Bread and Pastry Production (NC II)

Work Immersion Program

TEACHER’S TRAINING MODULE

Writers
RALPH E. GERMUDO
MERCY A. EBANALES
BREAD AND PASTRY PRODUCTION (NC II)
WORK IMMERSION PROGRAM

Teacher’s Training Module

Authored by

RALPH E. GERMUDO
English Teacher

MERCY A. EBANALES
Bread and Pastry Production Teacher
 DEDICATION

The writers would like to dedicate this work immersion module to the following:
A. Technical Consultants
1. Dr. Renante A. Juanillo, DEPS / Senior High School Coordinator;
2. Dr. Ermita L. Miranda, DEPS – Home Economics;
3. Ms. Rosela R. Abiera, LDRMS Manager

B. Division Chiefs and Superintendents

1. Dr. Erlinda N. Calumpang – Chief, CID
2. Lelanie T. Cabrera, CESE – Assistant Division Superintendent
3. Salustiano T. Jimenez, CESO VI – OICConcurrent Schools Division Superintendent

C. Other Contributors and Co-writers during the Workshop

D. Work Immersion Students

E. God Almighty
 ACCEPTANCE

This Teacher Training Module for Bread and Pastry Production Work Immersion Program authored by
RALPH E. GERMUDO and MERCY A. EBANALES for the Division of Negros Oriental has been reviewed by the
Technical Panel and is hereby recommended to be used by all Senior High Schools.

ERMITA L. MIRANDA, Ed.D. ROSELA R. ABIERA

Education Program Supervisor – Home Economics LRMDS Manager

RENANTE A. JUANILLO, Ed.D

Education Program Supervisor – SHS Coordinator

Recommending Approval
ERLINDA N. CALUMPANG, Ed.D. LELANIE T. CABRERA, CESE
Chief, CID Assist. Schools Division Superintendent

Approved
SALUSTIANO T. JIMENEZ, CESO VI
OIC – Office of the Regional Director
Concurrent Schools Division Superintendent
 Bread and Pastry Production (NC II): Teachers’ Training Module

INTRODUCTION
This work immersion module on Bread and Pastry Production is designed to further enhance the knowledge and
skills of the students on how to prepare, decorate, serve, and package various bread and pastry products.
Moreover, the content of this module includes the three stages of work immersion program: namely, the pre-
immersion, the proper immersion, and the post immersion.
Thus, by using this module, it is hoped that the students specializing in Bread and Pastry Production will possess
the necessary knowledge and skills, including the right attitude to understand and perform all the hands on
competencies as prescribed in this module, and at the same time qualify to a National Certificate II granted by TESDA.

A. Goals
Work Immersion is one of the course requirements for graduation. A Senior High School student has to undergo
Work Immersion in an industry that directly relates to the student’s post secondary goal.
Moreover, through this Work Immersion program, the students are exposed to and become familiar with work-
related environment related to Bread and Pastry Production to enhance their competence.
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 school;
(3) enhance their technical knowledge and skills;
 (4) enrich their skills in communications and human relations; and
(5) develop good work habits, attitudes, appreciation, and respect for work.
Finally, these prepare them to meet the needs and challenges of employment or higher education after
graduation.

B. Group Size
This module is designed for at least three and a maximum of five students per batch. There will be two sbatches
per day - one in the morning and one in the afternoon.

DATELINE AND LIST OF ACTIVITIES

A. Time Requirement
The program requires series of activity for the students to perform and achieve according to the timeline set by
the immersion teacher.

 Training Delivery Model

This module uses the Training Delivery Model B. There shall be two (2) batches per day – one morning and one
in the afternoon. Each student must render two (2) sessions per week so that he can have 8 hours of rendition every
week. He shall immerse only Monday until Thursday so that on Friday he can report to school for weekly conference or
evaluation.
 Training Venue
The training venues will include local bakeries, bakeshops, cakes and pastry shops.
 Actual Suggested Teacher’s Task / Activity Suggested Student’s Task / Activity
Schedule
PARTNERS’ CONFERENCE

 Identifies possible immersion

partners

PHASE 1 1st Week of 2ND  Conducts the pre- Immersion  Attends the pre-Immersion
orientation orientation conducted by the
Pre-Immersion Semester Immersion Teacher
 Exhibits understanding about work  Understands the nature of work
immersion by discussing: immersion. Internalize the following:
1. Expected behavior 1. Expected behavior
a. Work ethics a. Work ethics
b. Safety in the workplace b. Safety in the workplace
c. Workplace rights and c. Workplace rights and
responsibilities responsibilities
d. Confidentiality in the workplace d. Confidentiality in the workplace
e. Effective conflict resolution and e. Effective conflict resolution and
teamwork skills teamwork skills

2. Work immersion rules and 2. Work immersion rules and

regulations regulations

3. Terms and conditions of the 3. Terms and conditions of the

Memorandum of Agreement Memorandum of Agreement
  Guides the students in securing and  Secures and accomplishes required
accomplishing forms such as:
A. Credentials / Documents
Requirements of the Students
1. Writing essay on how to conduct
oneself inside the industry
2. Writing a résumé
3. Filling out application forms
PHASE 1 1st Week of 2ND
4. Visiting the concerned offices
Pre-Immersion Semester where the following could be secured:
a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate
5. Insurance Policy Documents
Note: Additional requirement shall
be added depending on the
teacher’s preference.
 Validates the accomplished forms
documents and forms such as:
A. Credentials / Documents
Requirements of the Students
1. Essay on how to conduct oneself
inside the industry
2. Resumé
3. Application
4. Clearance Documents
a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate
5. Insurance Policy Documents
 Appreciates the importance of
required documents mentioned
above.

 Conducts Job Interview Skills Training  Attends Job Interview Skills Training
among students

 Provides a checklist containing things  Secures copy of the checklist containing

to do and documents needed for pre- things to do and documents needed in
Immersion, during, and after the immersion.. These shall be included
Immersion. These shall be included in in the preparation of portfolio for work
the preparation of portfolio for work immersion.
immersion.
 Note: The following shall be
considered in Portfolio preparation:
A. Portfolio Contents
1. accomplished forms
2. pictures of work site and non-
written output/ projects with
captions
PHASE 1 1st Week of 2ND
3. illustrations of activities
Pre-Immersion Semester performed (as needed)
4. weekly diary (narrative/ account
of learning and achievements, issues
faced and corresponding resolutions)
5. sample written output (if any)
6. work immersion highlights
7. other relevant pictures/
documents
B. When to update content
C. Portfolio packaging
D. Portfolio presentation at the end of
Work Immersion
of Work Immersion
Note: Considerations in Portfolio
preparations shall vary depending on
the preferences of the Immersion
Teacher.
 Take notes of the considerations in
Portfolio preparations:
A. Portfolio Contents
1. accomplished forms
2. pictures of work site and non-
written output/ projects with
captions
3. illustrations of activities
performed (as needed)
4. weekly diary (narrative/
account of learning and
achievements issues faced and
corresponding resolutions)
5. sample written output (if any)
6. work immersion highlights
7. other relevant pictures/
documents
B. When to update content
C. Portfolio packaging
D. Portfolio presentation at the end
 PHYSICAL SETTING

 Exhibits understanding on the

following:

1. Work Immersion Arrangements

Between the Partner Industry and the
School
2nd Week of 2nd
PHASE 1
Semester 2. Duties and Responsibilities of both
Pre-Immersion Partner Industry and School for the
comfort and security of both parties

(Please see attached DepEd Order #

30, s 2017 for further information.)

MOA SIGNING

 Conducts Ceremonial MOA Signing

 Attends the Ceremonial MOA Signing
3rd Week of 2nd
Semester
 TEACHER TRAINING / IMMERSION
 Attends Orientation by the Partner
Industry to know the following
1. Nature of the business
2. Description of the products /
services
3. Target clientele
4. Organizational structure
5. Company rules and regulations
PHASE 1
6. Company Policies, Operations,
Pre-Immersion Working Environment and Facilities

 Immerses into the Partner Institution

/ Industry to gain experience thus
gaining knowledge about the Industry
Partners.

Note: If possible, secure a copy of

the Company’s Manual or
Handbook.

LEARNING COMPETENCIES

 Exhibits the following learning  Exhibits the following learning

4th Week of 2nd
competencies such as:
Semester 1. Prepare and produce bakery
products (Code TRS741379)
2. Prepare and produce pastry
competencies such as:
1. Prepare and produce bakery
products (Code TRS741379)
2. Prepare and produce pastry
 products (Code TRS741380)
3. Prepare and present gateaux,
tortes, and cakes (Code TRS741342)
(Please see attached TESDA
Training Regulation Standard for
further information.)
products (Code TRS741380)
3. Prepare and present gateaux,
tortes, and cakes (Code TRS741342)
(Please see attached TESDA
Training Regulation Standard for
further information.)

INDUSTRY ORIENTATION

 Coordinates with the Partner Industry  Attends the Pre-Immersion

 Conducts Pre-Immersion Orientation Orientation Ceremony
5th Week of the Ceremony on the following:  Gains Information on the following:

2nd Semester 1. Nature of the business 1. Nature of the business

2. Description of the products / 2. Description of the products /
until 14th Week
services services
of the 2nd 3. Target clientele 3. Target clientele
PHASE 2
4. Organizational structure 4. Organizational structure
Semester
Immersion 5. Company rules and regulations 5. Company rules and regulations
6. Company Policies, Operations, 6. Company Policies, Operations,
Working Environment and Facilities
Working Environment and Facilities

TRAINING COMPETENCIES BASED ON TESDA TRAINING REGULATIONS

 Observes the TRAINING  Observes the TRAINING

COMPETENCY REGULATIONS set by COMPETENCY REGULATIONS
TESDA
(Please see attached TESDA
Training Regulations)
 WEEKLY OPERATIONAL SCHEDULE

 Prepares schedule under the  Follows the given schedule under the
supervision of the industry partner supervision of the industry partner
supervisor and the supervisor and the
facilitator/trainer/lead contact
facilitator/trainer/lead contact
person in the industry
person in the industry.

 They shall fill in their DTR daily.

WEEKLY CONFERENCES

PHASE 2  Monitors the students’ progress  Prepares for assessment and

 Provides general supervision to the
Immersion evaluation
students
 Conducts weekly conferences and  Attends weekly conferences
feed backing on the performance of
the students  Undergoes interventions, if
(Note: Immersion teacher can provide
interventions for students, if necessary.) necessary
 END OF IMMERSION PROGRAM
 Informs the students about the end of  Leaves formally the establishment by
immersion informing the Immersion supervisor
15th Week of 2nd
(Note: If the student starts his
Semester
immersion on the 1st week of
December, it is expected that he
will end after 10 weeks.)
POST CONFERENCES
PHASE 3  Conduct Evaluation to students and  Participate in the evaluation
Post 15th Week of 2nd partner industry
 Conduct Post Conferences after the
Immersion Semester
actual immersion between the
Immersion Teacher and students
ACCOMPLISHMENT REPORT AND PORTFOLIOS
16th Week of 2nd  Make Accomplishment Reports and  Prepare and submit portfolios
Portfolios as part of requirements
Semester
CELEBRATION OF ACCOMPLISHMENT
17th Week of  Conduct Culmination Program with  Attend culmination program
partner Industry
2ND Semester
 Give recognition to partner industry
LIST OF MATERIALS / EQUIPMENT NEEDED FOR THE ENTIRE WORK IMMERSION PROCESS

A. Credentials / Documents Requirements of the Students

1. Essay on how to conduct oneself inside the industry
2. Resumé
3. Application
4. Clearance Documents
a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate
5. Insurance Policy Documents

B. Materials in the Preparation of Portfolios

1. Bond Papers
2. Extended Envelope
3. Markers
4. Folders
5. Fasteners
6. Glue
 7. Scissors
8. Pictures during the immersion

C. Reports for Submission

1. Portfolio
1. accomplished forms
2. pictures of work site and non-written output/ projects with captions
3. illustrations of activities performed (as needed)
4. weekly diary (narrative/ account of learning and achievements, issues faced and corresponding
resolutions)
5. sample written output (if any)
6. work immersion highlights
7. other relevant pictures/ documents
2. DTR
Materials and Equipment Needed for Operations
1. Apron
2. Hair Net
3. Lab Gown
4. Gloves
5. Mask
Evaluation Methodology
For evaluation purposes, the immersion teacher and the immersion partner supervisor shall refer to the
appendices attached at the latter part of this module for referencing purposes. The student’s performance shall be
assessed following the DepEd Order No. 8, s 2015 (Policy Guideline on Classroom Assessment for the K-12 Basic
Education Curriculum).
However, the assessment tool below may be used.

A. Assessment Tool
The Immersion teacher shall evaluate the students output and performance in the immersion program by using
a performance rubric below:

PERFORMANCE LEVEL
VERY NEEDS
DIMENSIONS EXCELLENT SATISFACTORY NO POINTS
SATISFACTORY IMPROVEMENT
(4 pts) (2 pts) ATTEMPT EARNED
(3 pts) (1 pt)
1. Use of Tools and Uses tools and Uses tools and Uses tools and Uses tools and No attempt
Equipment equipment equipment equipment equipment
correctly and correctly and correctly but less incorrectly and less
confidently at all confidently most of confidently confidently most of
times. the time. sometimes. the time.

2. Application of Manifests very Manifests very Manifests very Manifests less No Attempt
Procedures clear clear clear understanding of
understanding of understanding of understanding of the step-by-step
the step-by-step the step-by-step the step-by-step procedures seeking
procedures all the procedures most of procedures but clarification most
times the time. sometimes seeks of the times
clarification

Works Works Works Works No Attempt

independently with independently with independently with independently but
ease and ease and ease and with assistance
confidence at all confidence most of confidence from most of the
times the time sometimes times
3. Safety Work Habits Observes safety Observes safety Observes safety Most of the times No Attempt
precautions at all precautions most precautions not observing
times. of the time. sometimes. safety precautions
4. Completeness of Task is completed Task is completed Task is nearly Work completed a No Attempt
Task following in the following the completed head of time
Activity procedures in the following the
improvement / project procedures in the
innovations project
5. Time Management Work completed Work completed Work completed Work completed No Attempt
ahead of time within allotted (minutes/ hours / (minutes/ hours /
time days) beyond days) beyond
TOTAL POINTS
B. Monitoring and Evaluation
The Monitoring and Evaluation has an important part in the implementation of this module. It is suggested that
students are properly checked and monitored form the immersion phase to post immersion phase.
Consequently, the immersion teacher, with the supervision of the Division Monitoring and Evaluation and the
program supervisors, shall conduct monitoring and evaluation about the program as a whole. The M and E shall give
the Immersion Teacher the guidelines and criteria as well as the tools to be used for the monitoring and evaluation
prior to the final monitoring and evaluation.
The following documents are the identified tools for M & E:
1. M & E SHS Demographic – This includes the List of Partner Institutions and other nature of business vs
students specification
2. Students Statements of Personal Goals – This exhibits the learner’s personal goals toward as well as their
competencies in response to the partner institution’s need.
3. Assessment for Identifying Partners for Senior High School – This contains the name and nature of the
possible partner institution.
4. Work Immersion Monitoring and Evaluation Tool – Thus includes the areas to be monitored and the required
evidences.