Sector : Tourism

Qualification Title : Cookery

Unit of Competency : Prepare Salads and Dressings

Module Title : Present a Variety of Salads and

Dressings

RSP Cooking Academy

Cabanatuan City, Nueva Ecija
 Plan
Training
Session

Date Developed: Document No. 001

Oct. 02, 2024
Issued by:
Trainers Methodology Level I Date Revised:
Oct. 2, 2024
RSP Cooking Page i of vii
Developed by:
Rhoma San Pedro Academy
Revision # 01
Name of Trainee: Alice S. Sarte

Sample Data Gathering Instrument for Trainee’s

Characteristics

Please answer the following instrument according to the

characteristics described below. Encircle the letter of your choice that
best describes you as a learner. Blank spaces are provided for some data
that need your response.

Characteristics of learners

Language, Average grade in: Average grade in:

literacy and
English Math
numeracy (LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
a. 75 to 79 e. 75 to 79

Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others (please specify) __Tagalog__

Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
 Characteristics of learners
b. Female
Age Your age: 45
Physical ability 1. Disabilities (if any) _____________________
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 Cookery Certificate

experience with  Server at a catering service
the topic

Previous List down trainings related to Cookery:

learning  Not applicable
experience
National Certificates acquired and NC level
Training Level
completed  Not applicable

Special courses Other courses related to Cookery

 Attended City Livelihood Programs

Learning 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
 Characteristics of learners

learner unless it is read aloud.

d. Activist - Learns by having a go
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. Others (please specify)
FORM 4.1 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
1. PARTICIPATE IN WORKPLACE COMMUNICATION
 Obtain and convey workplace information /
 Speak English at a basic operational level /
 Complete relevant work-related documents /
 Participate in workplace meeting and discussion /
2. WORK IN A TEAM ENVIRONMENT
 Describe and identify team role and responsibility in /
a team
 Describe 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
 Evaluate hazard and risks /
 Control hazards and risks /
 Maintain occupational health and safety awareness /
 Perform basic first-aid procedures /

COMMON COMPETENCIES
CAN I ? YES NO
1. DEVELOP AND UPDATE INDUSTRY KNOWLEDGE
COMMON COMPETENCIES
CAN I ? YES NO
 Seek information on the industry /
 Update continuously relevant industry knowledge /
 Develop and update local knowledge /
 Promote products and services to customers /
2. OBSERVE WORKPLACE HYGIENE PROCEDURES
 Follow hygiene procedures /
 Identify and prevent hygiene risk /
3. PERFORM COMPUTER OPERATIONS
 Plan and prepare task to be undertaken /
 Input data into a computer /
 Assess information using computer /
 Produce/ output data using computer system /
 Maintain computer system /
4. PERFORM WORKPLACE AND SAFETY PRACTICES
 Practice 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 /
 Maintain safe personal presentation standards /
 Maintain a safe and secure workplace /
5. PROVIDE EFFECTIVE CUSTOMER SERVICE
 Greet customers /
 Identify customer /
 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 SOUP
 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
 Perform Mise en place /
 Prepare a variety salads and dressings /
 Present a variety of salads and dressings /
 Store salads and dressings /
5. PREPARE SANDWICHES
 Perform Mise en place /
 Prepare a variety of sandwiches /
 Present a variety of sandwiches /
 Store sandwiches /
6. PREPARE MEAT DISHES
 Perform Mise en place /
 Cook meat cuts for service /
 Present meat cuts for service /
 Store meat /
7. PREPARE VEGETABLES DISHES
 Perform Mise en place /
 Prepare vegetable dishes /
 Present vegetable dishes /
CORE COMPETENCIES
CAN I ? YES NO
 Store vegetables dishes /

8. PREPARE EGG DISHES

 Perform Mise en place /
 Prepare and cook egg dishes /
 Present egg dishes /
 Store egg dishes /
9. PREPARE STARCH DISHES
 Perform Mise en place /
 Prepare starch dishes /
 Present Starch dishes /
 Store Starch dishes /
10. PREPARE POULTRY AND GAME DISHES
 Perform mise en place /
 Cook poultry and game dishes /
 Plate/present poultry and game dishes /
 Store poultry and game /
11. PREPARE SEAFOOD DISHES
 Perform mise en place /
 Handle fish and seafood /
 Cook fish and shellfish /
 Plate/Present fish and seafood /
 Store fish and seafood /
12. PREPARE DESSERTS
 Perform mise en place /
 Prepare desserts and sweet sauces /
 Plate/Present desserts /
 Store desserts /
13. PACKAGE PREPARED FOOD
 Select packaging materials /
 Package food /
Evidences/Proof of Current Competencies (Sample)

Form 4.2: Evidence of Current Competencies acquired related to

Job/Occupation

Current
Proof/Evidence Means of validating
competencies
BASIC COMPETENCIES:
1. PARTICIPATE IN WORKPLACE COMMUNICATION
 Obtain and  Certificate of  Authenticated
convey Employment and/or with Dry
workplace Seal
information
 Speak English
at a basic
operational
level
 Complete
relevant work-
related
documents
 Participate in
workplace
meeting and
discussion
2. WORK IN A TEAM ENVIRONMENT
 Describe and  Certificate of  Authenticated
identify team Employment and/or with Dry
role and Seal
responsibility
in a team
 Describe work
as a team
member
 Work
effectively
with
colleagues
 Work in
socially
diverse
environment
3. PRACTICE CAREER PROFESSIONALISM
 Integrate  Certificate of  Authenticated
 personal Employment and/or with Dry
objectives with Seal
organizational
goals
 Set and meet
work priorities
 Maintain
professional
growth and
development
4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY
 1 Evaluate  Certificate of  Authenticated
hazard and Employment and/or with Dry
risks Seal
 Control
hazards and
risks
 Maintain
occupational
health and
safety
awareness
 Perform basic
first-aid
procedure

Current
Proof/Evidence Means of validating
competencies
COMMON COMPETENCIES:
1. DEVELOP AND UPDATE INDUSTRY KNOWLEDGE
 Seek information  Certificate of  Authenticated
on the industry Employment and/or with Dry
Seal
 Update
continuously
relevant industry
knowledge
 Develop and
update local
knowledge
 Promote
products and
services to
customers
2. OBSERVE WORKPLACE HYGIENE PROCEDURES
 Follow hygiene  Certificate of  Authenticated
procedures Employment and/or with Dry
Seal
 Identify and
prevent hygiene
risk
3. PERFORM COMPUTER OPERATIONS
 Plan and prepare  Certificate of  Authenticated
task to be Employment and/or with Dry
undertaken Seal
 Input data into a
computer
 Assess
information
using computer
 Produce/ output
data using
computer
system
 Maintain
computer
system
4. PERFORM WORKPLACE AND SAFETY PRACTICES
 Practice • Certificate of Authenticated and/or
workplace Employment with Dry Seal
procedures for
health, safety
and security
practices
 Perform child
protection duties
relevant to the
tourism industry
 Observe and
monitor people
 Deal with
emergency
situations
 Maintain safe
personal
presentation
standards
 Maintain a safe
and secure
workplace
5. PROVIDE EFFECTIVE CUSTOMER SERVICE
 Greet customers  Certificate of  Authenticated
Employment and/or with Dry
 Identify
Seal
customer
 Deliver service
to customer
 Handle queries
through use of
common
business tools
and technology
 Handle
complaints/
conflict
situations,
evaluation and
recommendation
s
 Current
Proof/Evidence Means of validating
competencies
CORE COMPETENCIES:
1. CLEAN AND MAINTAIN KITCHEN PREMISES
 Clean, sanitize  Not applicable  Not applicable
and store
equipment
 Clean and
sanitize
premises
 Dispose of
waste
2. PREPARE STOCKS, SAUCES AND SOUPS
 Prepare stocks,  Not applicable  Not applicable
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’  Not applicable  Not applicable
en place
 Prepare a
range of
appetizers
 Present a
range of
appetizers
 Store
appetizers
4. PREPARE SALADS AND DRESSINGS
 Perform Mise  Not applicable  Not applicable
en place
 Prepare a
 variety salads
and dressings
 Present a
variety of
salads and
dressings
 Store salads
and dressings
5. PREPARE SANDWICHES
 1 Perform Mise  Not applicable  Not applicable
en place
 Prepare a
variety of
sandwiches
 Present a
variety of
sandwiches
 Store
sandwiches
6. PREPARE MEAT DISHES
 1 Perform Mise  Not applicable  Not applicable
en place
 Cook meat cuts
for service
 Present meat
cuts for service
 Store meat
7. PREPARE VEGETABLE DISHES
 Perform Mise  Not applicable  Not applicable
en place
 Prepare
vegetable
dishes
 Present
vegetable
dishes
 Store
vegetable
dishes
8. PREPARE EGG DISHES
 Perform Mise  Not applicable  Not applicable
en place
 Prepare and
 cook egg
dishes
 Present egg
dishes
 Store egg
dishes
9. PREPARE STARCH DISHES
 Perform Mise  Not applicable  Not applicable
en place
 Prepare starch
dishes
 Present Starch
dishes
 Store Starch
dishes
10. PREPARE POULTRY AND GAME DISHES
 Perform Mise  Not applicable  Not applicable
en place
 Prepare and
cook egg
dishes
 Present egg
dishes
 Store poultry
and game
11. PREPARE SEAFOOD DISHES
 Perform mise  Not applicable  Not applicable
en place
 Handle fish and
seafood
 Cook fish and
shellfish
 Plate/Present
fish and
seafood
 Store fish and
seafood
12. PREPARE DESSERTS
 Perform mise  Not applicable  Not applicable
en place
 Prepare
desserts and
 sweet sauces
 Plate/Present
desserts
 Store desserts
13. PACKAGE PREPARED FOOD
 Select  Not applicable  Not applicable
packaging
materials
 Package food  Not applicable  Not applicable

Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 4.1) and the

evidences of current competencies (Form 4.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.

Form 4.3 Summary of Current Competencies Versus Required

Competencies (Sample)

Required Units of Current Training

Competency/Learnin Competencies Gaps/Requirement
g Outcomes based s
on CBC
BASIC COMPETENCIES:
1. PARTICIPATE IN WORKPLACE COMMUNICATION
 Obtain and  Obtaining and
convey conveying
workplace workplace
information information
 Speak English at  Speaking English
a basic at a basic
operational level operational level
 Complete  Completing
relevant work- relevant work-
related related
documents documents
 Participate in  Participating in
workplace workplace
 meeting and meeting and
discussion discussion
2. WORK IN A TEAM ENVIRONMENT
 Describe and  Describing and
identify team identifying team
role and role and
responsibility in responsibility in
a team a team
 Describe work as  Describing work
a team member as a team
member
 Work effectively  Working
with colleagues effectively with
colleagues
 Work in socially  Working
diverse effectively with
environment colleagues
3. PRACTICE CAREER PROFESSIONALISM
 Integrate  Integrating
personal personal
objectives with objectives with
organizational organizational
goals goals
 Set and meet  Setting and
work priorities meeting work
priorities

 Maintain  Maintaining
professional professional
growth and growth and
development development
4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY
 Evaluate hazard  Evaluating
and risks hazard and risks
 Control hazards  Controlling
and risks hazards and
risks
 Maintain  Maintaining
occupational occupational
health and health and
safety safety
awareness awareness
 Perform basic  Performing basic
first-aid first-aid
procedure procedure
 Required Units of Current Training
Competency/Learnin Competencies Gaps/Requirement
g Outcomes based s
on CBC
COMMON COMPETENCIES:
1. DEVELOP AND UPDATE INDUSTRY KNOWLEDGE
 Update  Updating
continuously continuously
relevant industry relevant industry
knowledge knowledge
 Develop and  Developing and
update local update local
knowledge knowledge
 Promote  Promoting
products and products and
services to services to
customers customers
2. OBSERVE WORKPLACE HYGIENE PROCEDURES
 Follow hygiene  Following
procedures hygiene
procedures
 Identify and  Identify and
prevent hygiene prevent hygiene
risk risk
3. PERFORM COMPUTER OPERATIONS
 Produce/ output  Producing/
data using output data
computer using computer
system system
 Plan and prepare  Planning and
task to be prepare task to
undertaken be undertaken
 Input data into a  Inputting data
computer into a computer
 Assess  Assessing
information information
using computer using computer
 Maintain  Maintaining
computer computer
system system
4. PERFORM WORKPLACE AND SAFETY PRACTICES
 Practice  Practicing
workplace workplace
procedures for procedures for
 health, safety health, safety
and security and security
practices practices
 Perform child  Performing child
protection duties protection duties
relevant to the relevant to the
tourism industry tourism industry
 Observe and  Observing and
monitor people monitoring
people
 Deal with  Dealing with
emergency emergency
situations situations
 Maintain safe  Maintaining safe
personal personal
presentation presentation
 Maintain a safe  Maintaining a
and secure safe and secure
workplace workplace
5. PROVIDE EFFECTIVE CUSTOMER SERVICE
 Greet customers  Greeting
customers
 Identify  Identifying
customers customers
 Deliver service  Delivering
to customer service to
customer
 Handle queries  Handling queries
through use of through use of
common common
business tools business tools
and technology and technology
 Handle  Handling
complaints / complaints /
conflict conflict
situations, situations,
evaluations and evaluations and
recommendation recommendation
s s
Required Units of Current Training
Competency/Learnin Competencies Gaps/Requirement
g Outcomes based s
on CBC
CORE COMPETENCIES:
1. CLEAN MAINTAIN KITCHEN PREMISES
  Clean, sanitize  Cleaning,
and store sanitizing and
equipment storing
equipment
 Clean and  Cleaning and
sanitize sanitizing
premises premises
 Dispose of waste  Disposing of
waste
2. PREPARE STOCKS, SAUCES AND SOUPS
 Prepare stocks,  Preparing
glazes and stocks, glazes
essences and essences
required for required for
menu items menu items
 Prepare stocks  Preparing
required for stocks
menu items required for
menu items
 Prepare sauces  Preparing
required for sauces
menu items required for
menu items
 Store and  Storing and
reconstitute reconstituting
stocks, sauces stocks, sauces
and soups and soups
3. PREPARE APPETIZERS
 Perform Mise en  Performing
place Mise en place
 Prepare a range  Preparing a
of appetizers range of
appetizers
 Present a range  Presenting a
of appetizers range of
appetizers
 Store appetizers  Storing
appetizers
4. PREPARE SALADS AND DRESSINGS
 Perform Mise en  Performing
place Mise en place
 Prepare a  Preparing a
variety of salads variety of
and dressings salads and
 dressings
 Present a variety  Presenting a
of salads and variety of
dressings salads and
dressings
 Store salads and  Storing salads
dressings and dressings
5. PREPARE SANDWICHES
 Perform Mise en  Performing
place Mise en place
 Prepare a  Preparing a
variety of variety of
sandwiches sandwiches
 Present a variety  Presenting a
of sandwiches variety of
sandwiches
 Store  Storing
sandwiches sandwiches
6. PREPARE MEAT DISHES
 Perform Mise en  Performing
place Mise en place
 Cook meat cuts  Cooking meat
for service cuts for
service
 Present meat  Presenting
cuts for service meat cuts for
service
 Store meat  Storing meat
7. PREPARE VEGETABLE DISHES
 Perform Mise n  Performing
place Mise n place
 Prepare  Preparing
vegetable dishes vegetable
dishes
 Present  Presenting
vegetable dishes vegetable
dishes
 Store vegetable  Storing
dishes vegetable
dishes
8. PREPARE EGG DISHES
 Perform Mise en  Performing
place Mise en place
  Prepare and  Preparing and
cook egg dishes cook egg
dishes
 Present egg  Presenting
dishes egg dishes
 Store egg dishes  Storing egg
dishes
9. PREPARE STARCH DISHES
 Perform Mise en  Performing
place Mise en place
 Prepare starch  Preparing
dishes starch dishes
 Present starch  Presenting
dishes starch dishes
 Store starch  Storing starch
dishes dishes
10. PREPARE POULTRY AND GAME DISHES
 Perform Mise en  Performing
place Mise en place
 Cook poultry and  Cooking
game dishes poultry and
game dishes
 Plate / present  Plating /
poultry and presenting
game dishes poultry and
game dishes
 Store poultry  Storing poultry
and game dishes and game
dishes
11. PREPARE SEAFOOD DISHES
 Perform Mise en  Performing
place Mise en place
 Handle fish and  Handling fish
seafood and seafood
 Cook fish and  Cooking fish
shellfish and shellfish
 Plate / present  Plating/
fish and seafood presenting fish
and seafood
 Store fish and  Storing fish
seafood and seafood
12. PREPARE DESSERTS
  Perform Mise en  Performing
place Mise en place
 Prepare desserts  Preparing
and sweet desserts and
sauces sweet sauces
 Plate / present  Plating /
desserts presenting
desserts
 Store desserts  Storing
desserts
13. PACKAGE PREPARED FOOD
 Select packaging  Selecting
materials packaging
materials
 Package food  Packaging
food

Using Form No.4.4, 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. 4.4: Training Needs (Sample)

Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
 Clean, sanitize and store 1. CLEANING AND
equipment MAINTAINING
KITCHEN PREMISES
 Clean and sanitize premises
 Dispose of waste
 Prepare stocks, glazes and 2. PREPARING
essences required for menu STOCKS, SAUCES AND
items SOUPS
 Prepare stocks required for
menu items
 Prepare sauces required for
 menu items
 Store and reconstitute stocks,
sauces and soups
 Perform Mise en place 3.PREPARING
APPETIZERS
 Prepare a range of appetizers
 Present a range of appetizers
 Store appetizers
 Perform Mise en place 4. PREPARING SALADS
AND DRESSINGS
 Prepare a variety of salads and
dressings
 Present a variety of salads and
dressings
 Store salads and dressings
 Perform Mise en place 5. PREPARING
SANDWICHES
 Prepare a variety of sandwiches
 Present a variety of sandwiches
 Store sandwiches
 Perform Mise en place 6. PREPARING MEAT
DISHES
 Cook meat cuts for service
 Present meat cuts for service
 Store meat
 Perform Mise n place 7. PREPARING
VEGETABLE DISHES
 Prepare vegetable dishes
 Present vegetable dishes
 Store vegetable dishes
 Perform Mise en place 8. PREPARING EGG
DISHES
 Prepare and cook egg dishes
 Present egg dishes
 Store egg dishes
 Perform Mise en place 9. PREPARING STARCH
DISHES
 Prepare starch dishes
 Present starch dishes
 Store starch dishes
 Perform Mise en place 10. PREPARING POULTRY
AND GAME DISHES
 Cook poultry and game dishes
 Plate / present poultry and game
dishes
 Store poultry and game dishes
 Perform Mise en place 11. PREPARING SEAFOOD
DISHES
 Handle fish and seafood
 Cook fish and shellfish
 Plate / present fish and seafood
 Store fish and seafood
 Perform Mise en place 12. PREPARING
DESSERTS
 Prepare desserts and sweet
sauces
 Plate / present desserts
 Store desserts
 Select packaging materials 13. PACKAGING
PREPARED FOOD
 Package food
 SESSION PLAN
Sector : TOURISM HOTEL AND RESTAURANT
Qualification Title : COOKERY NC II
Unit of Competency : PREPARE SALADS AND DRESSINGS
Module Title : PRESENT SALADS AND DRESSINGS
Learning Outcomes:
 Perform Mise en place
 Prepare a variety of salads and dressings
 Present a variety of salads and dressings
 Store salads and dressings

A. INTRODUCTION:
This module deals with the skills and knowledge required in preparing and presenting salads and dressings
B. LEARNING ACTIVITIES
LO 1: PERFORM MISE EN PLACE
Resource
Learning Content Methods Presentation Practice Feedback Time
s
1. Importance of Individualized study / self Read information Answer self- Compare Informa 30
proper sanitation of -paced learning sheet 4.1.1 check 4.1.1 answers to tion min
tools and kitchen answer key sheet
equipment 4.1.1 4.1.1
2. Common / basic Lecture / discussion using Listen to the Answer the Listen to PPT 30
salad and dressing Power Point presentation trainer’s lecture trainer’s oral the present min
ingredients and participate questioning trainer’s ation
actively in the feedback LCD
class discussion on oral Project
questionin or
 g
3. Ratio and proportion / Listen to the Answer the Listen to PPT 20
Unit conversion Individualized study / self -paced trainer’s lecture trainer’s the present min
learning and participate oral trainer’s ation
Lecture / discussion using Power actively in the questioning feedback LCD
Point presentation class discussion on oral project
questionin or
g
4. Tips on thawing / Discussion Listen to the Prepare a Let the Video 20
freezing ingredients Lecture trainer’s lecture reaction trainer Laptop
Video viewing and participate paper check the CBLM
actively in the reaction
class discussion paper
5. Role of washing in Lecture Listen to the Prepare a Let the Video 20
food safety Video viewing trainer’s lecture reaction trainer Laptop
and participate paper check the CBLM
actively in the reaction
class discussion paper
LO 2: PREPARE A VARIETY OF SALADS
1.Variety of salad Individualized study / self Read information Perform task Let the Informatio
 Leafy -paced learning sheet 4.2.1 sheet 4.2.1 trainer give n sheet
feedback 4.2.1
 Non-leafy
Discussion Listen to the on the Video
 Protein Video presentation trainer’s performed Kitchen
 Combination discussion and task tools and
 Congealed participate equipment
 Fruit Demonstration actively
 Cooked
Observe the
2.Variety of demonstration on
dressings: preparing variety
of salads
  Temporary
emulsions
Individualized study / self
 Permanent -paced learning
emulsions

Discussion
Video presentation

Demonstration

LO 3:

C. ASSESSMENT PLAN
 Written Test
 Oral Questioning
 Demonstration
 Portfolio

D. TEACHER’S SELF-REFLECTION OF THE SESSION

 PARTS OF A COMPETENCY-BASED LEARNING

References/Further Reading
Performance Criteria Checklist
Operation/Task/Job Sheet

Self Check Answer Key

Self Check

Information Sheet

Learning Experiences

Learning Outcome Summary

Module
Module Content
Content

Module
List of Competencies
Content

Module Content

Module Content

Front Page
In our efforts to standardize CBLM,
the above parts are recommended
for use in Competency Based
Training (CBT) in Technical Education
and Skills Development Authority
(TESDA) Technology Institutions.
The next sections will show you the
components and features of each
part.
 (Qualification Title)
COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Module Title

Code
Competency

1.

2.

3.

4.

5.

6.
 MODULE CONTENT

UNIT OF COMPETENCY:

MODULE TITLE :

MODULE DESCRIPTOR:

NOMINAL DURATION:

LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1.
2.
3.
4.

ASSESSMENT CRITERIA:
1.
2.
3.
4.
5.
6.
LEARNING OUTCOME NO. 4
(LO Title)

Contents:

1.
2.
3.
4.
5.
Assessment Criteria

1.
2.
3.
4.

Conditions

The participants will have access to:

1.
2.
3.
Assessment Method:

1.
2.
3.
 Learning Experiences
Learning Outcome 1
(LO TITLE)

Learning Activities Special Instructions

 Information Sheet _______
(Title)

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1.
2.

(Introductory Paragraph)

(Body)
 Self- Check ______

(Type of Test) : (Instruction)

 ANSWER KEY ____
Title:
1.
2.
3.
4.
 TASK SHEET _____
Title:

Performance Objective: Given (condition), ,you should be able

to (performance) following
(standard/criterion).

Supplies/Materials :

Equipment :

Steps/Procedure:
1.
2.
3.
4.

Assessment Method:
 Performance Criteria Checklist ______
Title:

CRITERIA
YES NO
Did you .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
 JOB SHEET _____
Title:

Performance Objective: Given (condition), ,you should be able

to (performance) following
(standard/criterion).

Supplies/Materials :

Equipment :

Steps/Procedure:
5.
6.
7.
8.

Assessment Method:
 Performance Criteria Checklist ______

CRITERIA
YES NO
Did you .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Evidence Plan

Competency
standard:
Unit of
competency:
Ways in which evidence will be collected:

Third party Report

[tick the column]

Demonstration &
Observation &

Portfolio

Written
The evidence must show that the trainee













NOTE: *Critical aspects of competency
(Content is lifted from the performance criteria. Rephrase the sentence
into present tense.)
 TABLE OF SPECIFICATION

# of
Objectives/Content items/
Knowledge Comprehension Application
area/Topics % of
test

Safety procedures 10 10 20

Basic terms, concepts,

functions and 10 10 20
characteristics of PC
hardware components
Structure of operating
systems 10 10 20

Familiarization with the

various computer 10 10 20
systems’ components
and peripherals
Configuration
Computer Systems and
20 20
Network’s Hardware

TOTAL 100
Performance Test

Specific Instruction for the Candidate

Qualification

Unit of Competency

General Instruction:

Specific Instruction:
QUESTIONING TOOL
Questions to probe the candidate’s underpinning Satisfactor
knowledge y response
Extension/Reflection Questions Yes No
1.  
2.  
3.  
4.  
Safety Questions
5.  
6.  
7.  
8.  
Contingency Questions
9.  
10.  
11.  
12.  
Job Role/Environment Questions  
13.  
14.  
15.  
16.  
Rules and Regulations  
17.  
18.  
19.  
20.  
The candidate’s underpinning knowledge was:  Satisfactor  Not
y Satisfactory
Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory

 Non Print Resources As per TR As per Remarks

Inventory

Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per TR As per Remarks
Inventory

 Tools As per TR As per Remarks

Inventory

 Equipment As per TR As per Remarks

Inventory

Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.
Supervise
Work-
Based
Learning
FORM 4.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer

necessary data or information which is essential in
planning training sessions. Please check the appropriate
box of your answer to the questions below.
CORE COMPETENCIES
CAN I ? YES NO
1.

2.

3.

4.

5.

Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.
Evidences/Proof of Current Competencies(Sample)

Form 4.2: Evidence of Current Competencies acquired related to

Job/Occupation

Current
Proof/Evidence Means of validating
competencies
 Identifying Training Gaps

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

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

Form 4.3 Summary of Current Competencies Versus Required

Competencies (Sample)

Required Units of Current Training

Competency/Learning Competencies Gaps/Requiremen
Outcomes based on ts
CBC
1.

Required Units of Current Training

Competency/Learning Competencies Gaps/Requiremen
Outcomes based on ts
CBC
2.

3.

4.
 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. 4.4: Training Needs (Sample)

Module
Gaps Title/Module of Duration (hours)
Instruction
 TRAINING PLAN

Qualification: ____________________________
Trainees’
Training Mode of
Training Staff
Activity/Task Training
Requirements
 Technical Education and Skills Development Authority
___(your institution)___

TRAINEE’S RECORD BOOK

I.D.

Trainee’s No._______________

NAME: ___________________________________________________

QUALIFICATION: PLUMBING NC II_______

TRAINING DURATION :____________________________

TRAINER: __________________________________________________
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.

THANK YOU.
NOTES:

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION

NC Level I
Learning Task/Activity Date Instruct
Outcome Required Accompli ors
shed Remark Unit of Competency: 2 PERFORM MINOR CONSTRUCTION
s WORKS
 Lay out
measureme NC Level I
nts
 Cut pipe Learning Task/Activity Date Instructor
within the Outcome Required Accompli s
required shed Remarks
length and Perform
according piping lay
to job outs
requiremen Cut pipes
ts through
 Thread walls and
pipes in floors
accordance
with
standard ____________________ ______________________
thread Trainee’s Signature Trainer’s
engagemen Signature
t

__________________ ___________________
Trainee’s Signature Trainer’s Signature
 Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING
Unit of Competency: 3 MAKE PIPING JOINTS AND INSTALLATION AND ASSEMBLES
CONECTIONS

NC Level I
NC Level I
Learning Task/Activity Date Instructor
Learning Task/Activity Date Instructor Outcome Required Accomplish s Remarks
Outcome Required Accompli s ed
shed Remarks
Prepare for
Fit-up joints plumbing works
and fittings Install pipe and
for PVC pipe fittings
Perform Install hot and
threaded cold water
pipe joints supply
and Install/assemble
connections plumbing
Caulk joints\ fixtures
_____________________ ______________________
Trainee’s Signature Trainer’s Signature _____________________ ____________________
Trainee’s Signature Trainer’s
Signature
 Unit of Competency: 5 PERFORM PLUMBING REPAIR AND
MAINTENANCE WORKS

NC Level I
Learning Task/Activity Date Instruct
Outcome Required Accompli ors
shed Remark
s
 Clear
clogged
pipes
clear
clogged
fixtures
______________________ ____________________
Trainee’s Signature Trainer’s
Signature
 TRAINEE’S PROGRESS SHEET

Name : JUAN DELA CRUZ Trainer :

Nominal
Qualification : Machining NC I :
Duration
Training Training Date Date Trainee’s Supervisor’s
Units of Competency Rating
Activity Duration Started Finished Initial Initial

Total
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating
or simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical
rating for the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings
 Average Ratings

PREPARATION Average
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
General Average
Facilitate
Learning
Session
Training Activity Matrix

Facilities/ Venue
Date &
Training Activity Trainee Tools and Remarks
(Workstation Time
Equipment
/ Area)
Prayer
Recap of Activities 8:00 AM
All to 8:30
Unfreezing Activities AM
trainees
Feedback of Training

Rejoinder/Motivation
observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation1
day here) for the day
workstation and
will be
activities here)
written here
observations
(Specific Activities of (List down all
on the
each Trainee here) Facilities/Tools
progress of
and Equipment Name of
each trainee
needed for the Workstation 2
for the day
workstation and
will be
activities here)
written here
observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation 3
day here) for the day
workstation and
will be
activities here)
written here
observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation 4
day here) for the day
workstation and
will be
activities here)
written here
Minutes of the Meeting
Template
Minutes of the Meeting
Focus Group Discussion

Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________
4. ____________

CBT Concerns Discussions Resolutions/

 Agreement
1. CBT Layout
2. Monitoring of
Attendance
3. Utilization of work area
4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system
5. RPL

6. Teaching methods and

technique
7. Monitoring of
learning activities
a. Achievement chart
b. Progress chart
8. Feedback
9. Slow learners
10. Other concerns

Training Evaluation Report

1. Title of the Report

2. Executive summary

3. Rationale

4. Objectives

5. Methodology
6. Results and discussion
This is the body of the report. It should contain the following
parts:
Data interpretation
Data analysis
Conclusion

7. Recommendation
Maintain
Training
Facilities
 Template #1
OPERATIONAL PROCEDURE
Equipment Type
Equipment Code
Location
Operation Procedure:

Template #2
 HOUSEKEEPING SCHEDULE
Qualificatio
Station/Bldg Welding (WAF)
n
Area/
Section
In-Charge

Schedule for the 2nd Semester, 2011

Daily Ever Weekl Every Mont Remark
Responsibl
ACTIVITIES y y 15th hly s
e Person othe Day
r
Day
1. Clean and check welding
equipment/ accessories
from dust and oil; dry and
properly laid-out/
secured/stable
2. Clean and free welding
booths and welding
positioners from dust/rust
/gums, used Mig wire
stubs and metal scraps
3. Clean and arrange
working tables according
to floor plan/lay-out;
check stability
4. Clean and check floor,
walls, windows, ceilings
• graffiti/dust/rust
• cobwebs and
outdated/unnecessary
objects/items
• obstructions
• any used
materials/scraps
(slugs, stubs) spilled
liquid
• open cracks (floor)
5. Clean and check work
shop ventilation and
illumination by dusting
lamps/bulbs, replacing
non-functional lamps and
keeping exhaust clean
6. Clean and check
computer set -monitor,
CPU, keyboards, mouse –
free, unnecessary
markings, dust; cables
and plugs are in order;
well-arranged; all items
functional
7. Clean, inspect air
conditioning equipment:
• keep screen and filter
free from dust/rust
• Check selector knobs
if in normal positions
and are functional
• Check if drainage is
OK
8. Clean, check and
maintain Tool Room
• Free of dust, not
damp
• Tools in appropriate
 positions/locations
• With visible
labels/signage
• Logbook and forms
are complete, in order
and updated
• Lights, ventilation –
OK
10. Clean and check Rest
Room
• Urinals, bowls, wash
basins, walls and
partitions are free
from stains, dirt, oils,
graffiti and
unnecessary objects;
• Ceilings free from
cobwebs and dangling
items
• Floor is kept dry; no
broken tiles or
protruding objects
• Equipped with dipper
and pails; properly
located after use
• Water systems is
functional: no
dripping/damaged
faucets or pipes
• Drainage system is
working, no water-
clogged areas
• No offensive odor
• Lights /Ventilation –
OK
9. Clean and check wash
area:
• Walls/Floors- –free
from oils, molds,
broken tiles, gums,
stains or graffiti
• Drainage system is
functional
• Water system
functional; no
dripping faucets or
leaking pipes
• Free from
unnecessary objects
(mops, rags)

10. Clean and maintain work

shop surroundings by
sweeping/ removing
fallen leaves, branches,
debris and other refuse,
impounded water,
clearing pathways of
obstructions
11. Disposal of waste
materials
(Follow waste
segregation system)

Template #3
 GMAW WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YE NO
S
Dispose segregated waste; clean garbage cans

Sweep floors; if wet, wipe dry

Wipe and clean whiteboards

Clean and arrange working tables

Clean and check mounting of machines/equipment

Before leaving, collect stubs and other welding wastes.

WEEKLY TASK YE NO
S
Clean posters, visual aids and update accomplishment/Progress Charts

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

MONTHLY TASK YE NO
S
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

 Template #4

WELDING EQUIPMENT MAINTENANCE SCHEDULE*

8 HOURS 50 Hours 100 HOURS
•  •

 Template #5
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE
EQUIPMENT CODE
LOCATION
Schedule for the Month of March
MANPOWE Daily Every Weekly Ever Monthly Remarks
ACTIVITIES R Other y
Day 15th
Day

1. Check panel board,

and circuit breakers’
electrical connections,
cables and outlets
 Clean and kept dry
 Parts are well-
secured/attached
 Properly labeled
2. Check Mig gun
(nozzle, contact tip,
diffuser) and ground
cable:
 Clean and kept dry
 Parts are well-
secured/ attached
 Inspect for
damages and
replace parts if
necessary
3. Check adjustment
lever’s if functional
(amperages/speed); if
not, calibrate

4. Check Gas cylinder

outfit for any
abnormality
 Gate valve
 Co2 regulator
 Gas hose Fittings
 Fittings
5. Check/Clean wire
feeder (rollers, wire
speed/spool
adjustment); remove
used oil, dust; keep
dry.

6. Run the equipment for

5 minutes and
observe for unusual
noise or abnormal
operation; if repair is
necessary, send to
technician.
 Template #6

WORKSHOP INSPECTION CHECKLIST

Qualificatio
n
Area/
In-Charge
Section

YES NO INSPECTION ITEMS

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Remarks:

Inspected by: Date:

 Template #7
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type :
Property Code/Number :
Location :
Y NO INSPECTION ITEMS
E
S

Remarks:

Inspected by: Date: