Qualification: Bread and Pastry Production NCII

Name: DARYL JAMES P. ALEGADO

FORM 1.1 SELF-ASSESSMENT CHECKLIST

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 and LEARNING OUTCOMES
CAN I…? YES NO
1. PARTICIPATE IN WORKPLACE COMMUNICATION
L.O.1. Obtain and convey workplace information /
L.O.2. Participate in workplace meetings and discussions /
L.O.3. Complete relevant work-related documents /
2. WORK IN TEAM ENVIRONMENT
L.O.1. Describe team role and scope /
L.O.2. Identify own role and responsibility within team /
L.O.3. Work as a team member /
3. PRACTICE CAREER PROFESSIONALISM
L.O.1. Integrate personal objectives with organizational goals /
L.O.2. Set and meet work priorities /
L.O.3. Maintain professional growth and development /
4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
L.O.1. Identify hazards and risks /
L.O.2. Evaluate hazards and risks /
L.O.3. Control hazards and risks /
 COMMON COMPETENCIES and LEARNING OUTCOMES
CAN I…? YES NO
1.PERFORM WORKPLACE AND SAFETY PRACTICES
L.O.1. Follow workplace procedures for health, safety and /
security practices
L.O.2. Deal with emergency situations /
L.O.3. Maintain safe personal presentation standards /
2. PROVIDE EFFECTIVE CUSTOMER SERVICE
L.O.1. Greet customer /
L.O.2. Identify customer needs /
L.O.3. Deliver service to customer /
L.O.4. Handle queries through telephone, fax machine, /
internet and email
L.O.5. Handle complaints, evaluation and recommendations /
3.OBSERVE WORKPLACE HYGIENE PROCEDURES
L.O.1. Follow hygiene procedures /
L.O.2. Identify and prevent hygiene risks /
4. DEVELOP AND UPDATE INDUSTRY KNOWLEDGE
L.O.1. Seek information on the industry /
L.O.2. Update industry knowledge /
5. PERFORM COMPUTER OPERATIONS
L.O.1. Plan and prepare for task to be undertaken /
L.O.2. Input data into computer /
L.O.3. Access information using computer /
L.O.4. Produce/output data using computer system /
L.O.5. Maintain computer equipment and systems /
 CORE COMPETENCIES and LEARNING OUTCOMES
CAN I…? YES NO
1. PREPARE AND PRODUCE BAKERY PRODUCTS
L.O.1.Prepare bakery products /
L.O.2.Decorate and present bakery products /
L.O.3.Store bakery products /
2. PREPARE AND PRODUCE PASTRY PRODUCTS
L.O.1.Prepare pastry products /
L.O.2.Decorate and present pastry products /
L.O.3.Store pastry products /
3. PREPARE AND PRESENT GATEAUX, TORTES AND CAKES
L.O.1.Prepare sponge and cakes /
L.O.2.Prepare and use fillings /
L.O.3.Decorate cakes /
L.O.4.Present cakes /
L.O.5.Store cakes /
4.PREPARE AND DISPLAY PETITS FOURS
L.O.1.Prepare iced petits fours /
L.O.2.Prepare fresh petits fours /
L.O.3.Prepare petits fours /
L.O.4.Prepare caramelized petits fours /
L.O.5. Display petits fours /
L.O.6.Store petits fours /
5. PRESENT DESSERTS
L.O.1.Present and serve plated dessert /
L.O.2.Plan, prepare and present dessert buffet selection or /
plating
L.O.3.Store and package desserts /
 Identifying Training Gaps

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

evidence of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.

Form 1.3 Summary of Current Competencies Versus Required

Competencies (Sample)
Current Required Units of Training
Competencies Competency/Learni Gaps/Requirements
ng Outcomes based
on CBC
Prepare and produce Prepare and produce
bakery products bakery products
Prepare and produce Prepare and produce
pastry products pastry products
Prepare and present Prepare and present
gateaux, tortes and gateaux, tortes and
cakes cakes
Prepare and display Prepare and display
petits fours petits fours
Present desserts Present desserts

Using Form No.1.4, convert the Training Gaps into a Training

Needs/ Requirements. Refer to the CBC in identifying the Module Title
or Unit of Competency of the training needs identified.
Form No. 1.4: Training Needs
Module
Gaps Title/Module of Duration (hours)
Instruction
 LO1. Prepare pastry Preparing pastry
products products 7 hours
LO2. Decorate and Decorating and
present products presenting products 7 hours
LO3.Store Pastry Storing Pastry
Products Products 7 hours

Republika ng Pilipinas
KAGAWARAN NG EDUKASYON
REHIYON XI
Sangay ng Timog Dabaw
DAVAO DEL SUR SCHOOL OF FISHERIES
Bagumbayan, Malalag, Davao del Sur WE ADVOCATE TIME CONSCIOUSNESS & HONESTY
SCHOOL ID: 304270

BREAD AND PASTRY PRODUCTION

TRAINING SESSION EVALUATION FORM
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.

TRAINERS/INSTRUCTORS Poor/ Fair/ Good/ Very Out-

Unsatis- Satis- Adequate Good/ standing
Name of Trainer: factory factory Very
Satis-
JEWEY Q. ALEBRASTINE factory
1 2 3 4 5
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

6. Instills 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 /

TRAINERS/INSTRUCTORS Poor/ Fair/ Good/ Very Out-

Name of Trainer: Unsatis- Satis- Adequate Good/ standing
factory factory Very
MARIA TERESA M. PAULINIO Satis-
factory

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 Poor/ Fair/ Good/ Very Out-
Unsatis- Satis- Adequate Good/ standing
 factory factory Very
Satis-
factory
1 2 3 4 5
1. Course contents are sufficient to /
attain objectives
2. CBLM are logically organized and /
presented
3. Information Sheets are /
comprehensive in providing the
required knowledge
4. Examples, illustrations and /
demonstrations help you learn
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 Poor/ Fair/ Good/ Very Out-

FACILITIES/RESOURCES Unsatis- Satis- Adequate Good/ standing
factory factory Very
Satis-
factory

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 Poor/ Fair/ Good/ Very Out-
Unsatis- Satis- Adequate Good/ standing
factory factory Very
Satis-
facty
1 2 3 4 5
1. Support Staff are /
accommodating

Comments/Suggestions:

Trainees/students performs tasks well which is in accordance with

the competency based curriculum and competency based learning module
when they were trained. As they are exposed to an On the Job Training,
trainees apply what they have learned during the training and will learn
more as a trainee in Nikki Beauty Salon, in which they will perform the
actual tasks.

Daryl James P. Alegado Kent Allana

Trainee’s Signature Industry Supervisor
 MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSHIP

This Memorandum of Agreement is entered into this 17 th day February 2023 in Malalag,
Davao del Sur, by and between:

The DAVAO DEL SUR SCHOOL OF FISHERIES, with School Identification Number
304270, a public high school, with principal address at BAGUMBAYAN, MALALAG,
DAVAO DEL SUR, represented in this Agreement by its School Head , DELAREY C.
FLORENTINO, FILIPINO, of legal age, and hereinafter referred to as the SCHOOL;

-and-

ALLANA FARM RESORT , duly constituted and registered in the Philippines, with
principal address at SAN VICENTE, MALALAG, DAVAO DEL SUR represented in this
Agreement by its MANAGING HEAD, NERISSA A. ALLANA and HOTEL
MANAGER, KENT A. ALLANA, both FILIPINO, of legal age, hereinafter referred to as
the “COMPANY”,

WITNESSETH:

WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

“DepEd”,is the primary government instrumentality mandated to formulate, implement, and
coordinate policies, plans, programs and projects in the areas of formal and non-formal basic
education; supervise all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provide for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to the
goals of national development;

WHEREAS, the DepEd has introduced the K to 12 basic education reform program that
includes Senior High School, hereinafter referred to as “SHS”, with the major objective of
ensuring that graduates of basic education are ready for employment, entrepreneurship and
higher learning;
WHEREAS, the SHS curriculum can be customized at the local levels to take into
consideration the needs of local industries and the labor market;

WHEREAS, the DepEd believes that for the effective delivery of SHS instruction, there is a
need for school-industry partnerships that will provide the school the necessary expertise and
venue for practical, on-the-job, enterprise-based training for SHS learners;

WHEREAS, the DepEd will start full implementation of SHS in School Year 2016-2017;

WHEREAS, the SCHOOL is among those that will offer SHS to students in the community
to carry out DepEd’s objectives for SHS as spelled out above;

WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work Immersion
Partnership with the COMPANY;

WHEREAS, the COMPANY operates in the area where the School is located and has offices,
facilities, project sites, and expertise that it can make available to the School for purposes of
student work immersion;

WHEREAS, the COMPANY considers going into a work immersion partnership with the
School as part of its mission to create a positive impact on the community, especially the
young people;

WHEREAS, the COMPANY may avail of the revenue regulation no. 10 s. 2003
implementing the tax incentives provision of R.A. 8525 otherwise known as the Adopt-A-
School Act of 1998;

WHEREAS, the SCHOOL and the COMPANY, hereinafter collectively referred to as “the
parties”, undertake to collaborate for the successful implementation of the SHS in Malalag
cognizant of the need for special protection of the child and with the best interest of the SHS
learner at heart;

NOW, THEREFORE, for and in consideration of the foregoing premises, the PARTIES
hereby agree as follows:

DESCRIPTION OF THE WORK IMMERSION PROGRAM

With the passage of the Enhanced Basic Education Act of 2013 or Republic Act 10533, the
DepEd was tasked to implement the K to 12 Program, essentially adding two (2) years of
specialization within the Basic Educational System;

The DepEd designed the implementation of RA 10533 within the framework of increased
community involvement in the learner’s experience;

With this premise, the DepEd, offers venues for various stakeholders to participate in the
implementation of RA 10533 and, the same offer, accepted by the PARTIES herein;
The Work Immersion Program is one of the course requirements for graduation. A SHS
student has to undergo work immersion in a business organization or establishment with
work requirements related to the specialization. Through work immersion, the students are
exposed to and are familiarized with the work-related environment related to their field of
specialization. Specifically, the students are able to:

1. Gain relevant and practical industrial skills under the guidance of industry experts and
workers;
2. Appreciate the importance and application of the principles and theories taught in the
classroom;
3. Enhance their technical knowledge and skills;
4. Prepare them to meet the needs and challenges of employment, entrepreneurship, or
higher education after their graduation.

I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP

The Work Immersion Partnership has the following objectives:

1. To supplement the formal curriculum of the SHS program with special inputs coming
from the COMPANY experts and practitioners in order to make the SHS program
aligned and consistent with work standards;
2. To develop in the students of the SHS program the knowledge and skills that are
relevant to the needs of the job market in the area
3. To provide SHS students relevant learning experiences by giving them exposure to
the actual workplace setting.
4. To form Work Immersion Partnership between SCHOOL and the COMPANY, the
students, faculty, and staff of the schools concerned will be allowed the use of and
access to the COMPANY workplace and equipment as part of their Work Immersion
Program.

II. RESPONSIBILITIES OF THE PARTIES

A. Joint Responsibilities

Both the SCHOOL and the COMPANY shall:

1. Create a joint working group that will prepare the action plan to operationalize the
partnership.
2. Form a joint steering committee to monitor the progress of the partnership and to
make sure that the provisions of this Memorandum of Agreement (MOA) are met.
3. Adhere to all laws, memoranda and circulars pertaining to child protection (See
Annex A).
4. Develop the students’ Work Immersion module specifying goals and objectives,
desired outcomes of the program and how these outcomes will be achieved, also
noting the specific knowledge, skills, attitudes and competencies that the student
should acquire after completing the program. (See Annex C and Annex D)
 5. Develop a Work Immersion Daily Schedule of Activities that will be followed by the
students during the whole duration of the Work Immersion Program.
6. Formulate local school work immersion policies and guidelines on selection,
placement, monitoring, and assessment of students (immersion participants), in order
to ensure that each student is assigned to an immersion partner matched to his/her
desired track, qualifications and aptitude. (See Annex C and Annex D)

B. Responsibilities of the School

The SCHOOL shall:

1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s which will be the
subject of the partnership (See Annex D)

2. Make the needed adjustments to contextualize the SHS subjects based on inputs
coming from the COMPANY.
3. Designate a person who will be in-charge of coordinating with the COMPANY and
supervising the activities of the students for the duration of the Work Immersion
Program.
4. Continue to exercise its Special Parental Authority under the Family Code over the
Senior High School student under immersion in the premises of the partner.
5. Monitor each student’s progress throughout the duration of the entire work immersion
program so as to make sure that the tasks assigned to each student are meaningful,
challenging, and applicable to his/her particular programs and are able to maximize
the quality of the learning experience.
6. Provide the COMPANY an evaluation tool for the students’ immersion performance.
7. Issue a final grade to the student upon completion of the requirements within a
prescribed period.
8. Ensure that the student will adhere to the non- disclosure policies of the COMPANY
as agreed to by the School. (See Annex F)
9. Provide signed Consent forms from the parents as applicable. (See Annex G)
10. Provide the COMPANY a Certificate of Participation in the SHS program for
whatever purpose it may serve.
11. Execute a deed of acceptance as a way of recognizing and acknowledging the
donation/s received from the COMPANY.
12. Review, facilitate and endorse the application of the COMPANY to avail of the tax
incentives/exemption as specified in the R.A. 8525 otherwise known as The Adopt-A-
School Act of 1998.

C. The COMPANY shall:

1. Assign a competent Immersion Coordinator from the COMPANY to liaise with the School and
supervise the students without prejudice to the special parental authority of the school, its
administrators and teachers for the duration of the work immersion program so as to ensure efficient
implementation of all stages of the program.
2. Provide inputs into the curriculum through the discussions or workshops that DepEd will organize.
3. Lend its expertise by making available its resident resource persons to provide training to the students.
 4. Allow the students to be deployed to the different sections/departments/project sites of the COMPANY
based on the Work Immersion Daily Schedule of Activities.
5. Agree to the required number of hours of the immersion program set under the DepEd SHS curriculum.
(See Annex C and D)
6. Provide immersion opportunities for Grade 12 students for School Year 2022-2023. ( See Annex C and
Annex D)
7. Provide students with an orientation about the COMPANY, its line of business, and the work its
employees do, and expose them to the various stakeholders of the community in which the COMPANY
operates for the students to get a holistic understanding of its business.
8. Similarly ensure that students undergo training related to their course, and provide the students with
work or activities that are varied and applicable to their field of study.
9. Make its workplace and facilities available to students, and shall similarly take all necessary action to
ensure the safety of students within their areas of operation at all times, which shall include, but shall
not be limited to, the provision for Personal Protective Equipment (PPE’s), if applicable. Ensure that
the students will not be exposed to hazardous materials and working environment throughout the
duration of the immersion.
10. Evaluate students’ performance in the immersion venue by accomplishing provided evaluation tool
11. Issue a Certificate of Completion to the student trainees upon satisfactory compliance with all
requirements of the program.
12. Execute a deed of donation in favor of DepEd for the completed Work Immersion Partnership.
13. Submit to the Adopt-A-School Program Secretariat all pertinent documents in support of the amount
specified/claimed for the tax exemption application of the COMPANY.

III. EFFECTIVITY

This agreement shall hold for the duration of the 2022-2023 Academic School Year and is
renewable every year. The COMPANY and the SCHOOL shall submit their intention for
renewal of this agreement through formal notice within thirty (30) days before the expiration
of this Agreement.

The COMPANY and the SCHOOL reserve their respective rights to terminate their
participation in the agreement through formal written notice within thirty (30) days before the
effectivity of the termination. Both parties shall turnover all deliverables agreed thereto in the
Work Immersion Program. Termination shall be subject to the mutual agreement between the
parties.

IV. LIABILITY

The school, its administrator and teachers exercising authority and supervision over the
Senior High School Student undergoing immersion in the premises of the partner may be held
accountable for the student’s acts.

Each party shall answer for losses and damages arising from any accident, act, or omission
directly attributable to its fault or negligence, which may cause death or bodily injury to any
persons, or loss or damage to property, by or on account of the performance of the respective
obligations by the parties pursuant to this Agreement. Such responsibility shall continue to
remain that of the responsible party’s even after the termination of this agreement, if such
losses and damages were incurred during the effectivity of this agreement.

DepEd shall not be liable for opportunity losses of the Company during the duration and after
the termination of this agreement.
V. NON-DISCLOSURE PROVISION

It is expressly understood by DepEd and the students that all information on technology,
manufacturing process, process standards, quality assurance methodologies, quality
standards, production capabilities, raw material purchasing, marketing, finance, and all other
related documents, manuals, operational and technical matters that the Company shall make
available to them shall be used for the sole purpose of student training. All of these matters
are classified as confidential in nature and proprietary to the Company and thereby each
student hereby undertakes to prevent transfer of such information by any of its members to
any party outside of the Company (See Annex F)

VI. OTHER PROVISIONS

It is expressly understood by the PARTIES that the Company is not obliged to pay wage or
salary since there is no employer-employee relationship that exists. However, the Company is
not precluded from providing the student with any monetary or financial assistance in the
form of transportation fee, food allowance, etc.

In determining the existence of an employer-employee relationship, the following elements

are considered: (1) the power to hire; (2) the payment of wages; (3) the power to dismiss, and
(4) the power to control the employee’s conduct, with the control test generally assuming
primacy in the overall consideration.

No employer-employee relationship exists between the student and the partner in work
immersion if all the following criteria are met:

1. The training, even though it includes actual operation of the employer’s facilities, is
similar to training provided in an educational program;
2. The training is for the benefit of the student;
3. The student does not displace regular employees, and works under close supervision;
4. The students are not entitled to a job at the conclusion of the training period and are
free to take jobs elsewhere in the same field;
5. Any clinical training is performed under the supervision and direction of people who
are knowledgeable and experienced in the activity;
6. The training is general, and qualifies the student to work in any similar business. It is
not designed specifically for a job with the employer that offers the program;
7. The screening process for the immersion program is not the same as for employment,
and does not appear to be for that purpose. The screening only uses criteria relevant
for admission to an independent educational program; and
8. Advertisements, posting, or solicitations for the program clearly discuss education or
training, rather than employment, although employers may indicate that qualified
graduates may be considered for employment.

FOR THE SCHOOL: FOR THE COMPANY:

RAYKI A. BUAT NERISSA A. ALLANA KENT A.

ALLANA
School Principal IV Owner Hotel
Manager
WITNESSED BY:

AIRA L. TUBIANO

APPROVED BY:

LORENZO A. MENDOZA, CESO V

Schools Division Superintendent
Division of Davao del Sur
 TRAINING PLAN

Qualification: Bread and Pastry Production

Unit of Competency: Prepare and Produce Pastry Products
Trainees’ Training Mode of Staff Facilities/ Venue Assessment Date
training activity/task training tools and arrangement and
requiremen equipment time
ts
Company Orient about Supervis KENT ALLANA  Multimedia Allana Septemb
orientation industry orientation ed (Industry projector, Resort, er 2,
about policies, Industry Trainor)/patiss  Tables and Tagansul 2024
guideline and safety Learning ier Chairs e,
procedures Malalag,
Davao
del Sur
LO1. Select, measure and Supervis KENT ALLANA  measuring Allana  observation Septemb
Prepare weigh ingredients ed (Industry tools Resort,  Demonstrati er 3,
pastry according to recipe Industry Trainor)/patiss  bowl Tagansul on 2024
products or production Learning ier  container e,
requirements  Flours Malalag,
 Sugars Davao
 Eggs del Sur
 Milk
 Cream
 Gelatin
 Fruits
 Flavorings
and
essences
Prepare pastry Supervis KENT ALLANA  Commercia Allana  observation Septemb
products according ed (Industry l mixer and Resort,  Demonstrati er 4,
 to standard mixing Industry Trainor)/patiss attachment Tagansul on 2024
procedures/formulat Learning ier s e,  Interview
ion/ recipes  Cutting Malalag,
implements Davao
and desired product
 Bowls del Sur
characteristics
 Oven
 baking
sheets
 container

Bake pastry Supervis KENT ALLANA  Commercia Allana  observation Septemb

products according ed (Industry l mixer and Resort,  Demonstrati er
to techniques Industry Trainor)/patiss attachment Tagansul on 5, 2024
Learning ier s e,  Interview
and appropriate
 Cutting Malalag,
conditions; and
implements Davao
enterprise
 Bowls del Sur
requirement and  Oven
standards  baking
sheets
 container

LO2. Prepare types of Supervis KENT ALLANA  Commercia Allana  Observation Septemb
Decorate Fillings and ed (Industry l mixer and Resort,  Demonstrati er 6,
and present Coating/Icing, Glazes Industry Trainor)/patiss attachment Tagansul on 2024
pastry and Decorations for Learning ier s e,  Interview
products Pastry Products  Cutting Malalag,
implements Davao
 Bowls del Sur
 Oven
 baking
 sheets
 container

Fill and decorate Supervis KENT ALLANA  Commercia Allana  Observation Septemb
bakery products in ed (Industry l mixer and Resort,  Demonstrati er 7,
accordance with Industry Trainor)/patiss attachment Tagansul on 2024
standard and recipes Learning ier s e,  Interview
and/or enterprise  Cutting Malalag,
standard and implements Davao
customer preference.  Bowls del Sur
 Oven
 baking
sheets
 container
Present bakery item Supervis KENT ALLANA  Commercia Allana  Septemb
according to desired ed (Industry l mixer and Resort,  Observation er 8,
product Industry Trainor)/patiss attachment Tagansul Demonstrati 2024
characteristics. Learning ier s e, on
 Cutting Malalag, Interview
implements Davao
 Bowls del Sur
 Oven
 baking
sheets
 container

LO3.Store Store bakery products Supervis KENT ALLANA  Cutting Allana  observation Septemb
Pastry according to ed (Industry implements Resort,  demonstrati er 11,
Products established standard Industry Trainor)/patiss  Bowls Tagansul on 2024
procedure. Learning ier  baking e,  Interview
sheets Malalag,
  container Davao
 packaging del Sur
materials

Select appropriate Supervis KENT ALLANA  Cutting Allana  observation Septemb

packaging for the ed (Industry implements Resort,  demonstrati er 11,
preservation of product Industry Trainor)/patiss  Bowls Tagansul on 2024
freshness and eating Learning ier  baking e,  Interview
characteristics. sheets Malalag,
 container Davao
 packaging del Sur
materials

Prepared by: Prepared by: Noted by: Conformed by:

JEWEY Q. ALBERASTINE ANA MONICA C. MELLORIDA MICHAEL M. HERAMIZ RAYKI A. BUAT

Trainer Trainer Center Administrator Company Supervisor

TRAINEE’S PROGRESS SHEET

Name: Daryl P. Alegado Trainer: JEWEY Q. ALBERASTINE
Qualification: BREAD AND PASTRY PRODUCTION II Nominal Duration: 21 hrs
Units of Training Activity Training Date Date Rating Trainee’s Supervisor’s
Competency Duration Started Finished Initial Initial
1. Prepare 7 hrs. September September Competent
Selected, measured
pastry products 3, 2024 3, 2024
and weighed
ingredients according
to recipe or production
requirements
Prepared pastry September September Competent
4, 2024 4, 2024
products according to
standard mixing
procedures/formulation/
recipes and desired
product characteristics
Baked pastry products September September Competent
according to techniques 5, 2024 5, 2024
and appropriate conditions;
and enterprise
requirement and standards
2. Decorate and Prepared Types of 7 hrs. September September Competent
present Fillings and 6, 2024 6, 2024
products
Coating/Icing, Glazes
and Decorations for
Pastry Products
September September Competent
Filled and decorated
7, 2024 7, 2024
bakery products in
accordance with
standard and recipes
and/or enterprise
standard and
 customer preference.

Presented bakery item September September Competent

according to desired 8, 2024 8, 2024
product characteristics.

3.Store Pastry Stored bakery products September September Competent

Products according to 11, 2024 11, 2024
established standard
procedure.
Selected appropriate 7 hrs. September September Competent
packaging for the 11, 2024 11, 2024
preservation of product
freshness and eating
characteristics.

TOTAL 21 hrs.
 CORE COMPETENCY CORE COMPETENCY
Instruction: THANK YOU

This Trainee’s 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 Trainee’s 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 activities in accordance with the training pro-
gram 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 “Instructor Re-
marks’’ column regarding the outcome of the task accomplished by the train-
ees. 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 Voca-
tional Instruction Supervisor (VIS) and shall form part of the permanent train-
ee’s document on file.

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 CORE COMPETENCY CORE COMPETENCY
Unit of Competency: Prepare and Produce Pastry Products

No. of Hours: 21 hrs.

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CORE COMPETENCY CORE COMPETENCY
Learning Date Supervis
Activiti Accomplish or’s
Outcomes es ed Remarks
Prepared September 3, COMPETENT
Selected, measured and
pastry 2024
weighed ingredients
products
according to recipe or
production requirements

Prepared pastry products September 3, COMPETENT

according to standard 2024
mixing
procedures/formulation/
recipes and desired
product characteristics

Baked pastry products September 5, COMPETENT

according to techniques and 2024
appropriate conditions; and
enterprise requirement and
standards

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 CORE COMPETENCY CORE COMPETENCY

Unit of Competency: Prepare and Produce Pastry Products Unit of Competency: Prepare and Produce Pastry
Products
No. of Hours : 21 hrs. No. of Hours : 21 hrs.

Learning Date Supervis Learning Date Supervis

Activiti or’s Activiti or’s
Outcomes Accomplis Outcomes Accomplish
es es ed
hed Remarks Remarks
Decorated and September 6, COMPETENT Stored Pastry September 11,
Prepared Types of Performed Packaging of Pastry COMPETENT
present 2024 Products Products According to 2024
Fillings and
products Standards and Procedures
Coating/Icing, Glazes
and Decorations for
Pastry Products

Filled and decorated September 7, COMPETENT Performed Packaging and September 11, COMPETENT
2024 Storing of Pastry Products 2024
bakery products in
According to Standards and
accordance with Procedures
standard and recipes
and/or enterprise
standard and customer
preference.

September 8,
Presented bakery item
2024
according to desired
product characteristics.

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 CORE COMPETENCY CORE COMPETENCY

Unit of Competency: Prepare and Produce pastry products Notes:

No. of Hours: 21 hours

Overall, the student has shown great potential in

their OJT for bread and pastry production NC 2. They have demonstrated strong skills in handling dough, preparing pastry fillings, and
Learning
baking various types of bread and pastries.Date Supervis
Activiti or’s The student shows a good understanding of food
Outcomes Accomplis
es
safety and hygiene practices, and consistently follows proper procedures in the kitchen. They have also shown excellent teamwork skills and
hed Remarks
work well with their colleagues.
However, there are areas where the student can
improve. For instance, they could work on their time
management skills to ensure that they are able to
complete tasks efficiently and meet deadlines. They
also need to pay closer attention to detail to ensure
that their finished products meet the required
standards.
Overall, the student has made good progress
during their OJT and has the potential to excel in the
field of bread and pastry production. With continued
practice and dedication, they can further improve
their skills and become a valuable asset in any
kitchen.