n

Date Revised:
ALFRED C.
Training Activity Matrix for Cookery NC II
Facilities/Tools Venue Date &

Training Activity Trainee Remarks
and Equipment Time
(Workstation/ Area)
Prayer
Recap of Activities
8:00 AM to
All
Unfreezing Activities Lecture Room 8:30 AM
trainees
Feedback of Training
Rejoinder/Motivation
LO1. Perform Mise’en place
 Complete mise en place for CBLM, Steps and Learning Resource  Reading of
meat dishes by organizing Procedures Area CBLM
and preparing all necessary according to  Demonstratio
ingredients, utensils, and eshtablishments n
equipment prior to cooking. standards  Writteh Exam
 Ensure that all  Knife
ingredients for meat All 8:30 AM to
Trainees  Chopping 11:30 AM
dishes are properly board
portioned, chopped, and
 Bowls
Date Revised:
ALFRED C.
12 NN
Lunch
break
organized before starting  Plate
the presentation process,  Mallet 1:00 PM to
reducing preparation  Weighing 4: 30 PM
time by 20% compared to scales
previous practices.  Fruits and
 Implement a systematic Vegetable
approach to mise en  Meat (variety)
place for meat dishes by  Wooden spoon
creating standardized  Spatula
LO2. Cook meat cuts for service
 Develop standardized All CBLM, Steps and Practical Work Area 8:30 AM to  Reading of
cooking methods for Trainees Procedures 11:30 AM CBLM
various meat cuts to according to  Demonstratio
streamline the cooking eshtablishments 12 NN n

Date Revised:
ALFRED C.
standards
 Knife
 Chopping
board
 Bowls
process.  Plate
 Implement regular taste  Mallet
tests and inspections to Lunch
 Weighing break
monitor the quality of
scales  Written Exam
cooked meat cuts.
 Fruits and
 Minimizing food waste 1:00 PM to
Vegetable
aligns with sustainability 4: 30 PM
 Meat (variety)
goals and contributes to
cost savings.  Wooden spoon
 Spatula
 Stariner
 Mixing bowl
 Pan/pot
seasonings
LO3. Present meat cuts for service

Date Revised:
ALFRED C.
CBLM, Steps and
Procedures
 Identify and apply according to
suitable presentation eshtablishments
methods for various meat standards 8:30 AM to
cuts. 11:30 AM
 Knife 
 Evaluate participants' Reading of
 Chopping CBLM
ability to select and 12 NN
All board  Demonstratio
execute appropriate
 Bowls Practical Work Area Lunch
presentation methods. Trainees n
 Serving plate break
 Competency in selecting  Written Exam
and applying (variety)
presentation methods  Fruits and 1:00 PM to
should be demonstrated Vegetables 4: 30 PM
by the end of the training  Garnishes
session.  Meat (variety,
cooked)
LO4. Store meat

 Implement proper storage All CBLM, Steps and Practical Work Area 8:30 AM to  Reading of
procedures for different Trainees Procedures 11:30 AM CBLM
types of meat cuts. according to  Demonstratio
 Assess compliance eshtablishments 12 NN n
Date Revised:
ALFRED C.
standards
Equipement, Tools
and Materials like:
 Refrigerator
 Food
through regular
processor Lunch
inspections and
 Knife break
temperature monitoring.
 Bowls and  Written Exam
 Application of FIFO (First
plates
In, First Out) principles 1:00 PM to
to rotate meat inventory  Choping board
4: 30 PM
properly.  Tongs
 Spices and
herbs
 Seasonings
 Fruits and
vegetables

Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Training Evaluation Report
1. Title of the Report
Facilitate Training Session and Conduct Competency Assessment
2. Executive summary
The aim of this training is to facilitate sessions and assess

competency using a Competency-Based Training (CBT) approach. It
was noted that trainees showed competence, which could be credited
to the trainer's sincerity, despite occasional session hiccups. Efforts
were appropriately rewarded through humility and sensitivity.
Furthermore, consistent feedback seeking and provision, along with
offering prior demos, particularly for slower learners, would be highly
valued.
3. Rationale
The purpose of evaluating the training program is to facilitate

training session and conduct competency using CBT approach.
4. Objectives
The objective of this training is to facilitate training session and

conduct competency assessment.
The specific are as follows:
 Conducts RPL and validate results.

Date Revised:
ALFRED C.
 Conduct orientation in CBT approach and its principles, roles of
the trainer and trainees.
 Tour the trainees in different training facilities.
 Provide CBLM/Module and demonstrate skill and give specific

instruction.
 Give feed on the performance of the trainees
 Conduct post-test and program evaluation.
 Collect/Gather evidence through written test and rating sheets.
 Record and report the result of assessment.
5. Methodology
The method used in evaluating the training program is the CBT

Approach.
6. Results and Discussion
The discussion should be related to the results of the pre-test and

post- training test result.

Date Revised:
ALFRED C.
Analyze Pre-test / Post Test Result
Name of Trainees
No
Middle Pre-test Post-Test
. Last Name First Name
Name
1 Aguanta Christian A. 15 34
2 Alicaway Mark Anthony A. 19 33
3 Alicaway Jaime C. 21 38
4 Batucan Bert Joshua I. 22 35
5 Briones Zarred Wilton I. 10 39
6 Cabanao Lebronn Gade B. 20 35
7 Cinco Onin Francis R. 18 38
8 Dichos Elmerson L. 16 32
9 Dignos Christian B. 19 37
10 Egay Nikko C. 17 39
11 Gabilan Renan P. 18 35
12 Gadia Kyle Andre B. 16 36
13 Gallarde Joel Theo T. 10 37
14 Gallarde Anthony T. 23 40
15 Gallardo Marife S. 15 34
16 Jayme Jazmine D. 23 38
17 Juban Jamaica C. 21 39
18 Laganhon Micah H. 20 35

Date Revised:
ALFRED C.
19 Nacion Liz S. 18 34
20 Opus Jian M. 19 38
21 Pajaganas Pedroza D. 23 35
22 Paglinawan Catherine L. 21 36
23 Sayson Daniel W. 23 37
24 Tahum Louie D. 17 32
25 Villarin Rodel M. 21 39
Total 465 905
Average 18.6 36.2
A. Data Interpretation
B.
Chart Title
45
40
35
30
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Trainees ID No. Pre-test Post-Test
B. Statistical Analysis:
Date Revised:
ALFRED C.
PRE TEST POST TEST
Mean 18.92 36.68
Variance 16.6 11.622
Observations 25 25
Hypothesized Mean Difference 0
df 24
t Stat -14.04
P(T<=t) one-tail ~1.24E-13
t Critical one-tail 1.711
P(T<=t) two-tail 5.244
t Critical two-tail ±2.064
Pre-test Post-test
Average 18.6 36.2
Highest Score 23 40
Lowest Score 15 32
Two samples T-Test and Pre-test Score, Post Test Score
Based on the statistical analysis of the pre-test and post-test data for
the Cookery NC II trainees, particularly focusing on the competency of
preparing meat dishes, we can draw the following conclusions:
Pre-Test:

Date Revised:
ALFRED C.
 The mean pre-test score for preparing meat dishes is
approximately 18.92, with a variance of 16.6.
 Based on the paired sample t-test, the null hypothesis of no
difference in performance before and after training is assumed,
with a hypothesized mean difference of 0.
Post-Test:
 The mean post-test score for preparing meat dishes is

approximately 36.68, with a variance of 11.6.
 Similar to the pre-test, there are 25 observations in the post-test
data.
Based on the 25 observations with 24 degrees of freedom, the

critical t-value at a significance level of α = 0.05 for a one-tail
test is 1.711, and for a two-tail test is 2.064.
Conclusion:
Based on the analysis, there is a significant improvement in the
trainees' performance in preparing meat dishes after undergoing the
Cookery NC II training program. The mean post-test score of 36.68 is
substantially higher than the mean pre-test score of 18.92.
Additionally, the variance in post-test scores is lower compared to pre-
test scores, indicating more consistent performance among trainees
after training. The paired sample t-test results suggest that the
observed difference in mean scores is statistically significant, with a
very low probability (p < 0.05) of obtaining such results by random

Date Revised:
ALFRED C.
chance. Therefore, it can be concluded that the Cookery NC II training
program effectively enhances the competency of trainees in preparing
meat dishes.
Recommendation:
Based on the significant improvement observed in the post-test
scores, it is recommended to continue and possibly expand the
Cookery NC II training program, specifically focusing on the
competency of preparing meat dishes. Further evaluation and
feedback mechanisms should be implemented to continuously assess
the effectiveness of the training program and identify areas for
improvement. Additionally, incorporating hands-on practical sessions
and real-world scenarios into the training curriculum can enhance the
practical skills and application of knowledge acquired by trainees in
preparing meat dishes.

Date Revised:
ALFRED C.
TRAINING SESSION EVALUATION FORM
Name of Trainee: RODEL C. VILLARIN Date: March 2, 2024
INSTRUCTIONS:
This post-training evaluation instrument is intended to measure
how satisfactorily your trainer has done his job during the whole
duration of your training. Please give your honest rating by checking
on the corresponding cell of your response. Your answers will be
treated with utmost confidentiality.
Legend:
5- Outstanding
4- Very Good/ Very Satisfactory
3- Good/Adequate
2-Fair/ Satisfactory
1-Poor/Unsatisfactory
TRAINERS/ INSTRUCTORS
Name of Trainer: 1 2 3 4 5
ALFRED C. GALLARDO
1.Orients trainees about CBT, the use 
of CBLM and the evaluation system
2. Discusses clearly the unit of 
competencies and outcomes to be
attained at the start of every module
3. Exhibits mastery of the 
subject/course he/she is teaching
4. Motivates and elicits active 
participation from the students or
trainees
5. Keeps records of evidence/s of 
competency attainment of each
student/trainees

Date Revised:
ALFRED C.
6. Instill value of safety and 
orderliness in the classrooms and
workshops
7. Instills the value of teamwork and 
positive work values.
8. Instills good grooming and hygiene 
9. Instills value of time 
10. Quality of voice while teaching 

11. Clarity of language/dialect used 
in teaching
12. Provides extra attention to 
trainees and students with specific
learning needs
13. Attends classes regularly and 
promptly
14. Shows energy and enthusiasm 
while teaching
15. Maximizes use of training 
supplies and materials
16. Dresses appropriately 
17. Shows empathy 
18. Demonstrates self- control 

Date Revised:
ALFRED C.
INSTRUCTIONS:
This post-training evaluation instrument is intended to
measure how satisfactorily your trainer prepared and facilitated your
training. Please give your honest rating by checking on the
corresponding cell of your response. Your answers will be treated with
utmost confidentiality.
Legend:
5- Outstanding
3- Good/Adequate
PREPARATION 1 2 3 4 5
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
DESIGN AND DELIVERY 1 2 3 4 5

1. Course contents are sufficient to 
attain objectives
2. CBLM are logically organized and 
presented
3. Information Sheet are 
comprehensive in providing the
required knowledge
4. Examples, illustrations and 
demonstrations help you learn

Date Revised:
ALFRED C.
5. Practice exercises like Task/Job 
Sheets are sufficient to learn
required skills
6. Valuable knowledge are learned 
through the contents of the course
7. Training Methodologies are 
effective
8. Assessment Methods and 
evaluation system are suitable for
the trainees and the competency
9. Recording of achievements and 
competencies acquired is prompt
and comprehensive
10. Feedback about the 
performance of learners are given
immediately
TRAINING FACILITIES/
RESOURCES 1 2 3 4 5
1. Training Resources are adequate 
2. Training Venue is conducive and 
appropriate
3. Equipment, Supplies, and 
Materials are Sufficient
4. Equipment, Supplies and 
Materials are suitable and
appropriate
5. Promptness in providing Supplies 
and Materials
SUPPORT STAFF 1 2 3 4 5
1. Support Staff are 
accommodating
The trainer shows interest, enthusiasm and competence in delivering
the lessons. The objective of the training session is well explained.
Date Revised:
ALFRED C.
SUPERVISED WORK-BASED LEARNING
Sector: TOURISM
SCHOOL:
N

U

n

Date Revised:
ALFRED C.
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.
BASIC COMPETENCIES
CAN I…? YES NO
Obtain and convey workplace information
Speak English at a basic operation level
Participate in workplace meetings and discussions
Complete relevant work-related documents
Describe team role and scope
Identify own role and responsibility within team
Work as a team member
Work effectively with colleagues
Work in socially diverse environment
Integrate personal objectives with organizational goals
Set and meet work priorities
Maintain professional growth and development
Identify hazards and risks
Evaluate hazards and risks
Date Revised:
ALFRED C.
BASIC COMPETENCIES
CAN I…? YES NO
Control hazards and risks
Maintain OHS awareness
Perform basic first-aid procedures
COMMON COMPETENCIES
CAN I…? YES NO
Seek information on the industry
Update industry knowledge
Develop and update local knowledge
Develop products and services to customers
Follow hygiene procedures
Identify and prevent hygiene risks
Plan and prepare for task to be undertaken
Input data into computer
Access information using computer
Procedure/output data using computer system
Maintain computer equipment and systems
Follow workplace procedures for health. Safety and
security practices
Perform child protection duties relevant to the tourism
industry
Observe and monitor people
Deal with emergency situations

Date Revised:
ALFRED C.
Greet customer
Identify needs of customers
Deliver service to customer
Handle queries through use of common business tools
and technology
Handle complaints/conflict situations, evaluation and
recommendations
CORE COMPETENCIES
CAN I…? YES NO
Clean, sanitize and store equipment
Clean and sanitize premises
Dispose of waste
Prepare stocks, glazes and essences required for menu
items
Prepare soups required for menu items
Prepare sauces required for menu items
Store and reconstitute stocks, sauces and soups
Prepare a range of appetizers
Present a range of appetizers
Store appetizers
Prepare a variety of salads and dressings
Present a variety of salads and dressings
Store salads and dressings

Date Revised:
ALFRED C.
Prepare a variety of sandwiches
Present a variety of sandwiches
Store sandwiches
Store meat
Prepare vegetables dishes
Present vegetables dishes
Store vegetables dishes
Prepare and cook egg dishes
Present egg dishes
Store egg dishes
Prepare starch dishes
Present starch dishes
Store starch dishes
Cook poultry and game dishes
Plate/present poultry and game dishes
Store poultry and game dishes

Date Revised:
ALFRED C.
Handle fish and seafood
Cook fish and shellfish
Plate/present fish and seafood
Store fish and seafood
Prepare desserts and sweet sauces
Plate/present desserts
Store desserts
Selecting packaging materials
Package food

Date Revised:
ALFRED C.
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related
to Job/Occupation

Current
Proof/Evidence Means of validating
competencies
BASIC COMPETENCIES
Participate in Certificate of Passed the oral
workplace completion, questioning, written
communication training certificate, exam and actual
Work in a team Certificate of Passed the oral
environment completion, questioning, written
training certificate, exam and actual
Practice career Certificate of Passed the oral
professionalism completion, questioning, written
Practice Certificate of Passed the oral
occupational completion, questioning, written
health and training certificate, exam and actual
safety experiences demonstration
COMMON COMPETENCIES
Develop and Certificate of Passed the oral
update completion, questioning, written
industry
knowledge
Observe Certificate of Passed the oral
workplace completion, questioning, written
hygiene
procedures training certificate, exam and actual

Date Revised:
ALFRED C.
computer completion, questioning, written
operations
workplace and completion, questioning, written
safety
practices
Provide effective Certificate of Passed the oral
customer completion, questioning, written
service
CORE COMPETENCIES
Clean and Certificate of Passed the oral
Maintain Kitchen completion, questioning, written
Premises training certificate, exam and actual
Prepare Stocks, Certificate of Passed the oral
Sauces and Soups completion, questioning, written
Prepare Appetizers Certificate of Passed the oral
completion, questioning, written
Prepare Salads Certificate of Passed the oral

and Dressings completion, questioning, written
Prepare Certificate of Passed the oral
Sandwiches completion, questioning, written

Date Revised:
ALFRED C.
Prepare Meat
Dishes
Prepare Vegetables Certificate of Passed the oral
Dishes completion, questioning, written
Prepare Egg Certificate of Passed the oral
Prepare Starch Certificate of Passed the oral
Prepare Poultry Certificate of Passed the oral
and Game Dishes completion, questioning, written
Prepare Seafood Certificate of Passed the oral
Prepare Desserts Certificate of Passed the oral
completion, questioning, written
Package Prepared Certificate of Passed the oral
Food completion, questioning, written

Date Revised:
ALFRED C.
Identifying Training Gaps
Form 1.3 Summary of Current Competencies Versus Required

Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requireme
Outcomes based on nts
CBC
BASIC COMPETENCIES
Obtain and convey Obtain and convey
workplace information workplace
information
Speak English at a Speak English at a
basic operation level basic operation level
Participate in workplace Participate in
meetings and workplace meetings
discussions and discussions
Complete relevant work Complete relevant
related documents work related
documents
Describe team role and Describe team role
scope and scope
Identify own role and Identify own role and
responsibility within responsibility within
team team

Date Revised:
ALFRED C.
Work as a team Work as a team
member member
Work effectively with Work effectively with
colleagues colleagues
Work in socially diverse Work in socially
environment diverse environment
Integrate personal Integrate personal
objectives with objectives with
organizational goals organizational goals
Set and meet work Set and meet work
priorities priorities
Maintain professional Maintain professional
growth and growth and
development development
Identify hazards and Identify hazards and
risks risks
Evaluate hazards and Evaluate hazards and
risks risks
Control hazards and Control hazards and
risks risks
Maintain OHS Maintain OHS
awareness awareness
Perform basic first-aid Perform basic first-
procedures aid procedures
COMMON COMPETENCIES
Seek information on the Seek information on
industry the industry
Update industry Update industry
knowledge knowledge
Develop and update Develop and update
local knowledge local knowledge

Date Revised:
ALFRED C.
Develop products and Develop products and
services to customers services to customers
Follow hygiene Follow hygiene
Identify and prevent Identify and prevent
hygiene risks hygiene risks
Plan and prepare for Plan and prepare for
task to be undertaken task to be
undertaken
Input data into Input data into
computer computer
Access information Access information
using computer using computer
Procedure/output data Procedure/output
using computer system data using computer
system
Maintain computer Maintain computer
equipment and systems equipment and
systems
Follow workplace Follow workplace
procedures for health. procedures for
Safety and security health. Safety and
practices security practices
Perform child protection Perform child
duties relevant to the protection duties
tourism industry relevant to the
tourism industry
Observe and monitor Observe and monitor
people people
Deal with emergency Deal with emergency

Date Revised:
ALFRED C.
situations situations
Maintain safe personal Maintain safe personal
presentation standards presentation standards
Maintain a safe and Maintain a safe and
secure workplace secure workplace
Greet customer Greet customer
Identify needs of Identify needs of
customers customers
Deliver service to Deliver service to
customer customer
Handle queries through Handle queries through
use of common business use of common
tools and technology business tools and
technology
Handle Handle
complaints/conflict complaints/conflict
situations, evaluation and situations, evaluation
recommendations and recommendations
CORE COMPETENCIES
Clean, sanitize and store Clean, sanitize and
equipment store equipment
Clean and sanitize Clean and sanitize
premises premises
Dispose of waste Dispose of waste
Prepare stocks, glazes Prepare stocks,
and essences required glazes and essences
items
Prepare soups required Prepare soups
items

Date Revised:
ALFRED C.
Prepare sauces required Prepare sauces
items
Store and reconstitute Store and
stocks, sauces and reconstitute stocks,
soups sauces and soups
place
Prepare a range of Prepare a range of

Present a range of Present a range of

Store appetizers Store appetizers

place
Store salads and Store salads and
dressings dressings
place

Date Revised:
ALFRED C.
Store sandwiches Store sandwiches
place
Cook meat cuts for Cook meat cuts
service for service
Present meat cuts for Present meat cuts
service for service
Store meat Store meat
place
Prepare vegetables Prepare vegetables
dishes dishes
Present vegetables Present vegetables
dishes dishes
Store vegetables dishes Store vegetables
dishes
place
Prepare and cook egg Prepare and cook egg
dishes dishes
Present egg dishes Present egg dishes
Store egg dishes Store egg dishes
place
Prepare starch dishes Prepare starch dishes
Present starch dishes Present starch dishes

Date Revised:
ALFRED C.
Store starch dishes Store starch dishes
place
Cook poultry and game Cook poultry and
dishes game dishes
Plate/present poultry Plate/present poultry
and game dishes and game dishes
Store poultry and game Store poultry and
dishes game dishes
place
Handle fish and seafood Handle fish and
seafood
Cook fish and shellfish Cook fish and
shellfish
Plate/present fish and Plate/present fish
seafood and seafood
Store fish and seafood Store fish and
seafood
place
Prepare desserts and Prepare desserts and
sweet sauces sweet sauces
Plate/present desserts Plate/present
desserts
Store desserts Store desserts
Selecting packaging Selecting packaging

Date Revised:
ALFRED C.
materials materials
Package food Package food
Form No. 1.4: Training Needs
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
1. Perform Mise’ en place 3. Preparing Meat Dishes
2. Cook meat cuts for service
2. Present meat cuts for service
4. Store meat

Date Revised:
ALFRED C.
Trainees’ Training Mode of Staff Facilities/ Venue Assessmen D
Training Activity/T Training Tools and t Method
Requireme ask Equipment
nts
Supervisor  Internet Office/ Completene
or / Conference ss in this
Preparatory -Conduct Job
Managemen Tuburan unit may or
activities site shadowing
t wifi 360 must be
visitation
connection Degrees, assessed
- Conduct Tuburan, through
orientation  LCD
Cebu
Projecto -Practical
to the
r and demonstrati
trainee/s
on/ direct
-Company laptop
observation
policy
 Pen & -Third party
-Mission/ Bond report
Vision paper -Oral
-Values questioning
Formation  Attenda
nce
-Prepare
MOA sheet
-Prepare  Printer
training
plan Training
Regulation
1. Clean 1.1 Clean, Dualized Manager/  All Tuburan Demonstrat
and sanitize and training Supervisor/ Material 360 ion
Maintain store system Coordinator s Degrees
Kitchen equipment REstaurant
Premises , Tuburan, Practical
1.2 Clean
Cebu
and sanitize
OJT/ Trainer
premises
Institution
1.3 Dispose based
of waste
2.1 Prepare Dualized Manager/  All Tuburan Demonstrat
2. Prepare stocks, training Supervisor/ Material 360 ion
Stocks, glazes and system Coordinator s Degrees
Sauces essences REstaurant
and required for , Tuburan, Practical
Soups menu items Cebu
OJT/ Trainer
2.2 Prepare
Institution
soups
based
required for
menu items
2.3 Prepare Date Developed: Document No.: TRS12383
sauces December 2023 Issued by:
required for Date Revised:
menu items COOKERY DEPARTMENT Page __ of
NC II Date by: OF EDUCATION
2.4 Store ___.
and ALFRED C.
reconstitute GALLARDO Revision No.:
stocks,
sauces and
soups
Date Revised:
ALFRED C.
Technical Education and Skills Development Authority
DEPED-CEBU PROVINCE
TRAINEE’S RECORD BOOK
Trainee’s No.000025
NAME: VILLARIN, RODEL C.

QUALIFICATION: COOKERY NC11______
TRAINING DURATION :_280 HRS.
Instructions:
This Trainees’ Record Book (TRB) is intended to serve as record of all
accomplishment/task/activities while undergoing training in the industry. It
will eventually become evidence that can be submitted for portfolio
assessment and for whatever purpose it will serve you. It is therefore
important that all its contents are viably entered by both the trainees and
instructor.
The Trainees’ Record Book contains all the required competencies in your
chosen qualification. All you have to do is to fill in the column “Task
Required” and “Date Accomplished” with all the activities in accordance with
the training program and to be taken up in the school and with the guidance
of the instructor. The instructor will likewise indicate his/her remarks on the
“Instructors Remarks” column regarding the outcome of the task
accomplished by the trainees. Be sure that the trainee will personally
accomplish the task and confirmed by the instructor.
It is of great importance that the content should be written legibly on ink.
Avoid any corrections or erasures and 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.

Date Revised:
ALFRED C.
THANK YOU.
NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
___________________________________________________________
Unit of Competency: 1 Clean and Maintain kitchen Premises

NC Level I
Learning Outcome Task/Activity Date Instructors
Required Accomplished Remarks
1.1 Clean, sanitize and
store equipment
1.2 Clean and sanitize
premises
1.3 Dispose of waste
__________________ ___________________
Trainee’s Signature Trainer’s Signature
Unit of Competency: 2. Prepare Stocks, Sauces and Soups

NC Level I
2.1 Prepare stocks,
glazes and essences
Date Revised:
ALFRED C.
required for menu items
2.2 Prepare soups
2.3 Prepare sauces
2.4 Store and
reconstitute stocks,
sauces and soups
__________________ ___________________
Unit of Competency: 3. Prepare Appetizers

NC Level I
3.1 Perform Mise’ en
place
3.2 Prepare a range of
appetizers
3.3 Present a range of
appetizers
3.4 Store appetizers
__________________ ___________________
Unit of Competency: 4. Prepare Salads and Dressings

NC Level I
Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks
4.1 Perform Mise’
en place

Date Revised:
ALFRED C.
4.2 Prepare a
variety of salads
and dressings
4.3 Present a
variety of salads
and dressings
4.4 Store salads
and dressings
__________________ ___________________
Unit of Competency: 5. Prepare Sandwiches

NC Level I
5.1 Perform Mise’ en
place
5.2 Prepare a variety
of sandwiches
5.3 Present a variety
of sandwiches
5.4 Store sandwiches
__________________ ___________________
Unit of Competency: 6. Prepare Meat Dishes

NC Level I
6.1 Perform Mise’ en Perform Mise’ en February 24, Completed
place place 2024
6.2 Cook meat cuts Cook meat cuts February 24, Completed
for service
Date Revised:
ALFRED C.
6.3 Present meat for service 2024
cuts for service Completed
Present meat
6.4 Store meat cuts for service February 25,
2024
Store meat Completed
February 25,
2024
__________________ ___________________
Unit of Competency: 7. Prepare Vegetables Dishes

NC Level I
7.1 Perform Mise’
en place
7.2 Prepare
vegetables dishes
7.3 Present
vegetables dishes
7.4 Store vegetables
dishes
__________________ ___________________
Unit of Competency: 8. Prepare Egg Dishes

NC Level I
8.1 Perform Mise’
en place
8.2 Prepare and

Date Revised:
ALFRED C.
cook egg dishes
8.3 Present egg
dishes
8.4 Store egg dishes
__________________ ___________________
Unit of Competency: 9. Prepare Starch Dishes

NC Level I
9.1 Perform Mise’
en place
9.2 Prepare starch
dishes
9.3 Present starch
dishes
9.4 Store starch
dishes
__________________ ___________________
Unit of Competency: 10. Prepare Poultry and Games Dishes

NC Level I
10.1 Perform Mise’
en place
10.2 Cook poultry
and game dishes
10.3 Plate/present
Date Revised:
ALFRED C.
poultry and game
dishes
10.4 Store poultry
and game dishes
__________________ ___________________
Unit of Competency: 11. Prepare Seafood Dishes
NC Level I
en place
11.2 Handle fish
and seafood
11.3 Cook fish and
shellfish
11.4 Plate/present
fish and seafood
11.5 Store fish and
seafood
__________________ ___________________
Unit of Competency: 12. Prepare Desserts
NC Level I
en place
12.2 Prepare
desserts and sweet
sauces
12.3 Plate/present

Date Revised:
ALFRED C.
desserts
12.4 Store desserts
__________________ ___________________
Unit of Competency: 13. Package Prepared Food

NC Level I
13.1 Selecting
packaging materials
13.2 Package food
__________________ ___________________
TRAINEE’S PROGRESS SHEET
Name: RODEL C. VILLARIN Trainer: ALFRED C. GALLARDO

Qualification: COOKERY NC II Nominal Hours: 280 hours
Units of Training Activity Training Date Date Rating Student’s Supervisor’s

Competency Duration Started Finished Initial Initial
1. Clean 1.1 Clean, 16 hours Januar January Competent

y 11, 12, 2024
and sanitize and 2024
Maintain store
Kitchen equipment
Premises 1.2 Clean and
Date Revised:
ALFRED C.
sanitize
premises
1.3 Dispose of
waste
2.1 Prepare 24 hours Januar January Competent
y 15, 17, 2024
2. Prepare stocks, glazes 2024
Stocks, and essences
Sauces required for
and menu items
Soups 2.2 Prepare
soups
required for
menu items
2.3 Prepare
sauces
required for
menu items
2.4 Store and
reconstitute
stocks, sauces
and soups
3.1 Perform 24 hours Januar January Competent
y 18, 20, 2024
3. Prepare Mise’ en place 2024
Appetizers 3.2 Prepare a
range of
appetizers
3.3 Present a
range of
appetizers
3.4 Store
appetizers
4. Prepare 4.1 Perform 24 hours Januar January Competent

y 22, 24, 2024
Salads and Mise’ en place 2024
Dressings 4.2 Prepare a
variety of
salads and
dressings
4.3 Present a
Date Revised:
ALFRED C.
variety of
salads and
dressings
4.4 Store
salads and
dressings
5. Prepare 5.1 Perform 24 hours Januar January Competent
y 25, 27, 2024
Sandwiches Mise’ en place 2024
5.2 Prepare a
variety of
sandwiches
5.3 Present a
variety of
sandwiches
5.4 Store
sandwiches
6. Prepare 6.1 Perform 32 hours Januar February Competent
y 29, 1, 2024
Meat Dishes Mise’ en place 2024
6.2 Cook meat
cuts for
service
6.3 Present
meat cuts for
service
6.4 Store
meat
7. Prepare 7.1 Perform 24 hours Februa February Competent
ry 2, 5, 2024
Vegetables Mise’ en place 2024
Dishes 7.2 Prepare
vegetables
dishes
7.3 Present
vegetables
dishes
7.4 Store
vegetables
dishes

Date Revised:
ALFRED C.
ry 6, 8, 2024
Egg Dishes Mise’ en place 2024
8.2 Prepare
and cook egg
dishes
8.3 Present
egg dishes
8.4 Store egg
dishes
ry 9, 12, 2024
Starch Mise’ en place 2024
Dishes 9.2 Prepare
starch dishes
9.3 Present
starch dishes
9.4 Store
starch dishes
ry 13, 16, 2024
Poultry and Mise’ en place 2024
Games 10.2 Cook
Dishes poultry and
game dishes
10.3
Plate/present
poultry and
game dishes
10.4 Store
poultry and
game dishes
ry 17, 21, 2024
Seafood Mise’ en place 2024
Dishes 11.2 Handle
fish and
seafood
11.3 Cook fish
and shellfish
11.4
Plate/present

Date Revised:
ALFRED C.
fish and
seafood
11.5 Store
fish and
seafood
ry 22, 26, 2024
Desserts Mise’ en place 2024
12.2 Prepare
desserts and
sweet sauces
12.3
Plate/present
desserts
12.4 Store
desserts
13. Package 13.1 Selecting 16 hours Februa February Competent
ry 27, 29, 2024
Prepared packaging 2024
Food materials
13.2 Package
food
Total 280 Januar January Competent

hours y 11, 29, ,
2024 2022
Note: The student and the instructor must have a copy of this form. The Rating will indicate
the level of competency of the trainee. It describes the skills competency of the trainee
(Competent/ Not Competent).

Date Revised:
ALFRED C.
SUPERVISED INDUSTRY TRAINING OR ON THE JOB TRAINING
EVALUATION FORM
Dear Trainees:
The following questionnaire is designed to evaluate the effectiveness
of the Supervised Industry Training (SIT) or On the Job Training (OJT) you
had with the Industry Partners of Tuburan 360 Degrees Restaurant. Please
check () the appropriate box corresponding to your rating for each question
asked. The results of this evaluation shall serve as a basis for improving the
design and management of the SIT in SICAT to maximize the benefits of the
said Program. Thank you for your cooperation.
Legend:
5- Outstanding
3- Good/Adequate
0-NA not applicable
Item Questions Rating
No.
INSTITUTIONAL EVALUATION 5 4 3 2 1 N/A
1. Has Tuburan National High School conducted an
orientation about the SIT/OJT program, the 
requirements and preparations needed and
expectations?
2. Has Tuburan National High School provided the 
necessary assistance such as referrals or
recommendations in finding the company for your
OJT?
3. Has Tuburan National High School showed 
coordination with the Industry partner in the
design and supervision of your SIT/OJT?
4. Has your in-school training adequate to 
undertake Industry partner assignment and its
challenges?
5. Has Tuburan National High School monitored 
your progress in the Industry?

Date Revised:
ALFRED C.
6. Has the supervision been effective in achieving 
your OJT objectives and providing feedback when
necessary?
7. Did Tuburan National High School conduct 
assessment of your SIT/OJT program upon
completion?
8. Were you provided with the results of the 
Industry and Tuburan National High School
assessment of your OJT?
The Tuburan National High School equipped me to perform well. I am gratefully
satisfied with the efforts of the instructor and supervisor in helping me in
advancing my capabilities and skills in my qualification.

No.
INDUSTRY PARTNER EVALUATION 5 4 3 2 1 N/A
1. Was the Industry partner appropriate for your 
type of training required and/or desired?
2. Has the industry partner designed the training to 
meet your objectives and expectations?
3. Has the industry partner showed coordination 
with Annie’s Hotek in the design and supervision
of the SIT/OJT?
4. Has the Industry Partner and its staff welcomed 
you and treated you with respect and
understanding?
5. Has the industry partner facilitated the training, 
including the provision of the necessary resources
such as facilities and equipment needed to
achieve your OJT objectives?
6. Has the Industry Partner assigned a supervisor to 
oversee your work or training?
7. Was the supervisor effective in supervising you 
through regular meetings, consultations and
advise?

Date Revised:
ALFRED C.
8. Has the training provided you with the necessary 
technical and administrative exposure of real
world problems and practices?
9. Has the training program allowed you to develop 
self-confidence, self-motivation and positive
attitude towards work?
10. Has the experience improved your personal skills 
and human relations?
11. Are you satisfied with your training in the 
Industry?
The Tuburan 360 Degrees Restaurant provides good training facilities and help me
level up my KSA (Knowledge, Skills and Attitudes) in my qualification.
Signatures
Printed Name: RODEL C. VILLARIN
Qualification: COOKERY NC II
Host Industry Partner: TU BURAN 36O DEGREES RESTAURANT
Supervisor: GEROM E. SAROMINES
Period of Training: 32 hours
Trainer: ALFRED C. GALLARDO

Date Revised:
ALFRED C.
EVALUATION FORM
Dear Trainees:
had with the Industry Partners of Tuburan 360 Degrees Restaurant. Please
check () the appropriate box corresponding to your rating for each question
asked. The results of this evaluation shall serve as a basis for improving the
design and management of the SIT in SICAT to maximize the benefits of the
said Program. Thank you for your cooperation.
Legend:
5- Outstanding
3- Good/Adequate
0-NA not applicable
No.
1. Has Tuburan National High School conducted an
orientation about the SIT/OJT program, the 
requirements and preparations needed and
expectations?
2. Has Tuburan National High School provided the 
necessary assistance such as referrals or
recommendations in finding the company for your
OJT?
3. Has Tuburan National High School showed 
coordination with the Industry partner in the
design and supervision of your SIT/OJT?
undertake Industry partner assignment and its
challenges?
5. Has Tuburan National High School monitored 
your progress in the Industry?

Date Revised:
ALFRED C.
6. Has the supervision been effective in achieving 
your OJT objectives and providing feed backs
when necessary?
7. Did Tuburan National High School conduct 
assessment of your SIT/OJT program upon
completion?
8. Were you provided with the results of the 
Industry and Tuburan National High School
assessment of your OJT?
The Tuburan National High School equipped me with all the knowledge, skills
and abilities to help me render quality performance in the industry.

No.
1. Was the Industry partner appropriate for your type 
of training required and/or desired?
2. Has the industry partner designed the training to 
meet your objectives and expectations?
3. Has the industry partner showed coordination with 
Annie’s Hotel in the design and supervision of the
SIT/OJT?
4. Has the Industry Partner and its staff welcomed you 
and treated you with respect and understanding?
including the provision of the necessary resources
such as facilities and equipment needed to achieve
your OJT objectives?
7. Was the supervisor effective in supervising you 
through regular meetings, consultations and advise?
technical and administrative exposure of real world
problems and practices?
9. Has the training program allowed you to develop 

Date Revised:
ALFRED C.
self-confidence, self-motivation and positive attitude
towards work?
10. Has the experience improved your personal skills 
and human relations?
11. Are you satisfied with your training in the Industry? 
The Tuburan 360 Degrees Restaurant conduct good training and good facilities to
us trainees. They helped us apply and enhance all the knowledge, skills and abilities
that we have learned in school.
Signatures
Printed Name: RENAN M. GABILAN
Host Industry Partner: TUBURAN 360 DEGREES RESTAURANT

Date Revised:
ALFRED C.
EVALUATION FORM
Dear Trainees:
had with the Industry Partners of Annie’s Hotel. Please check () the
appropriate box corresponding to your rating for each question asked. The
results of this evaluation shall serve as a basis for improving the design and
management of the SIT in SICAT to maximize the benefits of the said
Program. Thank you for your cooperation.
Legend:
5- Outstanding
3- Good/Adequate
0-NA not applicable
No.
1. Has Tuburan National High School
conducted an orientation about the 
SIT/OJT program, the requirements and
preparations needed and expectations?
2. Has Tuburan National High School 
provided the necessary assistance such
as referrals or recommendations in
finding the company for your OJT?
showed coordination with the Industry
partner in the design and supervision of
your SIT/OJT?
undertake Industry partner assignment
and its challenges?

Date Revised:
ALFRED C.
monitored your progress in the
Industry?
6. Has the supervision been effective in 
achieving your OJT objectives and
providing feed backs when necessary?
7. Did Tuburan National High School 
conduct assessment of your SIT/OJT
program upon completion?
8. Were you provided with the results of 
the Industry and Tuburan National High
School assessment of your OJT?
The Tuburan National High School facilitates me well to become ready to
face the real battle in the field of industry where I am in. I am totally
equipped and developed my confidence so well that made me outstanding in
my workplace.

No.
1. Was the Industry partner appropriate for your type of 

training required and/or desired?
2. Has the industry partner designed the training to meet 
your objectives and expectations?
3. Has the industry partner showed coordination with 
Annie’s Hotel in the design and supervision of the
SIT/OJT?
4. Has the Industry Partner and its staff welcomed you and 
treated you with respect and understanding?
including the provision of the necessary resources such
as facilities and equipment needed to achieve your OJT
objectives?
7. Was the supervisor effective in supervising you through 
regular meetings, consultations and advise?

Date Revised:
ALFRED C.
technical and administrative exposure of real world
problems and practices?
9. Has the training program allowed you to develop self- 
confidence, self-motivation and positive attitude towards
work?
10. Has the experience improved your personal skills and 
human relations?
11. Are you satisfied with your training in the Industry? 
The Tuburan 360 Degrees Restaurant facilitates good conduct of training and good
training faculties that helped me augment all the knowledge, skills and attitude which
I have learned in school.
Signatures
Printed Name: JAMAICA JUBAN
Host Industry Partner: TUBURAN 36O DEGREES RESTAURANT

Date Revised:
ALFRED C.
SUPEVISED INDUSTRY TRAINING OR ON THE JOB TRAINING EVALUATION REPORT SUMMARY
INSTITUTIONAL EVALUATION
Rating Rating Rating Rating Rating Rating Rating Rating
for for for for for for for for
NAME OF RATER
item 1 item 2 item 3 item 4 item 5 item 6 item 7 item 8
1. Rodel C. Villlarin 5 5 4 4 5 5 5 5
2. Renan M. Gabilan 5 5 5 5 5 5 5 5
3. Jamaica Juban 5 5 5 5 5 5 5 5
AVERAGE 15 15 14 14 15 15 15 15
AVERAGE MEAN 5 5 4.6 4.6 5 5 5 5
AVERAGE RATING 4.9

Date Revised:
ALFRED C.
SUPEVISED INDUSTRY TRAINING OR ON THE JOB TRAINING EVALUATION REPORT SUMMARY
INDUSTRIAL EVALUATION
Ratin Rating for Rating for Rating for Rating for Rating for Rating for Rating for Rating for Rating
g for item 2 item 3 item 4 item 5 item 6 item 7 item 8 item 9 for item
NAME OF RATER item 1 10
1. Rodel C. Villlarin 5 5 5 5 4 4 5 5 5 5
2. Renan M. Gabilan 5 5 5 5 4 4 5 5 5 5
3. Jamaica Juban 5 5 5 5 5 5 5 5 5 5
AVERAGE 15 15 15 15 13 13 15 15 15 15
AVERAGE MEAN 5 5 5 5 4.3 4.3 5 5 5 5
AVERAGE RATING 4.86

Date Revised:
ALFRED C.
Range:
0.0-1.49 = Poor/ Satisfactory

1.50-2.49= Fair/ Adequate
2.50-3.49 = Good/Satisfaction
3.50-4.49 = Very Good/ Very Satisfactory
4.50-5.0= Outstanding
The trainees gave an average rating of 4.88 for the experience.
GENERAL INTERPRETATION
The average rating of 4.88 implies that the trainees had found the
experiences worthwhile and significant in skills development and career
progress. There may be minor issues in some of the aspects but at least
those issues were resolved considering that the rating still shows that the
overall experience is outstanding.
RECOMMENDATION
Instructors and industry partner has the responsibility to as much as

possible to provide an avenue for trainees to really feel that every aspect and
everything is implemented excellently. There is no room for complacency.

Date Revised:
ALFRED C.
PROGRAM EVALUATION
This post-training evaluation instrument is intended to measure how

satisfactory the program is prepared and facilitated. Please give your honest
rating by checking the corresponding cell of your response. Your answers
will be treated with utmost confidentiality.
Legend:
5- Outstanding
3- Good/Adequate
RATER A
1. Workshop layout conforms with the 

components of a CBT workshop

2. Number of CBLM is sufficient
3. Objectives if every training session is 

well explained

4.Expect activities/outputs are clarified

Date Revised:
ALFRED C.
RATER B
1.Workshop layout conforms with the 


2.Number of CBLM is sufficient
3.Objectives if every training session is 
well explained

RATER C
1. Workshop layout conforms with the 


2.Number of CBLM is sufficient
3.Objectives if every training session is 
well explained


Date Revised:
ALFRED C.
SUMMARY OF RATING
Rating Rating Rating Rating
for for for for
RATING ITEM
item 1 item 2 item 3 item 4
1.Rater A 4 5 5 5
2.Rater B 4 4 4 4
3.Rater C 4 4 5 5
TOTAL 12 13 14 14
TOTAL AVERAGE 4.0 4.3 4.6 4.6
Formula:
Average =Total points/ Number of Rater
AVERAGE RATING
PREPARATION AVERAGE
1. Workshop layout conforms with the components of 4.0

a CBT workshop
2. Number of CBLM is sufficient 4.3
3. Objectives if every training session is well explained 4.6
4. Expect activities/outputs are clarified 4.6
GENRAL AVERAGE 4.3

Date Revised:
ALFRED C.
Range:
0.0-1.49 = Poor/ Satisfactory
1.50-2.49= Fair/ Adequate
2.50-3.49 = Good/Satisfaction
3.50-4.49 = Very Good/ Very Satisfactory
4.50-5.0= Outstanding
GENERAL INTERPRETATION:
Based in the tabulated result, the general average is 4.3 equates

to a very satisfactory level in the program. In the conformity of the
workshop layout components of a CBT workshop as well as the
number of CBLM is sufficient needs more improvement. However, the
objectives if every training session is well explained and expect
activities/outputs are clarified is sufficient.
RECOMMENDATION:
In conclusion, learning is effective when activities/outputs are

clarified and the CBLM is sufficient for the number of trainees. In
every training session, the must be well-explained and the workshop
layout must conform to the components of a CBT workshop. Overall,
the program has done well but there are still areas that needs
improvement to facilitate learning better. To make this possible, there
must be a reevaluation of the workshop layout and careful planning
and explanation as well as the execution of the training objectives.

Date Revised:
ALFRED C.
OPERATIONAL PROCEDURE
Equipment Type Gas Range with Oven
Equipment Code VD GR - OO1
Location Cookery NC II Laboratory
Operation Procedure:

Date Revised:
ALFRED C.
1. Before Using the Gas Burner
 Remove the exterior and interior packing.
 Remove the protective film on steel and aluminum parts
 Check to be sure you have all of the parts.
 Clean the interior surface with lukewarm water using a soft

cloth. Have the installer show you the location of the range gas
shut-off valve and how to shut it off if necessary.
 Have your range installed and properly grounded by a qualified

installer in accordance with the Installation Instructions.
 Do not attempt to repair or replace any part of your range unless

it is specifically recommended in this manual.
 Be sure your range is correctly adjusted by a qualified service

technician or installer for the type of gas (natural or LP) that is
being used.
 Do not remove permanently affixed labels, warnings, or plates

from the product. This may void the warranty.
 The installer should leave these instructions with the consumer

who should retain for local inspector’s use and for future
reference.
 Please observe all local and national codes and ordinances
2.How to use the top burners (Gas Burner)

 Gas flow to the burner
Dateis Developed:
adjusted by turning
DocumenttheNo.:
knobs which
TRS12383
Date Revised:
ALFRED C.
HOUSEKEEPING SCHEDULE
Qualificati Station/ Practical
Cookery NC II
on Bldg Work Area
Area/
Cookery NC II
Section
In-Charge Alfred C. Gallardo
Schedule for the 2ND Semester of 2024
Responsi Dai Eve Week Every 15th Month Remar
ACTIVITIES ble ly ry ly Day ly ks
Person oth
er
Day
1. Clean, dry Traine
and free e
baking tools
and
equipment
from dust
2. Arrange Traine
baking tools e
according to
its
classification

Date Revised:
ALFRED C.
3. Clean and Traine
arrange e
working
tables and
stools
4. Sweep and Traine
mop the floor e
5. Clean and Traine
check work e
shop
ventilation
6. Clean and Traine
dust the e
windows and
cabinets
7. Clean and Traine
check computer e
set
8. Clean Traine
lavatory and e
rest rooms
9. Maintain Traine
cleanliness of e
the workshop
surroundings
10. Proper Traine
waste disposal e
(Observe proper
waste
segregation
BREAD AND PASTRY PRODUCTION HOUSEKEEPING

SCHEDULE
DAILY TASK YES NO
Date Revised:
ALFRED C.
Clean, dry and free baking tools and equipment from dust 
Arrange baking tools according to its classification 
Wipe and clean whiteboards 
Sweep and mop the floor 
Clean and dust the windows and cabinets 
Clean and check computer set 
Clean lavatory and rest rooms 
Maintain cleanliness of the workshop surroundings 
Proper waste disposal (Observe proper waste segregation) 
WEEKLY TASK YES NO
Clean and check work shop ventilation 
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 
Clean visual aids and clean posters 
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 
Inspect exhaust fan, clean body 
Clean and arrange tool room 
GAS RANGE WITH OVEN MAINTENANCE SCHEDULE

2 HOURS 8 HOURS 40 HOURS
 Run the  Clean the grill surface  Check and test

Date Revised:
ALFRED C.
equipment for 5 thoroughly with a grill. Gas range with
minutes and pad while the surface is oven if working
observe abnormal still warm (not hot).  File for repair
operation; if report
 Regularly wipe the  Conduct repair
repair is
surface with hot water (when necessary)
necessary, sent to
and detergent
technician.
 Check the gas cocks.
turns smoothly.
 Remove the burner cap.

and clean with a
suitable detergent and
warm water.
 Check the oven racks

are level.
 Check the oven door
 close tightly
EQUIPMENT MAINTENANCE SCHEDULE

EQUIPMENT TYPE Gas Range with Oven
EQUIPMENT CODE VD GR - 001
LOCATION Cookery NC II Laboratory
Schedule for the Month of March
ACTIVITIES MANPOWE Dail Ever Weekl Ever Monthl Remarks
y y y y y
R
Othe 15th
r Day
Day

Date Revised:
ALFRED C.
1. Clean the Trainee Activity
grill done
surface before
thoroughly and after
with a grill using
pad while the
the equipme
surface is nt
still warm
(not hot).
2. Regularly Trainee Activity
wipe the done
surface before
with hot and after
water and using
detergent the
equipme
nt
3. Check the Trainee Activity
gas cocks done
turns before
smoothly. and after
using
the
equipme
nt
4. Remove Trainee Activity
the burner done
cap and before
clean. with a and after
suitable using
detergent the
and warm equipme
water. nt
oven racks done
are level. before
and after
Date Revised:
ALFRED C.
using
the
equipme
nt
oven door done
close before
tightly and after
using
the
equipme
nt
7. Run the Trainee Activity
equipment done
for 5 minutes before
and observe and after
abnormal using
operation; if the
repair is equipme
necessary, nt
sent to
technician.

Date Revised:
ALFRED C.
HOUSEKEEPING INSPECTION CHECKLIST
Qualificatio
COOKERY NC II
n
Area/ Cookery NC II In- ALFRED C.
Section Laboratory Charge GALLARDO
YES NO INSPECTION ITEMS

 1. Are the tools and equipment are cleaned, dry and
free from dust?
 2. Are baking tools arranged according to its
qualification?
 3. Are the working table cleaned and arranged?
 4. Are the floors swept and moped?
 5. Are the work shop ventilation cleaned and
checked?
 6. Are the windows and cabinets cleaned and
dusted?
 7. Are computer set cleaned and checked?
 8. Are the sinks and rest rooms cleaned?
 9. Does cleanliness of the workshop surroundings
properly maintained?
 10. Are the waste materials or garbage disposed
properly?
Remarks:
All the item in the inspection checklist are monitored consistently.
Inspected by: Date:
ALFRED C. GALLARDO February
20, 2024

Date Revised:
ALFRED C.
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type : Gas Range with Oven
Property Code/Number : 0083
Location : Cookery NC II Laboratory
YES NO INSPECTION ITEMS
 1. Is the grill surface cleaned thoroughly with a grill pad while
the surface is still warm (not hot)?
 2. Is the surface wiped regularly with hot water and
detergent?
 3. Are the gas cocks turns smoothly?
 4. Is the burner cap remove and clean with a suitable
detergent and warm water?
 5. Is the oven racks are level?
 6. Is the oven door close tightly?
 7. Is the equipment warmed up for 5 minutes and observed
abnormal operation?
Remarks: The said equipment must be monitored properly for maintaining
in good condition. However, I notice that the door is need to be repair by
the technician for the safety.
Inspected by: Date:
ALFRED C. GALLARDO February 20, 2024

Date Revised:
ALFRED C.
DANGER/ CAUTION TAG-OUT INDEX AND RECORD AUDIT CARD
DESCRIPTION
LOG DATE TYPE (System Date
SERIAL ISSUED (Danger/Caution) Components, Test Completed
Reference, etc.)
January Gas Range with January
2024-001 Danger-Gas leak
4,2024 Oven(gas leak) 15,2024
Gas Range with
January Caution-Gas turner January 26,
2024-002 Oven (non
21, 2024 non functional 2024
functional turner)
February 3, Danger-Overheating Gas Ranger with February 5,
2024-003
2024 Gas Range Oven(Overheating 2024
February Freezer (Non February
2024-004 Out of order
12, 2024 functional) 14, 2024
February Electric Cake Mixer February
2024-005 Out of order
15, 2024 (Burnt motor) 19, 2024

Date Revised:
ALFRED C.
WASTE SEGREGATION LIST
Qualification COOKERY NC II
Area / Section COOKERY LABORATORY
In-Charge ALFRED C. GALLARDO
WASTE SEGREGATION
GENERAL / ACCUMULATED METHOD
WASTES
Recycle Compose Dispose
1. Left ingredients over like flour, 
sugar and other flavorings.
2. Tin cans, plastic wrappers 
cellophane and
3. Waste materials packaging 
4. Fruits and vegetable peelings 
5. Broken items 
6. Waste papers and tissue 
papers
7. Empty oil bottle 
8. Egg shell 
9. Face mask 
10.Disposable hand gloves 

Date Revised:
ALFRED C.
WORK REQUEST
Unit
Description: Gas Range with Oven
Observation/s: Date Reported: Feb. 16, 2024

Non-functional, no gas Reported by: Alfred C.
Gallardo
Activity: Date Completed:
 Check turner and gas Feb. 19, 2024
Spare parts used: refill gas, turner Signature :
Spare parts used: NONE (tuner was readjusted to function)

Date Revised:
ALFRED C.
BREAKDOWN / REPAIR REPORT
Property ID Number 0083
Property Name Gas Range with Oven
Location Cookery Laboratory
Findings : Recommendation:
Knob timer is not functional For repair
Inspected by : Reported to:
ALFRED C. GALLARDO ANAMY CABATUAN

Date : Date:
February 16, 2024 February 17, 2024
Subsequent Action Taken : Recommendation:
Inspection of the equipment Replacement of knob timer
By : Reported to:
GEROM E. SAROMINES - ANAMY CABATUAN
Technician
Date : February 16, 2024 Date: February 17, 2024

Date Revised:
ALFRED C.
SALVAGE REPORT
AREA / SECTION Cookery Laboratory
IN-CHARGE ALFRED C. GALLARDO
FACILITY TYPE PART ID RECOMMENDATION
Forwarded to
Malfunctioned Gas Knob timer maintenance for
Range with Oven safekeeping,
Synchronous motor
Repaired for future use
Defective Blender Torn wire Replacement
Forwarded to
Defective
Malfunctioned maintenance for
compressor
Refrigerator safekeeping,
Repaired for future use
Malfunctioned
Defective motor Replacement
Electric hand mixer

Date Revised:
ALFRED C.
EQUIPMENT RECORD WITH CODE AND DRAWING
PO Drawin
No. Location Eqpt. # Qty Title Description
No. g Ref.
Gas Range with
oven
Bread
and
Pastry PLMAR- La Germania
SNMC5
1 Productio BPP- 1 , gas oven, 1 1
15
n 005 electric
Laborator
y
Industrial mixer Hobart type,

with complete made in RP,
attachments 20 QTRs,
Cap. 3/4 HP
US electric
motor, 3
Bread speed
and driven,
Pastry PLMAR- complete SNMC1
2 Productio BPP- 3 with 2
2
n 002 stainless
Laborator steel bowl,
y wire whip,
dough hook
and flat
beater

Date Revised:
ALFRED C.
Industrial Oven Gas oven,
Bread RP made,
and stationary
Pastry PLMAR- type; 8 tray
SNMC5
3 Productio BPP- 1 capacity; 3
11
n 001 LPG fired;
Laborator enamel
y finished; 49
“H, 4’ L
Dough Roller
2
Bread Local
and fabricated,
Pastry PLMAR- 2HP, Single
SNMC5
4 Productio BPP- phase, 4
13
n 003 200V, 60Hz,
Laborator 43”Hx10”Wx
y 43”D, 15 kg.
1 Refrigerator
Bread Refrigerator
and “Sharp” 7 cu
Pastry PLMAR- ft. Manual SNMC5
5 Productio BPP- defrost, 16
n 006 double door
Laborator
y
6 Bread PLMAR- 2 Industrial “3D Brand SNMC5

and BPP- Electric Fan 24” blade 17
Pastry 007 diameter 3

Date Revised:
ALFRED C.
Productio
n speeds,
Laborator 220V/60Hz
y

Date Revised:
ALFRED C.
INSPECTION REPORT
Property ID number
Property Name Gas Range with Oven
Location Practical Work Area
Findings: Recommendation:
Gas leakage
Replacement
Reported to:
Inspected by:
MR. GEROM E. SAROMINES
Technician
Date:
Date:
February 20, 2024
February 20, 2024
INSPECTION REPORT

Date Revised:
ALFRED C.
Area/ Section Cookery Laboratory
In-Charge Alfred C. Gallardo
FACILITY INCIDENT ACTION PROGRESS/
TYPE TAKEN REMARKS
Gas Range with Gas Replacement No leakage of gas
Oven leakage after replacement of
hose and regulator
Refrigerator Replacement
Machine is
Refrigerator not
functional
functioning
Reported by:
ALFRED C. Date:
GALLARDO February 20, 2024
Office of the Property Administrator

Date Revised:
ALFRED C.
Purchase Requisition Form Control # 128
Supplier Fujidenzo Date February

22,2024
Address SM Cebu, Cebu City Department Kitchen

Department
Attention
Description Quantity Purpose Unit Price Amount
GDKGH SKU: 1 Replacement Php 30, 000 Php 30,

9763 1.95874 of the 000
damaged
Gas range Category: Gas range
with oven HL 849 with oven
HDHWL SKU: 1 For blending Php 1, Php 1,

534309 457474 dry and 200.00 200.00
liquid
Electric Category ingredients
Blender
LR 360
P 31, 200
Total P 31, 200
Requested by:
Alfred C. Gallardo
Approved by:
Antonieta S. Panchacala

Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
COOKERY NC II WORKSHOP
ENTRANC EXIT TOOLS
COMFO &
RT EQUIPMENT
ROOM INSTITUTIONAL
TABLEASSESSMENT
AREA
QUALITY
TABLE TABLE TABLE
CONTROL
AREA
SERVICE
SUPPORT
AREA TRAINER'S
RESOURCE
PRACTICAL WORKING AREA CENTER
FIRE
EXTINGUISHER
LEARNER’S
COMPUTER RESOURCE
CONTEXTUAL
LEARNING DISTANCE WASTE COMFO
LEARNING LABORATORY DISPOSAL RT
ROOM

Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.
Date Revised:
ALFRED C.

Final Output For Printing 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Output For Printing 2

Uploaded by

Copyright:

Available Formats

COMPETENCY-BASED LEARNING MATERIAL

Qualification Title: COOKERY NC II

Unit of Competency: PREPARE MEAT DISHES

Module Title: PREPARING MEAT DISHES

TRAINER: ALFRED C. GALLARDO

TUBURAN NATIONAL HIGH SCHOOL

BRGY. 7, TUBURAN, CEBU

HOW TO USE THIS COMPETENCY BASED LEARNING

The unit of competency "Prepare Meat Dishes" contains

You are required to go through, a series of learning activities in

The goal of this course is the development of practical skills in

This module is prepared to help you achieve the required

This will be the source of information for you to acquire

 Read information sheets and complete the self-check. Answer keys

Date Developed: Document No.: TRS12383

A certificate of achievement will be awarded to you after passing the

Date Developed: Document No.: TRS12383

Qualification Title: COOKERY NC II

Unit of Competency: PREPARE MEAT DISHES

Module Title: PREPARING MEAT DISHES

TRAINER: ALFRED C. GALLARDO

TUBURAN NATIONAL HIGH SCHOOL

BRGY. 7, TUBURAN, CEBU

Data Gathering Instrument for Trainee’s Characteristics

Date Developed: Document No.: TRS12383

NAME: RODEL C. VILLARIN

Language, Average Average grade Average

Education Highest Educational Attainment:

Date Developed: Document No.: TRS12383

Previous List down trainings related to Qualification

Date Developed: Document No.: TRS12383

Special Other courses related to Qualification

Learning (Choose as many as u can.)

d. Activist - Learns by having a go

Date Developed: Document No.: TRS12383

e. Reflector - Learns most from activities

Date Developed: Document No.: TRS12383

Date Developed: Document No.: TRS12383

Date Developed: Document No.: TRS12383

Date Developed: Document No.: TRS12383

Evidences/Proof of Current Competencies

NAME: RODEL C. VILLARIN DATE: JANUARY 15, 2024

Prepare Salads and Certificate of Passed the oral

Identifying Training Gaps

Date Developed: Document No.: TRS12383

NAME: RODEL C. VILLARIN DATE: JANUARY 15, 2024

Required Units of Current Training

Date Developed: Document No.: TRS12383

Date Developed: Document No.: TRS12383

Date Developed: Document No.: TRS12383

2. Prepare Stocks, Sauces and Soups

Date Developed: Document No.: TRS12383

Prepare a range of Prepare a range of

Present a range of Present a range of

Store appetizers Store appetizers

4. Prepare Salads and Dressings

Date Developed: Document No.: TRS12383

Form No. 1.4: Training Needs

Training Needs Module Title/Module of

Date Developed: Document No.: TRS12383

PARTS OF A COMPETENCY-BASED LEARNING

Performance Criteria Checklist

Self Check Answer Key