TM Portfolio Sample

60
Sector : TOURISM
Qualification Title : COOKERY NCII
Unit of Competency : PREPARE STARCH DISHES
Module Title : PREPARING STARCH DISHES
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ADDRESS OF TRAINING CENTER
Date Developed: Document No.

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COOKERY NCII Date Revised: Issued by:
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Preparing Starch Dishes
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Training
Methodology
1
Portfolio
Cookery NCII
Developed by:
TABLE OF CONTENTS
NO. DESCRIPTION PAGE

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M1 PLANNING TRAINING SESSION A

Training Needs And Requirements 7
 Sample Data Gathering Instrument for 7
Trainee’s Characteristics
 Self-Assessment Check 10
 Evidences/Proof of Current 14
Competencies
 Summary of Current Competencies 16
Versus Required Competencies
 Training Needs 22
Session Plan1 23
Competency-Based Learning Material 41
 List of Competencies 46
 Module Content 47
 Details Of Learning Outcome 49
 Learning Experiences 51
 Information Sheet 9.2-1 53
 Self-Check 9.2-1 55
 Answer Key 9.2-1 56
 Task Sheet 9.2-1 57
 Performance Criteria Checklist 9.2-1 58
 Job Sheet 9.2-3 77
 Performance Criteria Checklist 9.2-3 78
Institutional Assessment Instruments 79
 Evidence Plan 79

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 Table of Specification 80
 Written Test 81
 Answer Key 83
 Performance Test 84
 Performance Criteria Checklist 86
 Demonstration with Questioning Tools 87
 Rating Sheet for Oral Questioning 88
 Suggested/ Model Answers 89
Organizing Learning Resources 90
 Inventory of Training Resources 90
 Workshop Layout 93
 References/Further Reading 94
M2 Supervise Work-Based Learning B
 Self-Assessment Check 97
 Evidences/Proof of Current 102
Competencies
 Summary of Current Competencies 104
Versus Required Competencies
 Training Needs 110
 Training Plan 111
 Trainee’s Record Book 113
 Trainee’s Progress Sheet 117
 Supervise Industry Training 124
Evaluation Form
 Interpretation and Analysis of Program
Evaluation
M3 Facilitate Learning Session C
 Training Activity Matrix 130
 Progress Chart 132
 Achievement Chart 133
 Minutes of the Meeting 134
 Analysis of a hypothetical data on

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pretest/post test result

 Sample write up of a program
evaluation report
M4 Maintain Training Facilities D
 Equipment Record W/ Code And 138
Drawing
 Operational Procedure 142
 Housekeeping Schedule 143
 Housekeeping Inspection Checklist 144
 Equipment Maintenance Schedule 145
 Equipment Maintenance Inspection 146
Checklist
 Work Request 147
 Tag out Index Card 148
 Inspection Report 149
 Breakdown Repair Report 150
 Salvage Report 151
 Waste Segregation Plan 152
 Waste Segregation List 153
 Requisition And Purchase Request 154
Annex A
 Certificate of Qualification 156
 Certificate of Training 157

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MODULE 1

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Plan Training
Session

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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.
Name of Trainee: Rhodora M. Santiago
Characteristics of Learners
Language, literacy Average grade in: Average grade in:

and numeracy English Math
(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. Ilokano
background
b. Igorot
c. Ilongot
d. Muslim
e. Others( please specify)_____________
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

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Cookery NCII Date Revised: Issued by:
PREPARING STARCH Developed by: Page 8 of 157
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Sex a. Male
b. Female
Age Your age: 22
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) ___________________
1.
2. Cookery Certificates
Previous 3. a. Fish Mongery
experience with4. b. Bread Baking
the topic 5. c. Kitchen Assistant
6. d. Butchery
7. Number of years as a competency trainer ______
Previous List down trainings related to Cookery

Learning NONE
experience ___________________________
___________________________
National Certificates acquired and NC level

Training Level NONE
completed
Special Courses Other related courses
a. ______________
b. ______________
c. Others(please specify) NONE
a) Visual – The learner takes mental pictures of
information given, so in order for this kind of learner
Learning Styles 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
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environment.
b) Auditory- a learner who has the ability to remember
speeches and lectures in detail but has a hard time
with written text. Having to read long texts is
pointless and will not be retained by the auditory
learner unless it is read aloud
c) Activist - Learns by having a go
d) Reflector - Learns most from activities where they can
watch, listen and then review what has happened.
e) Theorist - Learns most when ideas are linked to
existing theories and concepts.
f) Pragmatist - Learns most from learning activities
that are directly relevant to their situation.
a) Financially challenged
Other needs
b) Working student
c) Solo parent
d) Others(please specify) __________
RHODORA M. SANTIAGO
Name and Signature of Learner

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FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS:
This Self-Check Instrument will give the trainer necessary data or information
which is essential in planning training sessions. Please check the appropriate
box of your answer to the questions below.
BASIC COMPETENCIES
Can I…? YES NO
1. Participate in workplace communication

 Obtain and convey workplace information √
COMMON COMPETENCIES
 Speak English at a basic operational level √
Can I…? YES NO
 Participate in workplace meetings and discussions √
1. Develop and update industry knowledge
 Seek
Complete relevant
information onwork related documents
the industry √ √
2.Work in team
Update environment
industry knowledge √ √
 Develop
Describeand
team role and
update scope
local knowledge √ √
 Identify
Promoteown role and
products andresponsibility within team
services to customers √
2.Observe
Work as a team member
workplace hygiene procedures √
3. Practice
 Followcareer professionalism
hygiene procedures √ √
 Integrate personal
Identify and objectives
prevent hygienewith
risksorganizational goals √ √
3.Perform
Set and meet work
computer priorities
operations √
 Maintain
Plan andprofessional growth
prepare for task and
to be development
undertaken √ √
4. Practice
 Inputoccupational health and safety procedures
data into computer √
 Identify hazards andusing
Access information risks computer √ √
 Evaluate hazards data
Produce/output and risks
using computer system √ √
 Control hazards
Maintain and equipment
computer risks and systems √ √
4.Perform
Maintain Occupational
workplace Health
and safety Safety and Awareness
practices √
 Follow
Perform basic first-aid
workplace for health, safety and security √
procedures
procedures √
practices
 Perform child protection duties relevant to the tourism √
industry
 Observe and monitor people √
 Deal with emergency situations √

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 Maintain a safe and secure workplace √

5. Provide effective customer service
 Greet customer √
 Identify customer needs √
 Deliver service to customer √
 Handle queries through telephone, fax machine, internet √
and email
 Handle complaints, evaluation and recommendations √
CORE COMPETENCIES
Can I? YES NO
1. CLEAN AND MAINTAIN KITCHEN PREMISES
 Clean, sanitize and store equipment √
 Clean and sanitize premises √
 Dispose of waste √
2. PREPARE STOCKS, SAUCES AND SOUPS
 Prepare stocks, glazes and essences required for menu √
items
 Prepare soups required for menu items √
 Prepare sauces required for menu items √
 Store and reconstitute stocks, sauces and soups √
3. PREPARE APPETIZERS
 Perform Mise’ en place √
 Prepare a range of appetizers √
 Present a range of appetizers √
 Store appetizers √
4. PREPARE SALADS AND DRESSINGS
 Prepare a variety salads and dressings √
 Present a variety of salads and dressings √
 Store salads and dressings √
5. PREPARE SANDWICHES

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 Prepare a variety of sandwiches √
 Present a variety of sandwiches √
 Store sandwiches √
6. PREPARE MEAT DISHES
 Cook meat cuts for service √
 Present meat cuts for service √
 Store meat √
7.
8. 7. PREPARE VEGETABLES DISHES
 Prepare vegetable dishes √
 Present vegetable dishes √
 Store vegetables dishes √
8. PREPARE EGG DISHES
 Prepare and cook egg dishes √
 Present egg dishes √
 Store egg dishes √
9. 9. PREPARE STARCH DISHES
 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
 Handle fish and seafood √

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 Cook fish and shellfish √

 Plate/Present fish and seafood √
 Store fish and seafood √
12. PREPARE DESSERTS
 Prepare desserts and sweet sauces √
 Plate/Present desserts √
 Store desserts √
13. PACKAGE PREPARED FOOD
 Select packaging materials √
 Package food √

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EVIDENCES/PROOF OF CURRENT COMPETENCIES
Current Proof/Evidence Means of validating

competencies
BASIC
Participate in Demonstration Performance test
workplace ORAL/ Q&A Interview
communication Written test Written test/Assessment
Work in team Demonstration Performance test
environment ORAL/ Q&A Interview
Written test Written test/Assessment
Practice career Demonstration Performance test
professionalism ORAL/ Q&A Interview
Practice occupational Demonstration Performance test
health and safety ORAL/ Q&A Interview
procedures Written test Written test/Assessment
COMMON
Develop and update Demonstration Performance test
industry knowledge ORAL/ Q&A Interview
Observe workplace Demonstration Performance test
hygiene procedures ORAL/ Q&A Interview
Perform computer Demonstration Performance test
operations ORAL/ Q&A Interview
Perform workplace Demonstration Performance test
and safety practices ORAL/ Q&A Interview
Provide effective Demonstration Performance test
customer service ORAL/ Q&A Interview

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FORM 1.2: EVIDENCES OF CURRENT COMPETENCIES ACQUIRED

RELATED TO JOB/OCCUPATION
CORE
Clean and maintain Demonstration Performance test
kitchen premises ORAL/ Q&A Interview
Prepare stocks, Demonstration Performance test
sauces and soups ORAL/ Q&A Interview
Prepare appetizers Demonstration Performance test
ORAL/ Q&A Interview
Prepare salads and Demonstration Performance test
dressing ORAL/ Q&A Interview
Demonstration Performance test
ORAL/ Q&A Interview
Prepare sandwiches
ORAL/ Q&A Interview
Prepare meat dishes
ORAL/ Q&A Interview
Prepare vegetables
dishes
ORAL/ Q&A Interview
Prepare egg dishes
ORAL/ Q&A Interview
Prepare poultry and
game dishes
ORAL/ Q&A Interview
Prepare seafood
dishes
ORAL/ Q&A Interview
Prepare desserts
ORAL/ Q&A Interview
Package prepared
food

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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 1.3 SUMMARY OF CURRENT COMPETENCIES VERSUS REQUIRED

COMPETENCIES
Required Units of
Competency/Learning Training
Current Competencies
Outcomes based on Gaps/Requirements
CBC
PARTICIPATE IN WORKPLACE COMMUNICATION
Obtain and convey Obtain and convey
workplace information workplace information
Speak English at a basic Speak English at a
operational level basic operational level
Complete relevant work Complete relevant work
related documents related documents
Participate in workplace Participate in workplace
meetings and meetings and
discussions discussions
WORK IN TEAM ENVIRONMENT
Describe and identify Describe team role and
team role and scope
responsibility in a team
Identify own role and
Describe work as a team
responsibility within
member
team
Work effectively with Work effectively with
colleagues colleagues

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Work in socially diverse Work in socially diverse

environment environment
PRACTICE CAREER PROFESSIONALISM
Integrate personal Integrate personal
objectives with objectives with
organizational goals. organizational goals.
Set and meet work Set and meet work
priorities. priorities.
Maintain professional
Growth and
growth and development
development
PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
Evaluate hazards and Evaluate hazards and
risks risks
Control hazards and Control hazards and
risks risks
Maintain occupational Maintain occupational
health and safety health and safety
awareness awareness
Perform basic first-aid Perform basic first-aid
procedure procedures
DEVELOP AND UPDATE INDUSTRY KNOWLEDGE
Seek information on the Seek information on
Industry the industry
Update continuously Update continuously
relevant industry relevant industry
knowledge knowledge
Develop and update Develop and update
local knowledge local knowledge
Promote product and Promote product and
services to customers services to customers
OBSERVE WORKPLACE HYGIENE PROCEDURES
Follow hygiene Follow hygiene
Procedures procedures
Identify and prevent Identify and prevent

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hygiene risk hygiene risk

PERFORM COMPUTER OPERATIONS
Plan and prepare task to Plan and prepare task
be undertaken to be undertaken
Input data into a Input data into a
Computer computer
Assess information Assess information
using computer using computer
Produce/ output data Produce/ output data
using computer system using computer system
Maintain computer Maintain computer
equipment and system System
PERFORM WORKPLACE AND SAFETY PRACTICES
Follow workplace Follow workplace
procedures for health, procedures for health,
safety and security safety and security
practices practices
Perform child protection Perform child protection
duties relevant to the duties relevant to the
tourism industry tourism industry
Observe and monitor Observe and monitor
People people
Deal with emergency Deal with emergency
Situations situations
Maintain safe personal Maintain safe personal
presentation standards presentation standards
Maintain a safe and Maintain a safe and
secure workplace secure workplace
PROVIDE EFFECTIVE CUSTOMER SERVICE

Greet customers Greet customers
Identify needs of Identify needs of

customer customer
Deliver service to Deliver service to
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Customer customer
Handle queries through Handle queries through
use of common business telephone, fax machine,
tools and technology internet and email
Handle complaints/ Handle complaints/
conflict, conflict, situations
Situations evaluation evaluation and
and recommendations recommendations
CLEAN AND MAINTAIN KITCHEN PREMISES
Clean, sanitize and store Clean, sanitize and
equipment store equipment
Clean and sanitize Clean and sanitize
premises premises
Dispose of waste Dispose of waste
PREPARE STOCKS, SAUCES AND SOUPS

Prepare stocks, glazes Prepare stocks, glazes
and essences required and essences required
for menu items for menu items
Prepare soups required Prepare soups required
Prepare sauces required Prepare sauces required
Store and reconstitute Store and reconstitute
stocks, sauces and stocks, sauces and
soups soups
PREPARE APPETIZERS
Perform Mise’ en place Perform Mise’ en place
Prepare a range of Prepare a range of
appetizers appetizers
Present a range of Present a range of
PREPARE SALADS AND DRESSINGS
Prepare a variety salads Prepare a variety salads
and dressings and dressings

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Present a variety of Present a variety of

salads and dressings salads and dressings
Store salads and Store salads and
dressings dressings
PREPARE SANDWICHES
Prepare a variety of Prepare a variety of
sandwiches sandwiches
Store sandwiches Store sandwiches
PREPARE MEAT DISHES
Cook meat cuts for Cook meat cuts for
service service
Present meat cuts for Present meat cuts for
service service
Store meat Store meat
PREPARE VEGETABLES DISHES
Prepare vegetable dishes Prepare vegetable dishes
Present vegetable dishes Present vegetable dishes
Store vegetables dishes Store vegetables dishes
PREPARE EGG DISHES

Prepare and cook egg Prepare and cook egg
dishes dishes
Present egg dishes Present egg dishes
Store egg dishes Store egg dishes
PREPARE STARCH DISHES

Perform Mise’ en place Perform Mise’ en
place

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Prepare Starch dishes Prepare starch dishes

Present Starch dishes Present Starch dishes
Store Starch dishes Store Starch dishes
PREPARE POULTRY AND GAME DISHES
Perform mise’ en place Perform mise’ en place
Cook poultry and game Cook poultry and game
dishes dishes
Plate/present poultry Plate/present poultry
and game dishes and game dishes
Store poultry and game Store poultry and game
PREPARE SEAFOOD DISHES
Handle fish and Handle fish and
seafood seafood
Cook fish and shellfish Cook fish and shellfish
Plate/Present fish and Plate/Present fish and
seafood seafood
Store fish and seafood Store fish and seafood
PREPARE DESSERTS
Prepare desserts and Prepare desserts and
sweet sauces sweet sauces
Plate/Present desserts Plate/Present desserts
Store desserts Store desserts
PACKAGE PREPARED FOOD
Select packaging Select packaging
materials materials
Package food Package food

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FORM NO. 1.4: TRAINING NEEDS
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.
Training Needs Module Title/Module of

(Learning Outcomes) Instruction

LO1. Perform Mise’ en place
LO2. Prepare starch dishes
Preparing starch dishes
LO3. Present Starch dishes
LO4. Store Starch dishes

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SESSION PLAN
Sector : TOURISM
Qualification Title : COOKERY NCII
Unit of Competency : PREPARE STARCH DISHES
Module Title : PREPARING STARCH DISHES
NOMINAL DURATION : 24 HOURS
LEARNING OUTCOMES:
Upon completion of the module the trainees/students should be able to:

LO3. Present starch dishes
LO4. Store starch dishes
A. INTRODUCTION
This Module deals with the skills, knowledge and attitude required to cook, present and store starch dishes
such as pasta and noodles
B. LEARNING ACTIVITIES

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Learning
Methods Presentation Practice Feedback Resources Time
Content
LO 1: PERFORM MISE’ EN PLACE
Tools, equipments Self-paced/ Read Information Answer Compare with CBLM Tools,
and utensils modular Sheet 9.1-1 Tools, Self answer Key 9.1-1, equipments
needed in cooking equipments and Check check for correct and utensils
starch utensils needed in 9.1-1 answers needed in
cooking starch cooking starch
Lecture Listen/participate to 1/2

the lecture on Tools, hour
equipments and
utensils needed in
cooking starch
Variety /type of Self- Read Information Answer Compare to answer CBLM

starch dishes paced/Modular Sheet 9.1-2 Variety Self- Key 9.1-2 Variety /type
/type of starch dishes Check of starch
9.1-2 dishes

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Lecture Listen to the lecture

on additional 1/2
information about the hour
content
Viewing of video Watch video on Video CD

on Variety /type Variety /type of
starch dishes
of starch dishes
Methods of Read Information Answer Compare to answer CBLM

cooking starch Self- Sheet 9.1-3 Methods Self- Key 9.1-3 Methods of
paced/Modular of cooking starch Check cooking starch 2
9.1-3 hours
Demonstration Watch the video on Perform Evaluate the Video CD

How to cook starch Task performance using Tools,
Sheet performance equipments
9.1-3 Criteria checklist and utensils,
9.1-3 supplies and
materials
Nutritional value/ Self- Read Information Answer Compare to answer CBLM

components of paced/Modular Sheet 9.1-4 Self- Key 9.1-4 Nutritional 1/2
starch Nutritional Check value/ hour
value/components of 9.1-4 components of
starch starch

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Lecture Listen/participate to
the lecture on
additional information
about the content

on Nutritional Nutritional
value/components of
value/compone
starch
nts of starch
Safe work Self- Read Information Answer Compare to answer CBLM

practices paced/Modular Sheet 9.1-5 Safe work Self Key 9.1-5 Safe work
practices Check practices 1/2
9.1-5 Hour
the lecture on
about the content
Viewing of video Watch video on Safe Video CD

on Safe work work practice
practice

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Principles and Self- Read Information Answer Compare to answer CBLM 1/2
practices of paced/Modular Sheet 9.1-6 Principles Self Key 9.1-6 Principles and
hygiene related to and practices of Check practices of hour
use of raw hygiene related to use 9.1-6 hygiene
ingredients of raw ingredients related to use
of raw
ingredients
the lecture on
about the content

on principles principles and
and practices of practices of
hygiene related hygiene related to
to use of raw use of raw
ingredients ingredients
Self- Read information Answer Compare To CBLM

Logical and time paced/Modular Sheet 9.1-7 Logical Self answer Key 9.1-7 Logical and 1/2
efficient work flow and time efficient Check time efficient
workflow 9.1-7 work flow hour

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Lecture/ Participate actively in

Discussion discussions on
Logical and time
efficient work flow
Cutting and Self- Read information Answer Compare to answer CBLM

presentation paced/Modular sheet 9.1-8,Cutting Self Key 9.1-8 Cutting and
techniques of and presentation Check presentation
vegetables and techniques of 9.1-8 techniques of
fruits vegetables and fruits vegetables and 2
fruits
hours
Demonstration Watch the video how Perform Evaluate the Video CD

to Perform Cutting Task performance using Tools,
and presentation Sheet performance equipments
techniques of 9.1-8 Criteria checklist and utensils,
vegetables and fruits 9.18 supplies and
materials
Self- Read information Answer Compare to answer CBLM
Organizational paced/Modular sheet 9.1-9, Self Key 9.1-9 Organizational
skills and Organizational skills Check skills and
teamwork and teamwork 9.1-9 teamwork 1/2
hour

Organizational skills
and teamwork

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Waste Self- Read Information Answer Compare to answer CBLM

minimization paced/Modular Sheet 9.1-10 Waste Self Key 9.1-10
techniques and minimization Check
environmental techniques and 9.1-10
considerations in environmental
specific relation to considerations in
vegetables, eggs specific relation to
and starch dishes vegetables, eggs and
starch dishes
1/2
hour
Lecture/ Participate actively in
Discussions discussions
LO2: PREPARE STARCH DISHES
Cooking Self-paced/Modular Read info sheet Answer Self- Check your CBLM
methods of 9.2-1 check 9.2-1. answers with Cooking
Pasta Cooking methods answer key methods of
of Pasta on 9.2-1. Pasta

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Demonstration Watch the video Perform Evaluate the Tongs, 2

Cooking methods Task Sheet performance Pots, Pans, hours
of Pasta 9.2-1 using Strainer,
performance Wooden
Criteria Spoon
checklist 9.2-
1
Read info sheet Answer Self Check your CBLM

Self-paced/Modular 9.2-2 check 9.2-2. answers with
Matching sauces Matching sauces answer key
to pasta to pasta on 9.2-2.
1/2
hour
Lecture Listen/participate
to the lecture on
additional
information about
the content
Read info sheet CBLM
Food safety Self-paced/Modular 9.2-3 Answer Self Check your Food safety
practices in Food safety Check 9.2-3 answers with practices in
cooking pasta practices in answer key cooking
cooking pasta on 9.2-3 pasta
Listen/participate
to the lecture on
Lecture additional
information about 2
the content hours
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Demonstration Do Job Evaluate the

Sheet 9.2-3 performance
using
Performance
Criteria
checklist
9.2.3
Self-paced/Modular Read info sheet Answer Self- Check your CBLM

Logical and time 9.2-4 check 9.2-4 answers with Logical and
efficient work Logical and time answer key time
flow efficient work flow on 9.2-4 efficient
work flow
1/2
Lecture Listen/participate hour
to the lecture on
additional
information about
the content
LO3: PRESENT STARCH DISHES
Self-paced/Modular Read info sheet Answer Check your CBLM

Present starch 9.3-1 Self-check answers with
dishes Present starch 9.3-1 answer key
attractively dishes attractively on 9.3-1

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1½
Lecture/Discussions Participate actively hours
in discussions on
lecture on how to
Present starch
dishes attractively
Watch the video on Perform Evaluate the Video CD

Demonstration How to Present Task performance
starch dishes Sheet using Plate, Fork,
attractively 9.3-1 Performance Tongs , Pasta,
Criteria Sauce,
checklist 9.31 Garnish
Creative Self-paced/Modular Read info sheet Answer Check your CBLM

presentation 9.3-1 Self check answers with
techniques Creative 9.3-1 answer key
presentation on 9.3-2
techniques
Lecture/Discussions Listen/participate
to the lecture on 2
Creative hours
presentation
techniques

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Demonstration Watch the video on Perform Evaluate your Video CD

Creative Task work based
presentation Sheet on Plate, Fork,
techniques 9.3-2 Performance Tongs , Pasta,
Criteria Sauce,
Checklist Garnish
9.3-2
Factors to Self-paced/Modular Read info sheet Answer Check your CBLM

consider in 9.3-3 Self-check answers with
plating starch Factors to consider 9.3-3 answer key 1/2
dishes in plating starch on 9.3-3 hour
dishes
Listen/participate
Lecture to the lecture on
additional
information about
the content
Hygienic food Self-paced/Modular Read info sheet Answer Check your CBLM
handling 9.3-4 Self-check answers with 1/2
practices Hygienic food 9.3-4 answer key Hygienic food hour
handling practices on 9.3-4 handling
practices

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Lecture/ Listen/participate
Group Discussions to the lecture on
additional
information about
the content
Self-paced/Modular Read info sheet Answer Check your

Safe work 9.3-5 Self-check answers with CBLM
practices on Safe work practices 9.3-5 answer key
presenting and on presenting and on 9.3-5
plating vegetable plating starch
dishes
1
Participate actively hour
Lecture/Discussions in group
discussions on Safe
work practices on
presenting and
plating starch
dishes

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Demonstration Watch the video on Do task Evaluate the Video CD

Safe work practices sheet performance
on presenting 9.3-5 using Plate
starch dishes Performance ,Gloves
Criteria ,knife ,starch
checklist dishes
9.3-5
Self-paced/Modular Read info sheet Check your CBLM

Organizational 9.3-6 answers with Organizational
skills and Organizational answer key skills and
teamwork skills and teamwork on 9.3-6 teamwork 1/2
Hour
Watch video on
Viewing of video Organizational Video CD
skills and teamwork
Self-paced/Modular Read info sheet Answer Check your

Waste 9.3-7 Self-check answers with CBLM
minimization Waste minimization 9.3-7 answer key 1/2
techniques techniques on 9.3-7 hour

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Lecture/Discussions Participate actively

in discussions on
lecture on Waste
minimization
techniques
LO4. STORE STARCH DISHES
Observed Self-paced/Modular Read info sheet 9.4-1 Answer Compare to CBLM

hygienic Observed hygienic Self- answer Key
handling and handling and storing check 9.4-1 1/2
storing starchy starchy products 9.4-1 hour
products
Lecture/Discussions Participate actively in

discussions on
Observe hygienic
handling and storing
starchy products

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Principles and Self-paced/Modular Read info sheet 9.4-2 Answer Check your CBLM
Practices of Principles and Self- answers 1/2
storing, starchy practices of storing, check with answer hour
products starchy products 9.4-2 key on 9.4-2
Participate actively in
Lecture/Discussions discussions on
Principles and
practices of storing,
starchy products
Culinary terms Self-paced/Modular Read info sheet 9.4-3 Answer Check your
related to Culinary terms Self- answers
handling and related to handling check with answer
storage of and storage of 9.4-3 key on 9.4-3 1/2
starchy products starchy products hour
Lecture/Group Participate actively in

discussion discussions on
Culinary terms
related to handling
and storage of
starchy products
Safe work Self-paced/Modular Read info sheet 9.4-4 Do Self- Check your
practices Safe work practices check answers CBLM
9.4-4 with answer
key on 9.4-4

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1/2
Lecture/Group Participate actively in hour
Safe work practices
Viewing of video on Safe Watch video on Safe Video CD

work practices work practices
Logical and time Self-paced/Modular Read info sheet 9.4-5 Answer Compare to CBLM 1/2
efficient work Logical and time self-check answer Key hour
flow efficient work flow 9.4-5. 9.4-5
Lecture/ Discussion Participate actively in
discussions on
Logical and time
efficient work flow
Self-paced/Modular Read info sheet 9.4-6 Answer Check your
Organizational Organizational skills Self- answers CBLM
skills and and teamwork check with answer 1/2
teamwork 9.4-6 key on 9.4-6 hour
Viewing of video Watch video on

Organizational skills Video CD
and teamwork

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Self-paced/Modular Read info sheet 9.4-7

Principles and Principles and practices Answer Check your CBLM
practices of of hygienic handling self-check answers 1/2
hygienic and storage of meat 9.4-7 with answer hour
handling and key on 9.4-7
storage of meat
Lecture/Group Participate actively in
Principles and
practices of hygienic
handling and storage
of meat
Self-paced/Modular Read Information Answer Compare CBLM
Costing, yield Sheet 9.4-8 Self- answer to
testing, portion Costing, yield testing, Check Answer Key 1/2
control of meat portion control of 9.4-8 9.4-8 hour
meat

discussions on
Costing, yield testing,
portion control of
meat
Self-paced/Modular Read Information Answer Compare
Sheet 9.4-9 self-check answer to CBLM
Waste Waste minimization 9.4-9 Answer Key
minimization techniques and 9.4-9
techniques and environmental
environment considerations in
friendly disposal specific relation to
vegetables, eggs and
starch dishes
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discussions on
Waste minimization 1/2
techniques and hour
environmental
considerations in
specific relation to
vegetables, eggs and
starch dishes
C. ASSESSMENT PLAN
Written test
Demonstration
Oral questioning
D. TEACHER’S SELF-REFLECTION OF THE SESSION

The CBLM is very effective according to the feedback of majority of the students.
Some students are relatively slower than the others.
The teacher needs to provide more guidance.
Giving of extra assignment for slower students can be done

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COOKERY NC II Date Revised: Issued by:
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Competency-
Based
Learning
Material

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
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

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Sector : TOURISM
Qualification Title: COOKERY NCII
Unit of Competency: PREPARE STARCH DISHES
Module Title: PREPARING STARCH DISHES

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SCHOO
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NAME OF TRAINING CENTER
ADDRESS OF TRAINING CENTER

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HOW TO USE THIS COMPETENCY- BASED LEARNING

MATERIAL
Welcome!
The unit of competency, “Prepare Starch Dishes” is one of the competencies
of COOKERY NC II , it contains knowledge, skills and attitudes required for
the course. It is one of the specialized modules of National Certificate Level
(NCII)
The module, “Prepare Starch Dishes”, contains training materials and activities
related to Perform Mise ‘en place (1G), Prepare starch dishes (2G), Present
starch dishes (3G), Store starch dishes (4G) for you to complete.
In this module, you are required to go through a series of learning activities in
order to complete each learning outcome. In each learning outcome are
Information Sheets, Self-Checks, Operation Sheets and Task/Job Sheets.
Follow and perform the activities on your own. If you have questions, do not
hesitate to ask for assistance from your facilitator.
Remember to:
• Work through all the information and complete the activities in each section.
• Read information sheets and complete the self-check. Suggested references
are included to supplement the materials provided in this module.
• Most probably, your trainer will also be your supervisor or manager. He is
there to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This
way, you will improve your speed, memory and your confidence.
• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of
each section to test your own progress. Use the Performance Criteria Checklist
or Procedural Checklist located after the sheet to check your own performance.
• When you feel confident that you have had sufficient practice, ask your
Trainer to evaluate you. The results of your assessment will be recorded in
your Progress Chart and Accomplishment Chart.
A Certificate of Achievement will be awarded to you after passing the
evaluation; you must pass the Institutional Competency Evaluation for this
competency before moving on with the next competency
You need to complete this module before you can perform the next module.
Prepare poultry and game dishes

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RECOGNITION OF PRIOR LEARNING
(RPL/RCC)
You may already have some of the most of the knowledge and skills covered
in this learner’s guide because you have:
 Been working for some time
 Already completed training in this area
If you can demonstrate to your trainer that you are already competent in a
particular skill or skills, talk to him/her to be able to recognize your skill so
you don’t have to do the same training again.
If you have a qualification or Certification of Competency from previous

training, show it to your trainer. If the skill you acquired is still current and
relevant to the unit/s of competency they may become part of the evidence
you may present to RPL. If you are not sure about the currency of your
skills, discuss with your trainer.
At the end of this module is a Learner’s Diary. Use this diary to record
important dates, jobs undertaken and other workplace events that will
assist you in providing further details to your trainer or assessor. A Record
of Achievement is also provided for your trainer to complete once you
complete the module.
This module was prepared to help you achieve the required competency, in
PREPARING STARCH DISHES. This will be the source of information for you
to acquire knowledge and skill into this particular trade independently and
at your own pace, with minimum supervision or help from your instructor.

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COOKERY NCII
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
Clean and maintain Cleaning and maintain

TRS512328
1.
kitchen premises kitchen premises
Prepare stocks, sauces Preparing stocks, sauces

TRS512331
2.
and soups and soups
TRS512381
3. Prepare appetizers Preparing appetizers
Prepare salads and Preparing salads and

TRS512382
4.
dressing dressing
TRS512330
5. Prepare sandwiches Preparing sandwiches
TRS512383
6. Prepare meat dishes Preparing meat dishes
Prepare vegetables Preparing vegetablesTRS512384

7.
dishes dishes
8. Prepare egg dishes Preparing egg dishesTRS512385
Prepare starch TRS512386

9. Preparing starch dishes
dishes
Prepare poultry and Preparing poultry and

TRS512333
10.
game dishes game dishes
TRS512334
11. Prepare seafood dishes Preparing seafood dishes
12. Prepare desserts Preparing desserts TRS512335
13. Package prepared food Packaging prepared TRS512340

food
MODULE CONTENT
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Qualification Title : Cookery NCII
Unit of Competency : Prepare Starch Dishes
Module Title : Preparing Starch Dishes
MODULE DESCRIPTOR:
This module deals with the skills and knowledge required in preparing and
presenting starch dishes such as pasta and noodles
NOMINAL DURATION: 24 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:

LO3. Present starch dishes
LO4. Store starch dishes
ASSESSMENT CRITERIA:
1. Tools, utensils and equipment are cleaned, sanitized and prepared
based on the required tasks
2. Ingredients are identified correctly, according to standard recipes,
recipe cards or enterprise requirements
3. Ingredients are assembled according to correct quantity, type and
quality required
4. Ingredients are prepared based on the required form and time frame
5. Frozen ingredients are thawed following enterprise procedures.
6. Where necessary, raw ingredients are washed with clean potable water.
7. Variety of starch products are selected and prepared according to
enterprise recipes
8. Optimum quality is ensured using appropriate cooking methods
9. Sauces and accompaniments appropriate to starch products are
selected

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10. Cooked dishes are tasted and seasoned in accordance with the required
taste of the dishes
11. Workplace safety and hygienic procedures are followed according to
enterprise and legislated requirements
12. Suitable plate are selected according to enterprise standards
13. Starch dishes are presented hygienically and attractively using suitable
garnishes and side dishes
14. Factors in plating dishes are observed in presenting poultry and game
dishes
15. Starch are stored at the correct temperature
16. Optimum freshness and quality is maintained in accordance with
enterprise storing techniques and procedures
17. Quality trimmings and other leftovers are utilized where and when
appropriate
18. Starch is stored in accordance with FIFO operating procedures and
storage of starch requirements
LEARNING OUTCOME NO. 2

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Contents:
1. Cooking methods of pasta
2. Matching sauces to pasta
3. Food safety practices in cooking pasta
4. Logical and time-efficient work flow (Refer to session 9.1-7(LO1)
Assessment Criteria
1. Variety of starch products are selected and prepared according to
enterprise recipes
2. Optimum quality is ensured using appropriate cooking methods
3. Sauces and accompaniments appropriate to starch products are
selected
4. Cooked dishes are tasted and seasoned in accordance with the
required taste of the dishes
5. Workplace safety and hygienic procedures are followed according to
10 enterprise and legislated requirements
Conditions
The students/trainees must be provided with the following:

EQUIPMENT LEARNING
SUPPLIES & MATERIALS
MATERIALS
 LCD Projector (optional for Forms of pasta  Manuals
lecture)  Long pasta  Books
 Overhead Projector  Video (CD)
 Short pasta
(Optional for lecture)
 Designer pasta
 Television and multimedia
 Dried stuffed pasta
player
 Flat pasta
 Whiteboard with marker
 Long and flat
and eraser
 Noodles
 Applicable equipment as
-wheat noodles
prescribed by Training
-egg noodles
regulations
-rice noodles
 Electric, gas or induction
-cellophane
ranges
 Ovens, including combi
ovens
 Microwaves
 Grills and griddles
 Deep fryers
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EQUIPMENT LEARNING
SUPPLIES & MATERIALS
MATERIALS
Salamanders
 Food processors
 Blenders
 Mixers
 Slicers
 Pans
 Utensils
 Tilting fry pan
 Steamers
 Baine marie
 Mandoline
TOOLS
- pots and pans
- bowls and
- Plastic wrap
- Aluminum foil
- measuring cups
- weighing scales
- cleaning materials and
- linen
- tea towels
- serviettes
- table cloth
- aprons
- uniforms
- hair restraints
toque,
METHODOLOGIES:
 Lecture/ demonstration
 Film viewing
ASSESSMENT METHODS:
 Direct observation
 Written or oral questions
 Review of portfolios of evidence and third party workplace reports of
on-the-job performance by the candidate
LEARNING EXPERIENCES
Learning Outcome 2
Prepare Starch Dishes
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Learning Activities Special Instructions

Read Information Sheet 9.2-1 on In this Learning Outcome you shall
Cooking Methods of Pasta learn how to present starch dishes by
knowing the Cooking Methods of pasta.
Answer Self-Check 9.2-1 Compare answers with the answer key.

You are required to get all answers
correct. If not, read the information
sheets again to answer all questions
correctly.
Listen to the discussion on other

matters regarding Preparing Starch
Dishes
Watch the video about cooking
methods of pasta
Perform Task Sheet 9.2-1 Evaluate your own work using the
Performance Criteria Checklist 9.2-1
You may ask your trainer to observe and

evaluate your performance using the
Read Information Sheet 9.2-2 on

Matching Sauces to Pasta
correct. If not, read the
information sheets again to answer all
questions correctly.

Dishes
Watch the video on Matching

sauces to pasta
Read Information Sheet 9.2-3 on
Food safety practices in cooking
pasta

correct. If not, read the information
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sheets again to answer all questions

correctly.

Dishes
Do Job Sheet 9.2-3 Evaluate your own work using the
Preparing a Starch Dish Performance Criteria Checklist 9.2-3
You may ask your trainer to observe and

evaluate your performance using the
After performing the activities of LO2
,you may proceed to LO3
Information Sheet 9.2.1
COOKING METHODS OF PASTA
Learning Objectives:

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After reading this information sheet, you should be able to
1. Identify the Cooking Method of Pasta

2. Ensure optimum quality using appropriate cooking methods.
3. Cooked Pasta using Boiling Method.
I. Cooking Methods of Pasta

i. To boil means to cook in a liquid that is bubbling rapidly and greatly
agitated. Water boils at 212°F (100°C) at sea level. No matter how high
the burner is turned, the temperature of the liquid will go no higher.
Boiling is generally reserved for vegetables and starches. (Gisslen, p.
70).
ii. To blanch means to cook an item partially and briefly, usually in
water but sometimes by other. There are two ways of blanching in
water:
 Place the item in cold water, bring to a boil, and simmer briefly.
Cool the item by plunging it into cold water.
 Place the item in rapidly boiling water and return the water to the
boil. Remove the item and cool in cold water.
(Gisslen, p. 71).
iii. To sauté means to cook quickly in a small amount of fat
(Gisslen, p 71).
Pasta Method can be used. It is so called because, like pasta, the item is
cooked in a large quantity of water and drained. This method is good for
producing separate, unsticky grains. However, some nutrients are lost in the
cooking water, so chefs disagree about the value of the method.
1. Drop the washed, drained grain into a large pot of boiling salted water.
2. When just tender, pour into a strainer and drain well.
3. Place in a hotel pan. Cover and steam dry in oven 5 to 10 minutes, or
leave uncovered and place in a steamer to steam dry. (Gisslen, p. 643).
Alternative Method: Steam Table Service

Pasta gradually becomes soft and mushy when kept hot for service, but it will
hold reasonably well for 30 minutes. It will not be as good as if freshly cooked,

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however. This method should not be used unless cooking pasta to order is not
possible in a particular food-service operation.
1. Follow steps 1 to 3 above.
2. Drain the pasta while still slightly undercooked. Rinse briefly in cool
water, enough to stop the cooking and rinse off starch but not enough
to cool the pasta. Pasta should still be quite warm.
3. Transfer the pasta to a steam table pan and toss with oil to prevent
sticking.
4. Hold for up to 30 minutes. (Gisslen, p. 661).
Cooking Pasta
DONENESS
Pasta should be cooked al dente, or “to the tooth.” This means cooking
should be stopped when the pasta still feels firm to the bite, not soft and
mushy. Much of the pleasure of eating pasta is its texture (that’s why there are
so many shapes), and this is lost if it is overcooked.
Many suggestions have been made for testing doneness, but none is
more reliable than breaking off a very small piece and tasting it. As soon as the
pasta is al dente, the cooking must be stopped at once. Half a minute extra is
enough to overcook it.
Cooking times differ for every shape and size of pasta. Timing also
depends on the kind of flour used and the moisture content. Times indicated
on packages are often too long. Fresh egg pasta, if it has not been allowed to
dry, takes only 1 to 1 1/2 minutes to cook after the water returns to a boil. The
following procedures can be used for quantity cookery. (Gisslen, p. 661).
SELF- CHECK 9.2-1
FILL IN THE BLANKS: Complete the statement by writing the correct

answer in the space provided.
_________1. To cook in a liquid that is bubbling rapidly and greatly agitated.

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_________2. Water boiling temperature in cooking Pasta.

_________3. Firm, not soft or mushy, to the bite.
_________4. It is so called because, like pasta, the item is cooked in a large
quantity of water and drained.
_________5. To cook an item partially and briefly, usually in water but
sometimes by other method.
ANSWER KEY 9.2-1
1. Boil
2. 212°F (100°C)

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3. Al dente
4. Pasta method
5. Blanch
TASK SHEET 9.2-1
Title: COOKING METHODS OF PASTA
Performance Objective: Given Cooking Method of Pasta, you should be able

to cook pasta and ensure optimum quality using appropriate cooking

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methods.
Supplies/Materials: Spaghetti Pasta, Oil, Water, Salt
Equipment: Stove, Pot, Strainer
Steps/Procedure for Safety Precautions:

1. Wear proper PPE such as chef’s jacket, skull cap, hairnet and clogs.
2. Observe proper safety instructions in the kitchen.
3. Prepare all necessary tools and materials.
Steps/Procedure for Cooking Pasta

1. Use at least 4 quarts boiling salted water per pound of pasta (4 L per
500 g). Use about 11⁄2 tablespoons (25 g) salt per 4 quarts (4 L) water.
2. Boil Water and drop the pasta.
3. Continue to boil, stirring a few times.
4. As soon as the pasta is al dente, drain it immediately in a colander and
rinse with cold running water until completely cooled.
5. Toss the pasta with a small amount of oil to keep it from sticking.
6. Serve Pasta, place the desired number of portions in a china cap and
immerse in simmering water to reheat. Drain, plate, and add sauce.
7. Clean as you go.
Assessment Method:
1. Observation
2. Demonstration
3. Oral questioning

Task Sheet 9.2-1
Cooking Methods of Pasta
Trainee’s Name: Rhodora M. Santiago Date: January 20, 2018

CRITERIA YES NO

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Did you?
Wear proper PPE such as chef’s jacket, skull cap, hairnet and
clogs? √
Observe proper safety instructions in the kitchen? √
Prepare all necessary tools and materials? √
Use at least 4 quarts boiling salted water per pound of pasta (4 L √
per 500 g). Use about 11⁄2 tablespoons (25 g) salt per 4 quarts (4
L) water?
Boil water and drop the pasta? √
As the pasta continue to boil, stirring a few times? √
As soon as the pasta is al dente, drain it immediately in a √
colander and rinse with cold running water until completely
cooled?
Toss the pasta with a small amount of oil to keep it from √
sticking?
Serve Pasta, place the desired number of portions in a china cap √
and immerse in simmering water to reheat. Drain, plate, and add
sauce?
Clean the area? √
Comments/ Suggestions:
Successfully performed the task.
Trainer: MA. ROSELLE S. FAJANILBO
Date: January 20, 2018

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Information Sheet 9.2-2
MATCHING SAUCES TO PASTA
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to select sauces
and accompaniments appropriate to starch products.
Matching sauces to pasta

Pasta is made in hundreds of shapes and sizes. Each shape is appropriate for
different preparations because of the way different kinds of sauce cling to
them or the way their textures complement the texture of the topping. The
illustration shows some of the most popular kinds. Table 19.2 describes the
most common shapes and gives suggestions for what sauces is best for
different kinds of pasta.
Remember that fresh egg pasta and factory-made spaghetti and macaroni are
different products. It makes no sense to say that one type is better than the
other. Italian cooks use fresh and dried pasta in different ways, with different
recipes for each type. Factory pasta has a chewy, robust texture, good with
robust sauces, while fresh egg pasta is tender and more delicate. Fresh egg
pasta absorbs sauces more deeply than factory macaroni products.
In general, factory-made pasta is ideal for olive oil–based sauces, and fresh
homemade pasta is better with butter or cream-based sauces. Consider the
texture of the sauce and the shape of the pasta for a match made in heaven.
(Gisslen, p. 658).
Long or short, smooth or ridged, thick or thin, with or without curves and
crevices, different shapes of pasta capture and absorb sauce differently (see
Which pasta, which sauce?). Matched correctly—rigatoni with a hearty
sausage sauce—and you have a hit, a pleasing interplay between the texture
of the pasta and the components of the sauce. In this case, the pieces of
sausage are captured in the hollow of the pasta.
Matched less well—the same meat sauce paired with capellini (angel hair
pasta)—and you get the vague sense that something is wrong. I say vague,
because this kind of mistake is not always apparent; the food may look good
and smell good, but it just doesn't come together well. In the case of the
capellini, the delicate noodles can't support the meat sauce, which gets left
behind in the bowl as the pasta gets eaten.

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Perfect pasta pairings—linguine and clam sauce, cavatelli and broccoli, ziti
and meat sauce—have been a part of the Italian culinary repertoire for
centuries.
The possible combinations of pasta and sauce—there are hundreds of shapes
of dried pasta alone—are limitless and may even be a little intimidating when
you start to think about it. But by following the suggestions listed alongside
the pasta shapes above, your dish will be off to a sound start.
You can be less particular when matching fresh pasta with sauces. The
nuances of shapes and texture are less pronounced in fresh pasta than in
dried, and fresh pasta carries and absorbs any sauce more readily than does
dried.
Fresh pasta generally follows the same rules as dried: the flatter and longer
shapes combine well with olive oil and cream sauces, while sturdier shapes,
such as orecchiette, work well with chunkier and more assertively flavored
sauces.
Tomato and simple cream and butter sauces are universal and will go well
with basically all pasta
PASTA SHAPES AND THEIR USES
Pasta is made in hundreds of shapes and sizes. Each shape is appropriate for
different kinds of preparations. The following are some of the most popular
kinds:
NAME DESCRIPTION SUGGESTED USES

With great variety of sauce,
SPAGHETTI Long, round
especially tomato sauces
Like spaghetti, especially
SPAGHETTINI Thin, long, round with olive oil and seafood
sauces
With light, delicate sauces
VERMICELLI Very thin
and broken in soups
Looks like slightly flattened Like spaghetti, popular
LINGUINE
spaghetti with clam sauces
FUSILLI Long, shaped like a corkscrew Thick, creamy sauce
Good with hearty meat
MACARONI Long, hollow, round tubes
sauces
ELBOW Short, bent macaroni Cold, in salads; baked, in

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MACARONI casserole
Baked, with meat sauce or
PENNE OR Hollow tubes, cut diagonally, maytomato sauce and cheese;
MOSTACCIOLI be smooth or ridged or freshly cooked; with
tomato sauce
tomato sauce and cheese;
ZITI Short, hollow tubes, cut straight
or freshly cooked; with
tomato sauce
tomato sauce and cheese;
RIGATONI Larger tubes, with ridges
or freshly cooked; with
tomato sauce
Larger hollow tubes, sometimes
with ridges (sometimes calledStuff with cheese or meat
MANICOTTI
cannelloni, which are actually filling
rolled from fresh egg noodle dough)
Rich cream sauces or meat
FETTUCCINE Flat egg noodles
sauces
Broad, flat noodles, often withBaked, with meat, cheese
LASAGNA
rippled edges or vegetable fillings
CONCHIGLIE Shell shaped With seafood or meat
sauces; small sizes can be
used in salads
BOW TIES OR Bow-tie shaped With sauces containing
FARFALLE chunks of meat, sausage,
or vegetables
PASTINA Tiny pasta available in different In soups; cold, in salads;
(LITTLE PASTA) shapes buttered, as a side dish
DITALINI Very short, hollow tubes In soups; cold, in salads;
buttered, as a side dish
ACINI DI PEPE Peppercorns In soups; cold, in salads;
PEPE BUCATO Peppercorns with holes In soups; cold, in salads;
COOKERY NC II Date Developed: Document No.

PREPARING STARCH Date Revised:
DISHES
Issued by: Page 64 of 157
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LOG Developed by:
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(Gisslen, p. 658).
Shaped pastas pair well with all kinds of sauces, but especially those with
texture. Pieces of meat, vegetable, or bean are captured in the crevices of the
pasta and nestle in the twists. The shapes also add some whimsy to the plat
http://www.finecooking.com/articles/how-to/perfect-marriage-pasta-
sauce.aspx

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Short, tubular pastas go well with sauces that are thick or chunky. Keep the
size of the ingredients in mind: tiny macaroni won't hold a chickpea, while
rigatoni may feel too large for a simple tomato sauce, where penne would work
better. Ridged pastas provide even more texture for sauces to cling to
sauce.aspx
Long, thin dried pasta, such as capellini, spaghetti, or linguine, marry best
with olive-oil-based sauces. These long expanses of pasta need lots of
lubrication. Oil coats the pasta completely without drowning it. Thicker
strands, like fettuccine and tagliatelle, can stand up to cream sauces and
ragùs.

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sauce.aspx
COOKING PASTA TECHNIQUES
PASTA WITH TOMATO SAUCE
https://youtu.be/Lj8q8Mria9o
Ingredients:
 40-60 ml Olive oil
 75 g Onion, chopped fine
 500 g Tomatoes, chopped fine
 15 g Basil, chopped fine
 1 clove Garlic
 Fresh pasta
 To taste Salt and pepper
Procedure
1. Heat the olive oil in a large saucepot. Add the garlic and onions. Sauté lightly
for a few minutes. Do not let them brown. Add the tomatoes and sauté for a few
minutes.
2. Add the basil. Season with salt and pepper. Simmer uncovered for 45
minutes until reduced and thickened. Taste and adjust seasonings.
3. Place a portion of fresh pasta on a serving dish and serve sauce over pasta.
BAKED LASAGNA
https://youtu.be/_N9phhXbmAo
Ingredients:
 1 kg ground beef
 250 ml vegetable oil
 250 ml red wine
 3 g Parmesan cheese
 Parsley, chopped
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 Chicken stock
 12 pcs Fresh pasta(lasagna noodles)
 Water
 Meat sauce
 250 g Mozzarella cheese, shredded
Procedure
1. Sauté the ground beef in the heated saucepot.

2. Add the red wine and tomato sauce
3. Pour the stock and add the parmesan cheese and parsley.
4. Pour water in a heated pot and add 1 tbsp of salt. Bring to a boil.
5. Once the water reaches to a boil, toss the lasagna noodles, and then stir
constantly until the noodles floats.
6. Drain and rinse in cold water.
7. Butter the hotel pan (12x20 inches) and ladle a little meat sauce. Spread
it across the bottom.
8. Arrange a layer of noodles in the pan. Then add a layer of sauce,
parmesan cheese, and a layer of mozzarella cheese.
9. Continue making layers of noodles, parmesan cheese, sauce, and
mozzarella cheese until all ingredients are used. Top with parmesan cheese.
10. Bake at 160°C (375°F) for about 45 minutes.
CANNELLONI WITH TUNA
https://youtu.be/17Cis4bmfGc
Ingredients:
 12.5 g Butter
 12.5 g All-purpose flour
 225 ml Hot milk
 100 g Tuna flakes, drained
 30 g Fontina cheese, grated
 3.75 ml Nutmeg
 3 tubes Cannelloni
 12.5 g Parmesan cheese, grated
 Salt to taste
 Black pepper to taste
 Fresh herbs to garnish
Procedure
1. Melt the butter in a saucepan. Add the flour and stir over in a low heat for 1-2
minutes.
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2. Remove the pan from the heat. Gradually add 90 ml of milk, beating
vigorously after each addition. Return the pan to heat and whisk for 1-2
minutes until the sauce is very thick and smooth. Add a pinch of nutmeg.
Remove from the heat.
3. Pour the warm white sauce into the saucepan. Add the drained tuna.
4. Gradually whisk the remaining milk into the rest of the sauce. Simmer,
whisking constantly until thickened. Add the grated Fontina cheese with salt
and pepper to taste. Simmer for a few minutes, stirring frequently.
5. Pour about 1/3 of the sauce into a baking dish and spread to the corners.
6. Fill the cannelloni tubes with tuna mixture. Place the cannelloni on a baking
dish in a single layer and pour the remaining sauce. Sprinkle with parmesan
cheese and bake for 30 minutes or until golden.
7. Garnish with herbs and serve while hot.
OTHER SAUCES FOR PASTA
Pesto Fresh Basil Sauce
https://youtu.be/zFxxg2qASNI
Ingredients:
 600 g Basil leaves
 125 ml Olive oil
 20 g Nuts
 2 cloves Garlic
 2.5 g Salt
 15 g Cheese, grated
 Spaghetti noodles
Procedure
1. Wash the basil leaves and drain well.
2. Put the basil, oil, nuts, garlic, and salt in a blender. Blend to a paste, but not
so long that it is smooth. It should have a slightly coarse texture.
3. Transfer the mixture to a bowl and add the parmesan cheese, and then stir.
4. Toss the drained pasta with the pesto
5. Scoop up a portion of pasta on a spoon with a fork and twirl into a perfect
round.

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Self-Check 9.2-2
Matching type: Match the corresponding answer by writing the letter on the
space provided.
_________1. What pasta absorbs sauces more deeply?

_________2. What should we consider when choosing a sauce for pasta?
_________3. What types of pasta go well with sauces that are thick or
chunky?
________ 4. What type of pasta is best with olive-oil-based sauces?
_________5. What type of pasta pair well with all kinds of sauces, but
especially those with texture?
a) Short, tubular pastas

b) Shaped pastas
c) Long, thin dried pasta
d) Texture
e) Fresh pasta

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Answer Key 9.2-2
1.e
2.d
3.a
4.c
5.b

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Information Sheet 9.2-3
FOOD SAFETY PRACTICES IN COOKING PASTA
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to follow

workplace safety and hygienic procedures according to enterprise and legal
requirements.
Food safety practices in cooking pasta
Most people are surprised that cooked pasta and rice is a food poisoning
risk. In fact if you are entertaining and your fridge is full it is often the cooked
rice or pasta that is left out.
Dried rice and pasta will last a considerable time so follow the best before date
on the packaging.
Once it is cooked and begins to cool then toxins formed by Bacillus cereus can
form heat resistant spores and a heat resistant toxin. If cooked food is allowed
to cool slowly the spores can germinate and reheating or lightly cooking the
food will not destroy this toxin. The bacteria can grow and produce toxin at
refrigeration temperatures, it does so much more slowly than at room
temperature.
Precooked food should not be stored in the refrigerator for more than two to
three days.
Contamination Prevention
Cleanliness
A clean working environment is essential in the prevention of contamination in
working with pasta and other foods. Be sure to wash hands thoroughly before
handling the pasta dough. The work area, cutting boards, and utensils must be
clean. Do not use the same cutting board for cutting pasta as was used for raw
meat or poultry unless it has been properly washed and dried before using.
When you are finished making the pasta, be sure to clean the work area and all
utensils thoroughly. The eggs in the dough are a potential risk factor for
salmonella. Cleaning the area with hot soapy water will help eliminate traces of
the bacteria.
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If you have used any type of pasta machine, be sure that you clean it
thoroughly when you are done. Remove all traces of dough. So not use water to
clean a hand-cranked machine because the water will cause the machine to
rust and become unusable. See the manufacturer's user manual for the best
way to clean whatever type of machine you use.
Handling
As with any dough that contains raw eggs, fresh egg pasta dough should never
be tasted when it is raw. It is also important that the eggs used in the dough
have been handled and stored properly. Use the freshest eggs possible. Eggs
should be stored in the refrigerator in the carton they were packed in. Eggs
should be stored in the coldest part of the refrigerator where the temperature
remains constant. Eggs keep best when they are stored at temperatures of no
higher than 40°F. The ideal temperature range is 33°F to 38°F. Although
salmonella bacteria are not destroyed in temperatures below 40°F, any of the
bacteria that may be present will not grow.
Cooking Safety
Handle all equipment and utensils with care to prevent injuries from
happening. Be extra careful when coming into contact with the blades and dies
on the pasta machines. When you are cutting homemade pasta by hand, be
cautious when using sharp knives. If holding the pasta in place with one hand
while cutting with the other, be sure that the fingers on the hand holding the
pasta are turned in towards the palm of the hand rather than pointing towards
the blade of the knife.
When boiling the pasta, use standard safety precautions. Keep pot handles out
of the way so that they don't accidentally get bumped, causing boiling water to
be spilled. Use potholders to protect your hands when handling pots that do
not have heatproof handles. When checking pasta for doneness, be sure to cool
the pasta before tasting. Be extremely careful when pouring boiling water and
pasta into the colander for draining. It is best to cook no more than one and a
half pounds of pasta at one time because that much pasta and the boiling
water it takes to cook it makes it too difficult and unsafe to handle.
Proper Storage
Uncooked dried pasta is stored differently than uncooked fresh or homemade
pasta. Cooked pasta, whether it is dried or fresh, is stored in the same manner.
Uncooked and cooked pasta have several options for storing.
The storage options for each are shown below.
Uncooked Pasta

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Dried Pasta: Dried pasta does not need to be refrigerated. It can be stored on
the shelf in an airtight container in a dry area that is not exposed to extreme
temperatures. Dried pasta can be stored indefinitely and still be safe to eat but
the USDA recommends storing dried pasta for no more than two years to
obtain the best quality. Some manufacturers will stamp their packages with a
"best if used by" date, which indicates that the flavor, color and nutritional
value may be affected if used beyond that date.
Fresh and Homemade Pasta: Fresh pasta can be stored in the refrigerator for 2
or 3 days. If the pasta will not be used within that time, it can be frozen and
stored in the freezer for 2 to 3 months. Homemade pasta can be store in the
refrigerator for 1 or 2 days or frozen for 2 to 3 months.
Homemade pasta can also be allowed to dry thoroughly and then placed in a
plastic bag or airtight container. The length of time it will take to dry will vary
depending on the type of pasta and its size, shape and thickness. If dried
completely, the pasta can then be stored in a cool dry place for a couple of
months. If you are going to be using the pasta the same day as it is made, you
can allow the pasta to dry on a clean towel for a couple of hours before you
cook it unless it is stuffed pasta. Stuffed pasta, such as ravioli,
should be cooked within half an hour, otherwise the pasta will begin to discolor
and become damp.
If it is not going to be cooked immediately

it should be place on a lightly floured towel
that is placed on a baking sheet,
Sprinkled lightly with flour, and then placed
in the freezer. Once they are frozen they can
be stored in a freezer proof bag or wrap and
then stored in the freezer for 8 or 9 months.
Frozen pasta does not have to be thawed

before it is cooked. Just throw the frozen pasta into boiling water and let it
cook. It will need to cook a little long than unfrozen pasta.

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Cooked Pasta
Cooked pasta can be stored unsauced in an airtight container and refrigerated

for 4 or 5 days. The sauce should be refrigerated separate from the pasta and
can be stored for 6 or 7 days. This prevents the pasta from soaking up too
much flavor and oil from the sauce, which causes the taste of the pasta to be
drowned out. If the pasta is stored together with the sauce, it should be eaten
within 1 or 2 days to limit the amount of sauce that is absorbed. If cooked
pasta is not going to be used within the suggested time period, it should be
frozen and then it can be stored for approximately 3 months. Frozen cooked
pasta should be thawed in the refrigerator and not on the kitchen counter.
To store, cook the pasta as you normally would and then rinse with cold water
and allow it to drain well.
• Add a small amount of olive oil or butter to help prevent the pasta
from clumping together while it is stored. Use only enough oil or butter to
lightly coat the pasta.
• To refrigerate, place the pasta in an airtight plastic bag or an airtight

container and place in the refrigerator.

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• To freeze, place in an airtight plastic freezer bag and press out as

much excess air as possible and place in the freezer.
• If
storing sauced pasta, eat within 1 to 2 days to prevent the pasta from
absorbing too much sauce
• When refrigerating or freezing cooked pasta, be sure it is stored in a well sealed

container so that it does not absorb any odors.
Cooked lasagna and baked pasta dishes can be refrigerated or frozen in the
same manner as plain cooked pasta. The lasagna and casseroles should be
first cut into individual servings before placing them in a sealed bag or
container. This will make it easier when reheating.
If you have an entire lasagna or pasta dish to refrigerate or freeze, it can be

left in the baking dish and tightly covered before storing.

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SELF- CHECK 9.2-3
IDENTIFICATION: Write the correct answer before the number.
_________1. A clean working environment is essential in the prevention of

contamination in working with pasta and other foods.
_________2. How many days the sauce should be refrigerated separate from the
pasta and can be stored?
_________3. How many days cooked pasta can be stored unsauced in an
airtight container and refrigerated?
_________4. The bacteria can grow and produce toxin during____________.
________5. Once it is cooked and begins to cool then toxins formed__________.

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ANSWER KEY 9.2-3
1. Cleanliness
2. 6 or 7 days
3. 4 to 5 days
4. Refrigeration
5. Bacillus cereus

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JOB SHEET 9.2-3
Title: PREPARING A STARCH DISH
Performance Objective: To prepare a starch dish in accordance with the

industry standards within 2 hours.
SUPPLIES/MATERIALS:
Situations may include but are not limited to:

Cooking methods of pasta
Matching sauces to pasta
Food safety practices in cooking pasta
Logical and time-efficient work flow
EQUIPMENT: Personal Protective Equipment

Other Relevant Equipment for each Task
STEPS/PROCEDURE
1. Wear proper PPE such as chef’s jacket, skull cap, hairnet and clogs.
2. Observe proper safety instructions in the kitchen.
3. Prepare all necessary tools and materials.
4. Cook pasta using boiling method till “al dente”
5. Prepare a pasta dish using spaghetti pasta.
6. Store cooked pasta properly.
7. Clean as you go.
ASSESSMENT METHOD:
Practical demonstration
Direct observation
Oral questioning

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Job Sheet 9.2-3

PREPARING A STARCH DISH
Trainee’s Name: Rhodora M. Santiago Date: February 25, 2018
CRITERIA YES NO
Did you?
Wear proper PPE such as chef’s jacket, skull cap, hairnet and
clogs? √
Observe proper safety instructions in the kitchen? √
Prepare all necessary tools and materials? √
Cook pasta using boiling method till “al dente”? √
Prepare a pasta dish using spaghetti pasta? √

Store cooked pasta? √
Prepare a pasta dish using spaghetti pasta? √
Clean the area? √
Comments/ Suggestions:
Successfully performed the job.
Trainer: __________________
Date: February 25, 2018

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INSTITUTIONAL
ASSESSMENT
INSTRUMENTS
COMPETENCY EVALUATION TOOL

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Evidence Plan
Qualification COOKERY NC II
Unit of competency: Prepare Starch Dishes
Ways in which evidence will be collected: [tick the column]
Written
Oral Questioning
Demonstration & Questioning
Observation
The evidence must show that the trainee…
Prepare Starch Dishes

 Selects and prepares variety of Starch Products √ √ √ √
according to enterprise recipes.*
 Ensures optimum quality using appropriate cooking √ √ √ √
methods.
 Selects sauces and accompaniments that √ √ √ √
appropriate to starch products.*
 Tastes and seasons cooked dishes in accordance √ √ √ √
with the required taste of the dishes
 Follows workplace safety and hygienic procedures √ √ √ √
according to enterprise and legal requirements*
NOTE: *Critical aspects of competency
TABLE OF SPECIFICATION

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Objectives/ Test Item Distribution

Total
Content Area/ % of test
Number
Topics Knowledge Comprehension Application
Of Items
Cooking methods
10 30%
of Pasta 10
Matching sauces
2 8 30%
to pasta 10
Food safety
practices in 6 4 10 20%
cooking pasta
Logical and time
10 20%
efficient work flow 10
TOTAL 18 10 12 40 100%
WRITTEN TEST
Read the Directions Carefully:
I. FILL IN THE BLANKS

Complete the statement by writing the correct answer in the space provided.

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_________1. To cook in a liquid that is bubbling rapidly and greatly agitated.

_________2. Water boiling temperature in cooking pasta.
_________3. Firm, not soft or mushy, to the bite.
_________4. It is so called because, like pasta, the item is cooked in a large
quantity of water and drained.
_________5. To cook an item partially and briefly, usually in water but
sometimes by other method.
II. MATCHING TYPE

Match the corresponding answer by writing the letter on the space provided.
_________6. What pasta absorbs sauces more deeply?

_________7. What should we consider when choosing a sauce for pasta?
_________8. What types of pasta go well with sauces that are thick or
chunky?
________ 9. What type of pasta is best with olive-oil-based sauces?
_________10. What type of pasta pair well with all kinds of sauces, but
especially those with texture?
a) Short, tubular pastas

b) Shaped pastas
c) Long, thin dried pasta
d) Texture
e) Fresh pasta
III. IDENTIFICATION
Write the correct answer before the number.
_________11. A clean working environment is essential in the prevention of

contamination in working with pasta and other foods.
_________12. How many days the sauce should be refrigerated separate from
the pasta and can be stored?
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_________13. How many days cooked pasta can be stored unsauced in an

airtight container and refrigerated?
_________14. The bacteria can grow and produce toxin during____________.
________15. Once it is cooked and begins to cool then toxins formed__________.
IV. TRUE OR FALSE

Write True if the statement is true and False if the statement is false.
__________16. Cooked lasagna and baked pasta dishes can be refrigerated or

frozen in the same manner as plain cooked pasta.
__________17. Cooked pasta can be stored unsauced in an airtight container
and refrigerated for 9 or 10 days.
__________18. Frozen pasta needs to be thawed before it is cooked.
__________19. Dried pasta does not need to be refrigerated.
__________20. Fresh pasta can be stored in the refrigerator for 2 or 3 days.
ANSWER KEY:
I. Fill in the blanks
1. Boil
2. 212°F (100°C)
3. Al dente
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4. Pasta method
5. Blanch
II. Matching type
6.e
7.d
8.a
9.c
10.b
III. Identification
11. Cleanliness
12. 6 or 7 days
13. 4 to 5 days
14. Refrigeration
15. Bacillus cereus
IV. True or False
16. True
17. False
18. False
19. True
20. True
PERFORMANCE TEST
Specific Instruction for the Candidate
Qualification COOKERY NCII
Unit of Competency PREPARE STARCH DISHES

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PLEASE READ CAREFULLY
General Instruction:
Given the necessary cooking tools, ingredients and equipment, you are
required to cook pasta in accordance with accepted institutional/industry
standard.(allotted time 20 minutes)
Specific Instruction:
1. Use at least 4 quarts boiling salted water per pound of pasta (4 L per 500
g). Use about 11⁄2 tablespoons (25 g) salt per 4 quarts (4 L) water.
2. Boil Water and drop the pasta.
3. Continue to boil, stirring a few times.
4. As soon as the pasta is al dente, drain it immediately in a colander and
rinse with cold running water until completely cooled.
5. Toss the pasta with a small amount of oil to keep it from sticking.
6. Serve Pasta, place the desired number of portions in a china cap and
immerse in simmering water to reheat. Drain, plate, and add sauce.
7. Clean as you go.
LIST OF EQUIPMENT, TOOLS AND MATERIALS
EQUIPMENT
QTY. DESCRIPTION
1 Stove
1 Pot
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1 Strainer
SUPPLIES AND MATERIALS
500 grams Spaghetti pasta

1 teaspoon Cooking Oil
4 quarts Water
25 grams Salt
TOOLS
1 Weighing scale
1 set Measuring cups
1 set Measuring spoons
PERFORMANCE CRITERIA CHECKLIST
NAME OF TRAINEE: RHODORA M. SANTIAGO

DATE: February 26, 2018
CRITERIA YES NO
Did you….

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1. Use at least 4 quarts boiling salted water per pound of √

pasta (4 L per 500 g). Use about 11⁄2 tablespoons (25 g)
salt per 4 quarts (4 L) water?
2. Boil water and drop the pasta? √
3. Continue to boil, stirring a few times? √
4. As soon as the pasta is al dente, drain it immediately in a √
colander and rinse with cold running water until
completely cooled?
5. Toss the pasta with a small amount of oil to keep it from √
sticking?
6. Serve Pasta, place the desired number of portions in a √
china cap and immerse in simmering water to reheat.
Drain, plate, and add sauce?
7. Clean the area? √
COMMENTS/SUGGESTIONS:
The trainee followed the instructions carefully.
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
TRAINER: ____________________
DATE: February 26, 2018
DEMONSTRATION WITH QUESTIONING

Learner’s Name: RHODORA M. SANTIAGO
Trainer/Assessor name:
Module Title: Preparing Starch Dishes
Unit of Competency: Prepare Starch Dishes
Date of assessment: February 26, 2018
Time of assessment: 8:00 AM

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Instructions for demonstration

Listen carefully to the instructions
Materials and equipment:

Relevant Equipment/Materials for each Task
OBSERVATION  to show if
evidence is
demonstrated
During the demonstration of skills, the candidate:
Yes No
 Selects and prepares variety of Starch Products
according to enterprise recipes. √
 Ensures optimum quality using appropriate cooking

methods. √
 Selects sauces and accompaniments that

appropriate to starch products. √
 Tastes and seasons cooked dishes in accordance

with the required taste of the dishes √
The candidate’s demonstration was:

Satisfactory Not Satisfactory
√
QUESTIONING TOOL
Rating Sheet for Oral Questioning
Satisfactory
Questions to probe the candidate’s underpinning
respons
knowledge
e
Extension/Reflection Questions Yes No
1. What are the 3 Basic Methods in Cooking pasta? √

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2. What is Pasta Method? √

3. What do you mean when you say the pasta is “al dente”? √
Safety Questions
4. What do you mean by PPE? √
5. How to store fresh and homemade pasta? √
6. How many days cooked pasta can be stored unsauced in √
an airtight container and refrigerated?
Contingency Questions
7. What is the importance of a First Aid Kit? √
8. What is a fire extinguisher? √
Job Role/Environment Questions
8. What is FIFO? √
Rules and Regulations
9. What is SOP? √
The candidate’s underpinning √ Satisfactory Not
knowledge was: Satisfactory
Feedback to Candidate
General Comments (strengths/Improvements needed)
The trainee answered the questions correctly.
Candidate Signature Date February 26, 2018

Assessor Signature Date February 26, 2018
SUGGESTED ANSWERS:
1. 3 Basic Methods in cooking pasta

a. boil
b. blanch
c. sauté
2. Pasta Method - It is so called because, like pasta, the item is cooked in a
large quantity of water and drained.
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3. Al dente -This means cooking should be stopped when the pasta still feels
firm to the bite, not soft and mushy.
4. PPE- Personal protective equipment refers to protective clothing, helmets,
goggles or other garments or equipment designed to protect the wearer’s
body from injury or infection.
5. Fresh pasta can be stored in the refrigerator for 2 or 3 days. If the pasta
will not be used within that time, it can be frozen and stored in the freezer
for 2 to 3 months.
Homemade pasta can be store in the refrigerator for 1 or 2 days or frozen for
2 to 3 months.
6. Homemade pasta can be store in the refrigerator for 1 or 2 days or frozen
for 2 to 3 months.
7. First Aid Kit is important because when emergency happens, it can be
used to give first hand remedy.
8. FIFO (First in, First out)- meaning that the oldest inventory items are
recorded as used/sold first.
9. SOP (Standard Operating Procedure)- is a procedure specific to your
operation that describes the activities necessary to complete tasks in
accordance with industry regulations, provincial laws or even just your own
standards for running a business or doing a task

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ORGANIZE
LEARNING
RESOURCES
INVENTORY OF TRAINING RESOURCES
RESOURCES FOR PRESENTING INSTRUCTION

 Print Resources As per TR As per Remarks
Inventory
Books 4 pcs 4 pcs for maintenance
Manuals 4 pcs 4 pcs for maintenance

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Charts 4 pcs 4 pcs for maintenance
CBLM 25 pcs 25 pcs Self-Contained

CBLM
 Non Print Resources As per TR As per Remarks
Inventory
Video Tapes/CD 8 pcs 8 pcs for maintenance
RESOURCES FOR SKILLS PRACTICE OF COMPETENCY #9

 Supplies and Materials As per As per Remarks
TR Inventory
Long pasta For reproduction
Short pasta 5 kg. 5 kg. each
Designer pasta each
Dried stuffed pasta
Flat pasta
Long and flat
Noodles
-wheat noodles
-egg noodles
-rice noodles
Cooking Oil 1 Liter 1 Liter For reproduction
Salt 1 kg. 1 kg. For reproduction
Onion 1kg. 1kg. For reproduction
Garlic 500 g. 500 g. For reproduction
Milk 2 Liters 2 Liters For reproduction
All Purpose Cream 1 Liter 1 Liter For reproduction
Butter 500 g. 500 g. For reproduction
Ground Pepper 100 g. 100 g. For reproduction
Cheddar Cheese 500 g. 500 g. For reproduction
Tomato Sauce 500 ml. 500 ml. For reproduction

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Tomato Paste 500 ml. 500 ml. For reproduction

A4 size Bond paper 1 rim 1 rim For reproduction
Scissors 2 2 For reproduction
Cling wrap 5 m.roll 5 m.roll For reproduction
 Tools As per As per Remarks
TR Inventory
Stock pot, large 2 pcs 2 pcs For maintenance
Frying pan, small 12 pcs 12 pcs For maintenance
Frying pan, medium 8 pcs 8 pcs For maintenance
Frying pan, large 2 pcs 2 pcs For maintenance
bowls & plates 12 pcs 12 pcs For maintenance
Plastic wrap 5 m. roll 5 m. roll For reproduction
Aluminum foil 5 m. roll 5 m. roll For reproduction
measuring cups 8 sets 8 sets For maintenance
Measuring spoon 6 sets 6 sets For maintenance
Weighing scales 5 kg. 2 units 2 units For maintenance
Casserole, small 12pcs 12pcs For maintenance
Casserole, medium 4pcs 4pcs For maintenance
Wok, small 4pcs 4pcs For maintenance
Wok, medium 1pc 1pc For maintenance
Baking tray, small 8 pcs 8 pcs For maintenance
Strainer Chinois, medium 2 pcs 2 pcs For maintenance
Funnel, medium 4 pcs 4 pcs For maintenance
hair restraints 25 pcs 25 pcs For maintenance
linen 10 pcs 10 pcs For maintenance
Can opener 1 pc 1 pc For maintenance
Wire Wisk 8 pcs 8 pcs For maintenance
Soup Ladle, 3 oz 8 pcs 8 pcs For maintenance
Peelers 8 pcs 8 pcs For maintenance
 Equipment As per As per Remarks
TR Inventory

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LCD Projector 1 unit 1 unit for maintenance

Television and multimedia 1 unit 1 unit for maintenance
player
Whiteboard with marker and 1 unit 1 unit for maintenance
eraser
Gas Range with oven 4 units 4 units for maintenance
Air conditioner 1 units 1 units for maintenance
Fire extinguisher 2 units 2 units for maintenance
Emergency light 1 unit 1 unit for maintenance
Grills and griddles 1 unit 1 unit for maintenance
Salamanders 1 unit 1 unit for maintenance
Blenders 1 unit 1 unit for maintenance
Meat chopper machine 1 unit 1 unit For repair
Reach in refrigerator 2 units 2 units for maintenance
Baine marie 1 unit 1 unit for maintenance
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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REFERENCES/FURTHER READING
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Professional Cooking /Edition 8

By: Wayne Gisslen
Mastering Pasta: The Art and Practice of Handmade Pasta

By: Jessica Brown
How to match pasta with sauces

sauce.aspx
Personal protective equipment,
https://en.m.wikipedia.org>wiki>PPE
FIFO, First in First out,

https://en.m.wikipedia.org>wiki>FIFO
SOP, Standard operating procedure,

http://businessdictionary.com/definition/
Intentionally left blank

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MODULE 2
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Supervise
Work-Based
Learning

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FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS:
This Self-Check Instrument will give the trainer necessary data or information
which is essential designing a training plan for you. 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 √
 Participate in workplace meetings and discussions √
 Complete relevant work related documents √
2. Work in team environment √
 Describe team role and scope √
 Identify own role and responsibility within team
 Work as a team member √
3. Practice career professionalism √
 Integrate personal objectives with organizational goals √
 Set and meet work priorities √
 Maintain professional growth and development √
4. Practice occupational health and safety procedures √
 Identify hazards and risks √
 Evaluate hazards and risks
 Control hazards and risks √
 Maintain Occupational Health Safety and Awareness √
 Perform basic first-aid procedures

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COMMON COMPETENCIES
Can I…? YES NO
1. Develop and update industry knowledge

 Seek information on the industry √
 Update industry knowledge √
 Develop and update local knowledge √
 Promote products and services to customers √
2. Observe workplace hygiene procedures
 Follow hygiene procedures √
 Identify and prevent hygiene risks √
3. Perform computer operations
 Plan and prepare for task to be undertaken √
 Input data into computer √
 Access information using computer √
 Produce/output data using computer system √
 Maintain computer equipment and systems √
4. Perform workplace and safety practices
 Follow workplace procedures for health, safety and security
practices √
 Perform child protection duties relevant to the tourism √
industry
 Observe and monitor people √
 Deal with emergency situations √
 Maintain safe personal presentation standards √
 Maintain a safe and secure workplace √
5. Provide effective customer service
 Greet customer √
 Identify customer needs √
 Deliver service to customer √
 Handle queries through telephone, fax machine, internet √
and email
 Handle complaints, evaluation and recommendations √

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CORE COMPETENCIES
Can I? YES NO
1. CLEAN AND MAINTAIN KITCHEN PREMISES
 Clean, sanitize and store equipment √
 Clean and sanitize premises √
 Dispose of waste √
2. PREPARE STOCKS, SAUCES AND SOUPS
 Prepare stocks, glazes and essences required for menu √
items
 Prepare soups required for menu items √
 Prepare sauces required for menu items √
 Store and reconstitute stocks, sauces and soups √
3. PREPARE APPETIZERS
 Prepare a range of appetizers √
 Present a range of appetizers √
 Store appetizers √
4. PREPARE SALADS AND DRESSINGS
 Prepare a variety salads and dressings √
 Present a variety of salads and dressings √
 Store salads and dressings √
5. PREPARE SANDWICHES
 Prepare a variety of sandwiches √
 Present a variety of sandwiches √
 Store sandwiches √
9. PREPARE MEAT DISHES
 Cook meat cuts for service √

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 Present meat cuts for service √

 Store meat √
10. PREPARE VEGETABLES DISHES
 Prepare vegetable dishes √
 Present vegetable dishes √
 Store vegetables dishes √
8. PREPARE EGG DISHES
 Prepare and cook egg dishes √
 Present egg dishes √
 Store egg dishes √
10. PREPARE STARCH DISHES
 Prepare starch dishes √
 Present Starch dishes √
 Store Starch dishes √
10. PREPARE POULTRY AND GAME DISHES
 Cook poultry and game dishes √
 Plate/present poultry and game dishes √
 Store poultry and game √
 11.PREPARE SEAFOOD DISHES
 Handle fish and seafood √
 Cook fish and shellfish √
 Plate/Present fish and seafood √
 Store fish and seafood √

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CORE COMPETENCIES
Can I? YES NO
14. PREPARE DESSERTS
 Perform mise’ en place √
 Prepare desserts and sweet sauces √
 Plate/Present desserts √
 Store desserts √
15. PACKAGE PREPARED FOOD
 Select packaging materials √
 Package food √
EVIDENCES/PROOF OF CURRENT COMPETENCIES
Current competencies Proof/Evidence Means of validating

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BASIC
Participate in workplace Demonstration Performance test
communication ORAL/ Q&A Interview
Written test Written
test/Assessment
Work in team Demonstration Performance test
environment ORAL/ Q&A Interview
test/Assessment
Practice career Demonstration Performance test
professionalism ORAL/ Q&A Interview
test/Assessment
Practice occupational Demonstration Performance test
health and safety ORAL/ Q&A Interview
procedures Written test Written
test/Assessment
COMMON
Develop and update Demonstration Performance test
industry knowledge ORAL/ Q&A Interview
test/Assessment
Observe workplace Demonstration Performance test
hygiene procedures ORAL/ Q&A Interview
test/Assessment
Perform computer Demonstration Performance test
operations ORAL/ Q&A Interview
test/Assessment
Perform workplace and Demonstration Performance test
safety practices ORAL/ Q&A Interview
test/Assessment
Provide effective Demonstration Performance test
customer service ORAL/ Q&A Interview
test/Assessment
Form 1.2: Evidence of Current Competencies acquired related to
Job/Occupation
CORE

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Clean and maintain kitchen Demonstration Performance test

premises ORAL/ Q&A Interview
Prepare stocks, sauces and Demonstration Performance test
soups ORAL/ Q&A Interview
Prepare appetizers Demonstration Performance test
ORAL/ Q&A Interview
Prepare salads and dressing Demonstration Performance test
ORAL/ Q&A Interview
ORAL/ Q&A Interview
Prepare sandwiches
ORAL/ Q&A Interview
Prepare vegetables dishes
ORAL/ Q&A Interview
Prepare egg dishes
ORAL/ Q&A Interview
Prepare desserts
ORAL/ Q&A Interview
Package prepared food

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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 1.3 Summary of Current Competencies versus Required

Competencies
Required Units of
Competency/Learning Current Training
Outcomes based on Competencies Gaps/Requirements
CBC
PARTICIPATE IN WORKPLACE COMMUNICATION
Obtain and convey Obtain and convey
workplace information workplace information
Speak English at a basic Speak English at a
operational level basic operational level
Complete relevant work Complete relevant work
related documents related documents
Participate in workplace Participate in
meetings and discussions workplace meetings
and discussions
WORK IN TEAM ENVIRONMENT
Describe and identify Describe team role and
team role and scope
responsibility in a team
Identify own role and
Describe work as a team
responsibility within
member
team
Work effectively with Work effectively with
colleagues colleagues
Work in socially diverse Work in socially diverse
environment environment
PRACTICE CAREER PROFESSIONALISM
Integrate personal Integrate personal
objectives with objectives with
organizational goals. organizational goals.
Set and meet work Set and meet work

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priorities. priorities.
growth and
growth and development
development
PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
Evaluate hazards and Evaluate hazards and
risks risks
Control hazards and Control hazards and
risks risks
Maintain occupational Maintain occupational
health and safety health and safety
awareness awareness
Perform basic first-aid
P Perform basic first-aid
procedure procedures
DEVELOP AND UPDATE INDUSTRY KNOWLEDGE
Seek information on the Seek information on the
Industry industry
Update continuously Update continuously
relevant industry relevant industry
knowledge knowledge
Develop and update local Develop and update
knowledge local knowledge
Promote product and
Promote product and services to
services to customers customers
OBSERVE WORKPLACE HYGIENE PROCEDURES
Follow hygiene Follow hygiene
Procedures procedures
Identify and prevent Identify and prevent
hygiene risk hygiene risk
PERFORM COMPUTER OPERATIONS
Plan and prepare task to Plan and prepare task
be undertaken to
be undertaken
Input data into a Input data into a
Computer computer
Assess information using Assess information
Computer using
computer
Produce/ output data Produce/ output data
using computer system using computer system
Maintain computer Maintain computer
equipment and system system
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PERFORM WORKPLACE AND SAFETY PRACTICES

Follow workplace Follow workplace
procedures for health, procedures for health,
safety and security safety and security
practices practices
Perform child protection Perform child
duties relevant to the protection duties
tourism industry relevant to the tourism
industry
Observe and monitor O Observe and monitor
people P people
Deal with emergency Deal with emergency

Situations situations
Maintain safe personal Maintain safe personal
presentation standards presentation standards
Maintain a safe and Maintain a safe and
secure workplace secure workplace
PROVIDE EFFECTIVE CUSTOMER SERVICE
Greet customers Greet customers
Identify needs of Identify needs of

customer customer
Deliver service to Deliver service to

Customer customer
Handle queries through Handle queries through
use of common business use of common
tools and technology business tools and
technology
Handle Handle
complaints/conflict, complaints/conflict,
situations situations
evaluation and evaluation and
recommendations recommendations
CLEAN AND MAINTAIN KITCHEN PREMISES

Clean, sanitize and store Clean, sanitize and
equipment store equipment
Clean and sanitize Clean and sanitize
premises premises

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Dispose of waste Dispose of waste

PREPARE STOCKS, SAUCES AND SOUPS
Prepare stocks, glazes Prepare stocks, glazes
and essences required for and essences required
menu items for menu items
Prepare soups required Prepare soups required
Prepare sauces required Prepare sauces
for menu items required for menu
items
Store and reconstitute Store and reconstitute
stocks, sauces and soups stocks, sauces and
soups
PREPARE APPETIZERS
Prepare a range of Prepare a range of
Present a range of Present a range of
Store appetizers Store appetizers
PREPARE SALADS AND DRESSINGS
Prepare a variety salads Prepare a variety salads

and dressings and dressings
salads and dressings salads and dressings
Store salads and Store salads and
dressings dressings
PREPARE SANDWICHES
Prepare a variety of Prepare a variety of


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Store sandwiches Store sandwiches

PREPARE MEAT DISHES
Cook meat cuts for Cook meat cuts for
service service
Present meat cuts for Present meat cuts for
service service
Store meat Store meat
PREPARE VEGETABLES DISHES
Prepare vegetable dishes Prepare vegetable
dishes
Present vegetable dishes Present vegetable
dishes
Store vegetables dishes Store vegetables dishes
PREPARE EGG DISHES

Prepare and cook egg Prepare and cook egg

dishes dishes
Present egg dishes Present egg dishes
Store egg dishes Store egg dishes

Prepare Starch dishes Prepare starch dishes
Present Starch dishes Present Starch dishes
Store Starch dishes Store Starch dishes
Cook poultry and game Cook poultry and game
dishes dishes
Plate/present poultry Plate/present poultry
and game dishes and game dishes
Store poultry and game Store poultry and game

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Handle fish and seafood Handle fish and seafood
Cook fish and shellfish Cook fish and shellfish
Plate/Present fish and Plate/Present fish and
seafood seafood
Store fish and seafood Store fish and seafood
PREPARE DESSERTS
Prepare desserts and Prepare desserts and
sweet sauces sweet sauces
Plate/Present desserts Plate/Present desserts
Store desserts Store desserts
PACKAGE PREPARED FOOD

Select packaging Select packaging
materials materials
Package food Package food
FORM NO. 1.4: TRAINING NEEDS

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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.
Training Needs Module Title/Module
(Learning Outcomes) of Instruction Duration
PREPARE MEAT DISHES

LO1.Perform Mise’ en place
LO2.Cook meat cuts for service 24 HOURS
Preparing Meat Dishes
LO3.Present meat cuts for service
LO4. Store meat

LO2. Prepare starch dishes Preparing Starch
Dishes 24 HOURS
LO3. Present Starch dishes
LO4. Store Starch dishes
LO2. Package food
LO1.Perform Mise’ en place
Preparing Poultry and
LO2.Cook poultry and game dishes Game Dishes
LO3.Plate/present poultry and game 24 HOURS
dishes
LO4. Store poultry and game
Perform mise’ en place
Preparing Seafood 24 HOURS
Handle fish and seafood Dishes
Cook fish and shellfish
Plate/Present fish and seafood
Store fish and seafood

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TRAINING PLAN
Qualification: COOKERY NCII
Trainees’ Facilities/
Mode of Assessment Date and
Training Training Activity/Task Staff Tools and Venue
Training Method Time
Requirements Equipment
Prepare meat 6.1.1 Perform Mise’ en On-the Trainer TR Source School, Demonstration January
place
dishes
6.1.2 Cook meat cuts for Job Supervisor Bahia Observation 5-10
service de
Training Coordinator Interview 2018
6.1.3 Present meat cuts Baler
for service 8:00am
6.1.4 Store meat to 12:pm
9.1.1 Perform Mise’ en

Prepare starch On-the Trainer TR Source School, Demonstration January
place
dishes
9.1.2 Prepare starch Job Supervisor Bahia Observation 12-17
dishes de
9.1.3 Present Starch Baler
dishes 8:00am
9.1.4 Store Starch to 12:pm
dishes

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10.1.1Perform mise’ en
Prepare On-the Trainer TR Source School, Demonstration January
place
poultry and
10.1.2 Cook poultry and Job Supervisor Bahia Observation 19-24
game dishes
game dishes de
10.1.3 Plate/present Baler
poultry and game 8:00am
dishes to 12:pm
10.1.4 Store poultry and
game
11.1.1Perform mise’ en
Prepare On-the Trainer TR Source School, Demonstration January
place
seafood dishes
11.1.2 Handle fish and Job Supervisor Bahia Observation 26-31
seafood de
11.1.3 Cook fish and Baler
shellfish 8:00am
11.1.4 Plate/Present fish to 12:pm
and seafood
11.1.5 Store fish and
seafood
MA. ROSELLE S. FAJANILBO

Trainer

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SACRED HEART SKILLS TRAINING AND REVIEW

CENTER, INC
Baler, Aurora Philippines
TRAINEE’S RECORD BOOK
Trainee’s No.1121
NAME: Rhodora M. Santiago
QUALIFICATION: Cookery NCII
TRAINING DURATION: Jan. 5, 2018-Jan. 31,2018
TRAINER: ____________________
Instructions
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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 Meat dishes

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NC Level II Learning Task/Activity Date Instructors

Outcome Required Remarks
Learning Task/Activity Date Instructor’s Accomplished
Outcome Required Accomplished Remarks
Perform Select Tools,
Perform Select Tools, January Mise en equipment January COMPETENT
Mise’ en equipment place needed in 12,
5, COMPETENT
Place needed in preparing 2018
preparing meat 2018 starch dishes
dishes Prepare Perform
Cook Plan Appropriate starch different January COMPETENT
Meat preparation and dishes Cooking 14,
January COMPETENT
Cuts for cookery methods methods of 2018
Service for various cuts 7, Pasta
and types of meat 2018 Present Present starch
starch dishes January COMPETENT
Present Present Cooked January dishes attractively 16,
Meat Meat Attractively 2018
9, COMPETENT
Cuts for Store Demonstrate
Service 2018
starch Principles January COMPETENT
Store Demonstrate dishes and practices 17,
Meat hygienic of storing, 2018
January COMPETENT
handling and starchy
10,
storing of meat products
2018
__________________________ ____________________
___________________ ____________________ Trainee’s Signature Trainer’s Signature
Trainee’s Signature Trainer’s Signature Unit of Competency: 3 Cook Poultry and Game Dishes
Unit of Competency: 2. Prepare Starch Dishes NC II
NC Level II
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Learning Task/Activity Date Instructors Learning Task/Activity Date Instructors

Outcome Required Remarks Outcome Required Accomplished Remarks
Accomplished
Perform Select Tools, Perform Select Tools, January

Mise’ en equipment Mise’ en equipment 26,
January COMPETENT COMPETENT
Place needed in Place needed in
19, 2018
preparing poultry preparing fish
and game dishes 2018 and Seafood
Cook Perform different Cook Fish Perform different January
Poultry Cooking methods and Cooking 29,
and Game of poultry and Shellfish methods of fish
21, 2018 2018
game and shellfish
Plate/ Present Cooked Plate/ Present Cooked January
Present poultry and game Present fish and 30,
Poultry Attractively Fish and shellfish
23, 2018 2018
and Game Seafood Attractively
Store Demonstrate Store Fish Demonstrate January
Poultry Principles and and Principles and 31,
and Game practices of Seafood practices of
24, 2018 2018
storing, poultry storing seafood
products dishes
____________________ _____________________ _____________________ ____________________

Trainee’s Signature Trainer’s Signature Trainee’s Signature Trainer’s Signature
Unit of Competency: 4 Prepare and Cook Seafood
NC Level II

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TRAINEE’S PROGRESS SHEET
NAME: Rhodora M. Santiago Trainer: ___________________

Qualification: Cookery NCII Nominal Duration: 96 HOURS
Units of Training Date Date Trainee’s Supervisor’s
Training Activity Rating Initial
Competency Duration Started Finished Initial
Prepare  Select Tools, equipment

meat needed in preparing meat
dishes dishes
 Plan Appropriate January, January
preparation and cookery 24 Hours 5 10 COMPETENT mse
methods for various cuts
and types of meat
2018 2018 steb
 Present Cooked Meat
Attractively
an
 Demonstrate hygienic
handling and storing of
meat
starch needed in preparing starch
dishes dishes
 Perform different Cooking 24 Hours January, January mses
methods of Pasta 12 17 COMPETENT teban
 Present starch 2018
dishes attractively 2018
 Demonstrate Principles
and practices of storing,
starchy products

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poultry needed in preparing
and game poultry and game dishes
dishes  Perform different Cooking 24 Hours January, January mses
methods of poultry and 19 24 COMPETENT teban
game 2018
 Present Cooked poultry 2018
and game Attractively
poultry and game products
seafood needed in preparing fish
dishes and Seafood
 Demonstrate procedure of 24 Hours January, January mses
thawing seafood 26 31 COMPETENT teban
 Perform different Cooking
methods of fish and 2018 2018
shellfish
 Present Cooked fish and
shellfish Attractively
poultry and game products
Total 96 Hours
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

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SUPERVISED INDUSTRY TRAINING OR ON THE JOB TRAINING

EVALUATION FORM
Dear Trainees:
The following questionnaire is designed to evaluate the effectiveness of the
Supervised Industry Training (SIT) or On the Job Training (OJT) you had with
the Industry Partners of Sacred Heart Skills Training and Review Center.
Please check (√ ) the appropriate box corresponding to your rating for each
question asked. The results of this evaluation shall serve as a basis for
improving the design and management of the SIT in SICAT to maximize the
benefits of the said Program. Thank you for your cooperation.
Legend:
5- Outstanding
4- Very Good / Very Satisfactory
3- Good/ Adequate
2- Fair/ Satisfactory
1- Poor/ Unsatisfactory
NA- not applicable
Item
No. Question Ratings
1 2 3 4 5 N/A
INSTITUTIONAL EVALUATION
1 Has Sacred Heart Skills Training and

Review Center conducted an
orientation about the SIT/OJT
program, the requirements and √
preparations needed and its
expectations?
Has Sacred Heart Skills Training and

Review Center provided the necessary
assistance such as referrals or

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2 recommendations in finding the √

company for your OJT?
Has Sacred Heart Skills Training and

Review Center showed coordination
3 √
with the Industry Partner in the
design and supervision of your
SIT/OJT?
4 Has your in-school training adequate

to undertake industry partner √
assignment and its challenges?
Has Sacred Heart Skills Training and √

Review Center monitored your
5
progress in the Industry?
Has the supervision been effective in

achieving your OJT objectives and
6 √
providing feedbacks when necessary?
Did Sacred Heart Skills Training and

Review Center conduct assessment of
7 √
your SIT/OJT program upon
completion?
Were you provided with the results of

the Industry and Sacred Heart Skills
8 √
Training and Review Center’s
assessment of your OJT?
Comments/ Suggestions
NONE

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Item
No. Question Ratings
INDUSTRY PARTNER 1 2 3 4 5 N/A
Was the Industry partner appropriate √
1 for your type of training required
and/or desired?
Has the Industry partner designed √
the training to meet your objectives
2
and expectations?
Has the Industry partner showed √
coordination with Sacred Heart Skills
3
Training and Review Center in the
design and supervision of the
SIT/OJT?
Has the Industry partner and its staff √
welcomed you and treated you with
4
respect and understanding?
Has the industry partner facilitated √

the training, including the provision
of the necessary resources such as
5 facilities and equipment needed to
achieve your OJT objectives?
Has the Industry partner assigned a √
supervisor to oversee your work or
6
training?
Was the supervisor effective in √
supervising you through regular
7
meetings, consultations and advise?
Has the training provided you with √
the necessary technical and
8
administrative exposure of real world
problems and practices?
Has the training allowed you to √
develop self-confidence, self
9
motivation and positive attitude
towards work
Has the experience improved your √
10 personal skills and human relation?

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Comments/ Suggestions
The industry was very appropriate to my needs as a trainee for Cookery
NCII. The supervisor is very helpful and accommodating and sees to it that I
achieved and learned all the needed skills for me to become an excellent
kitchen staff. The trainer always monitors my progress and gave all the
assistance I need. Thank you very much.
Signature:
Printed Name: RHODORA M.SANTIAGO Qualification: COOKERY NCII
Host Industry Partner: BAHIA DE BALER
Supervisor: MARGARITA S. ESTEBAN
Period of Training: JANUARY 5-31 2017
Instructor: _______________________
Intentionally left blank

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MODULE 3

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Facilitate
Learning
Session

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TRAINING ACTIVITY MATRIX
Venue
Facilites/
Training
Trainee Tools and (Workstation/ Date & Time Remarks
Activity
Equipment Area)
Prayer,
Recap of activities, February 5 to
Learning
Unfreezing 7 2018
All trainees CBLM Resource Daily Activities
Activities, 8:00am to
Area
Feedback of 8:30 am
Training
Moses M. Abel
CBLM
Cristina Abesamis
Prepare Starch
Prepare Starch Alessandra Batad
Dishes
Dishes Ginalyn Benigno
Learning
Orlando Bernabe February 5 to
Resource
Donna Bitong 7 2018 For
Information Sheet Area
Individual study Hamood Botan 7:00am Demonstration
9.2-1 to 9.2-4
Melencio Cabading To 4:00pm
Self Check
Jericka Cagbay
9.2-1 to 9.2-4
 Angela Capistrano
Answer Key
Hanylet Wahdan
9.2-1 to 9.2-4
Lecture/ CBLM Learning February 5 For Assessment

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Nicart Sanchez Prepare Starch Resource 2018

Discussion Jepay Silva Dishes Area 7:00am
Kent Tanzania To 4:00pm
Rhodora M.
Santiago
Learning February 5 to
Watching Edgardo Castrence
TV and DVD Player Resource 7, 2018 For
Video Alessandra Catipon
Video CDs Area 7:00am Assessment
Jerry Corpuz
To 4:00pm
Dorothy Reyes
Dennis Quizon
Task Sheet
9.2-1,9.2-4
Elena P. Dacumos Performance Criteria
Marlyn Feliciano Checklist February 5 to
For
Demonstration Lhot Galam 9.2-1, 9.2-4 7, 2018
Practical Work Institutional
and Practice David Habala Tools, equipments 7:00am
Area Assessment
Hermie Ruiz and utensils, To 4:00pm
supplies and
materials

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MINUTES OF THE MEETING

Focus Group Discussion
Date: February 22, 2018

Agenda: Demonstration Evaluation
Competency-based Training Delivery
Present:
1. Jeremy H.Licayan
2. Jewel Grace N. Conception
3. Briar Rose D. Pecasio
4. Josephine F. Carpio
5. Melanie Enriquez
CBT Concerns Discussions Resolutions/Agreement

1. CBT Layout Presentation is not clear Discuss each parts
clearly
2. Monitoring of Attendance was Carry on with the way
Attendance checked correctly the attendance was
checked
3. Utilization of work area Functions of some areas Discuss each area and
are not properly briefly state the
discussed functions
4. Orientation
a. CBT The relevance of the Explain each topic and
b. Roles following topics was not discuss clearly its
c. TR properly stated importance to the
d. CBLM
training
e. Facilities
f. Evaluation system
5. RPL The purpose of RPL was Explain why the RPL
not explained clearly should be administered
6. Teaching methods and Few methods were Explain all the methods
technique discussed and the techniques to be
used.
7. Monitoring of
a. learning activities The methods for Explain the purpose of
b. Achievement chart monitoring activities, each monitoring tools
c. Progress chart progress and and how it will be used
achievement were not
discussed in detail

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8. Feedback The purpose of feedback Explain the purpose of

was not explained the evaluation and how
clearly it will be utilized
9. Slow learners Approaches for slow State some situations
learners were not and how it will be
discussed addressed
10. Other concerns Another demonstration Next demonstration will
was set be on March 3, 2018 at
8:00 am, same venue
Intentionally Left Blank

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MODULE 4

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Maintain
Training
Facilities

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EQUIPMENT RECORD W/ CODE AND DRAWING

No Location EQPT Qty. Title Description PO Drawing
. No. No. Ref.
1 Trainer’s FAN0 1 Electric fan CPO CP
1 unit Standard
Resource 017 01701
Ceiling fan
Area
2 Trainer’s CA01 CPO CP
3 First aid wood
Resource 017 01702
unit cabinet
Area
Resource 1 Steel,3 017 01703
Filing cabinet Layers
unit
Area compartment
4 Trainer’s TV01 CPO CP
1 Toshiba,
Resource TV 017 01704
unit LCD, 32
Area inches
5 Trainer’s DVD0 CPO CP
1 2 Toshiba,
Resource Video player 017 01705
unit DVD
Area
6 Trainer’s FE01 CPO CP
1 Fire Liquid
Resource 017 01706
unit extinguisher
Area
7 Trainer’s EM01 CPO CP
1 Emergency rechargeable
Resource 017 01707
unit light
Area
8 Trainer’s SN01 CPO CP
directional aluminum
Resource 1 pc signage/s for 017 01708
Area each rooms
1 First aid Wood
Resource 017 01709
unit cabinet
Area
10 Trainer’s AC01 1 air G.E CPO CP
unit conditioner Split type
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Resource 017 01710

Area
11 Trainer’s TEL01 Black, CPO CP
3 Panasonic
Resource telephones 017 01711
unit
Area
12 Computer COMP Desktop CPO CP
computers
01 1 HP, quad
Laboratory with internet 017 01712
unit core
connection
13 Computer FX01 LG, white CPO CP
2 Fax machine
Laboratory unit 017 01713
14 Computer TV02 LG, 24 CPO CP
1 LCD inches
Laboratory unit 017 01714
15 Practical AC02 CPO CP
Work 1 Air G.E
conditioner 017 01715
unit Split type
Area
16 Practical FE02 CPO CP
2 Fire Liquid &
Work extinguisher
unit Powder 023 02316
Area
17 Practical EL02 Emergency CPO CP
Work 1 light Solar
023 02317
Area unit Rechargeable
18 Practical BG01 Combination CPO CP

Work 1 of broiler and small 023 02318
Area unit griddle
19 Practical EH01 CPO CP
3 Exhaust
Work aluminum
unit hood 023 02319
Area
20 Practical DW01 Dish Russell CPO CP
Work 1 washing Hobbs/ 023 02320
Area unit machine white
21 Practical Gas Range La CPO CP
Work 1 with Oven
GRW Germania/ 023 02321
Area unit
O01 white
22 Practical PCR0 1 Pressure Russell CPO CP
Work 1 unit cooker Hobbs/ 023 02322
Salamander, white/
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Area griller medium

23 Practical BPN0 CPO CP
Braising pan
Work 1 8
medium 023 02323
Area unit
24 Practical MSL0 CPO CP
Meat slicer
Work 1 1
small 023 02324
Area unit
25 Practical MCM0 Meat CPO CP
Work 1 1 chopper medium 023 02325
Area unit machine
26 Practical TA02 Wood with CPO CP
Work Preparation granite tops,
table with 023 02326
Area 8 ceramic
unit sink & sink
shelves (approx.45x
28’’)
27 Practical BMR0 table w/ 4 CPO CP
Work 1 1 compartmen
Bain Marie 012 01227
Area unit ts
28 Practical TA04 Working s/s CPO CP

Work 2 table fabricated 012 01228
Area unit
29 Practical CA04 Condiment CPO CP

Work 2 cabinet wood 012 01229
Area unit
30 Practical TA05 w/ 3 CPO CP

1 Washing
Work compartment
unit sink tables 012 01230
Area
31 Practical SNK0 Soak sink, Wood frame, CPO CP
Work 3 1 optional aluminum 012 01231
Area unit
sink
32 Practical CA06 CPO CP
8 Utility Aluminum/
Work
unit shelving steel 012 01232
Area
33 Practical CA07 Stainless CPO CP
Work 2 rack steel, 012 01233
Area unit
(5 shelves)

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34 Practical CA09 CPO CP

Utility cart
Work 1
Stainless 012 01234
Area unit
35 Practical FM02 CPO CP
Work 4 Wood
pcs Floor mops handle 012 01235
Area
36 Practical FM04 CPO CP
2 Mop
Work Hard plastic
unit Squeezer 012 01236
Area
37 Practical BR02 CPO CP
Work 4 Broom tambo 012 01237
Area pcs
38 Practical DP01 Aluminum CPO CP
Work 4 Dust pan with wood 012 01238
Area pcs
handle
39 Practical BN01 Recycled CPO CP
Garbage bin
Work 4 cooking oil 012 01239
Area unit cans
(4 gals.)
40 Institutional LSD0 Liquid soap CPO CP
Assessment 1 8 dispenser plastic 017 01740
Area pcs
41 Institutional PTD0 Paper towel CPO CP
Assessment 1 4 dispenser plastic
pcs 017 01741
Area
42 Institutional REF0 CPO CP
Assessment 4 1 freezer Reach-in
unit 017 01742
Area
43 Institutional REF0 CPO CP
Assessment 5 2 refrigerator Reach-in
unit 017 01743
Area
44 Institutional OV03 gas range w/ CPO CP
Assessment 4 oven 4 burner
unit 017 01744
Area
45 Institutional BRN0 CPO CP
Assessment 2 1 burner
Stock pan 017 01745
Area unit

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OPERATIONAL PROCEDURE
Equipment Type Gas Range with Oven
Equipment Code GRWO01
Location Practical Work Area
Operation Procedure:
1. Inspect the Gas Range. Be sure that the area is clean and free from
any food residue or cleaning chemicals.
2. Check plug for the hot plate and regulator for the LPG.
3. Check the knobs of the oven before opening the gas regulator.
4. Wipe dust and remove unnecessary objects that will obstruct the use
of oven, hot plate and burner.
5. Use the Gas Range properly.
6. Wipe any food /liquid spill.
7. Use PPE always (gloves)
8. Unplug the power cord of Hot plate after use.
9. Never leave the gas range or oven open . Always switch off the gas
range, oven and regulator after to avoid accident and
gas leak.
10. Close the LPG after use.

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HOUSEKEEPING SCHEDULE
Qualification Cookery NC II
Area/Section Practical Work Area
In-Charge
Schedule for the Month of February
Responsible
ACTIVITIES Every Every
Person Daily other Weekly 15th Monthly Remarks
Day Day
Cleaning and Trainees

Maintaining Janitors (in √ Always
Storage Area the absence keep the
of trainees storage
area clean
Pairing and Trainees Monitor
Positioning Janitors (in √ tags
the absence always
Disposable Tags
of trainees
Maintaining Trainees Report any
Tools and Janitors (in √ irregularity
Equipment the absence in all the
of trainees tools and
equipment
Cleaning and Trainees Always
Maintaining Janitors (in √ observe
the absence cleanliness
Learning Area
of trainees always
Disposing Trainees Dispose

Trash Janitors (in √ trash
the absence properly in
of trainees their
designated
bins
HOUSEKEEPING INSPECTION CHECKLIST

Qualification Cookery NCII
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In-Charge
YES NO INSPECTION ITEMS
√ Cleaning and Maintaining Storage Area
√ Pairing and Positioning Disposable Tags
√ Maintaining Tools and Equipment
√ Cleaning and Maintaining Learning Area
√ Disposing Trash
Remarks:
All items cleaned

All tasks performed
Inspected by: Date: February 2, 2018

RICO L. MEJIA
EQUIPMENT MAINTENANCE SCHEDULE

EQUIPMENT TYPE Meat Chopper Machine
EQUIPMENT CODE MCM 01
LOCATION Practical Work Area

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Schedule for the Month of February

ACTIVITIES MANPOWER Daily Every Weekly Every Monthly Remarks
Other 15th
Day Day
Clean up √
Trainees Before
Meat chopper and after
machine and its Trainer
use
attachments
Turn off and √
Trainees Before
Unplug the and after
Machine when not Trainer
use
in use
Check Electric Trainees √ Before
Cod and its Trainer and after
adaptors use
Soak attachments Trainees √ Before
with light and after
detergent solution Trainer
use
and warm water
Remove and wipe Trainees √ Before
off with clean and after
cloth the dust and Trainer
use
sticky ingredients
Sanitize and dry √ After
Trainees
blade attachments Leaving
Trainer the area
Sort Attachments Before
Trainees √
Leaving
Trainer the area
Special Instructions: Refer to Equipment Maintenance Manual
Trainer: ____________________________
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST

Equipment Type : Meat Chopper Machine
Property Code/Number : MCM 01
Location : Practical Work Area

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Trainer-In-Charge :
YES NO INSPECTION ITEMS
√ Clean up Meat chopper machine and its attachments
√ Turn off and Unplug the Machine when not in use
√ Check Electric Cod and its adaptors
√ Soak attachments with light detergent solution and warm

water
√ Remove and wipe off with clean cloth the dust and sticky
ingredients
√ Sanitize and dry blade attachments
√ Sort Attachments
Remarks:
Complied with equipment maintenance schedule and established maintenance
procedures and system
Inspected by:
RICO L. MEJIA Date: February 2, 2018
WORK REQUEST

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Unit No. Description:
MCM 01 Meat Chopper Machine
Observation/s: Date Reported:
Stopped Working February 2, 2018
Activity: Reported by:
Inspection
Date completed:
Signature:
February 2, 2018
Spare parts used:
none

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TAG-OUT INDEX CARD
LOG DATE TYPE DESCRIPTION

SERIAL ISSUED (Danger/Caution) (System Components, Test
Reference, etc.
2018- October Danger/Out of Food Processor

001 2016 Order
2018- November Caution/ cable Gas Range with oven

002 with cuts
2016
2018- January Out of calibration Meat Chopper Machine

003 2017

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INSPECTION REPORT
In- charge
Facility Type Incident Action Progress/Remarks
Taken
Gas Range with Not Turning on Conduct Inspection Complete

oven Inspection Un-repairable/ for
purchase
Food Processor Stopped Working Conduct Inspection Complete

Inspection For Repair
Reported by: DATE:
RICO L. MEJIA FEBRUARY 2, 2018

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BREAKDOWN / REPAIR REPORT
Property ID Number CVO- 023
Property Name Gas Range with Oven
Location PRACTICAL WORK AREA
Findings Recommendation
Burnt Motor Un-repairable/ for purchase
Inspected by: Reported to:
RICO L. MEJIA RAYMOND N. FERNANDEZ

Technician Technician Supervisor
Date: Date:
February 2, 2018 February 2, 2018
Subsequent Action Taken Recommendation
Conduct Inspection Un-repairable/

For purchase
By Technician: Reported To:
RICO L. MEJIA JASON DE GUIA

Technician Department Head
Date: Date:
February 2, 2018 February 2, 2018

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SALVAGE REPORT
AREA/ SECTION
Practical Work Area
IN-CHARGE
FACILITY TYPE PART ID RECOMMENDATION
Gas Range with Oven CVO-023 To dispose based on

establishment procedure

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WASTE SEGREGATION PLAN
Food and Material Hierarchy
The Waste Management Hierarchy

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WASTE SEGREGATION LIST

Qualification Cookery NCII
In-Charge
General/Accumulated Waste Segregation Method

Wastes
Recycle Compose Dispose
1. Scrap plastic cups √
2. Damaged plastic containers √
3. plastic bags √
4. egg shells √
5. cans √
6. defective boxes √
7. vegetable peels √

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Sacred Heart Skills Training & Review Center Inc.

Baler, Aurora
REQUISITION AND PURCHASE REQUEST

D Date:
February 2, 2018
ITEM TOTAL
DESCRIPTION UNIT QTY UNIT PRICE
NO. PRICE
Php Php
1 Gas Range with oven unit 1
25,000 25,000
Total Php 25,000

Justification:
Based on attached report and breakdown/report; the abovementioned
equipment is needed and must be urgently purchased prior to operation and
training
Prepared By:
_________________________
Trainer
Approved By:
MARTINA G. SILVERIO
Training Supervisor
Noted By:
MIGUEL S. CAPISTRANO
Center Administration
ANNEX A

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60

Qualification Title : COOKERY NCII

Unit of Competency : PREPARE STARCH DISHES

Module Title : PREPARING STARCH DISHES

Date Developed: Document No.

Date Developed: Document No.

M1 PLANNING TRAINING SESSION A

Date Developed: Document No.

Date Developed: Document No.

pretest/post test result

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Sample Data Gathering Instrument for Trainee’s

Name of Trainee: Rhodora M. Santiago

Language, literacy Average grade in: Average grade in:

Cultural and Ethnicity/Culture:

Education & Highest Educational Attainment:

Date Developed: Document No.

Physical Ability 1. Disabilities(if any)_____________________

Previous List down trainings related to Cookery

National Certificates acquired and NC level

Date Developed: Document No.

FORM 1.1 SELF-ASSESSMENT CHECK

1. Participate in workplace communication

Date Developed: Document No.

 Maintain a safe and secure workplace √

Date Developed: Document No.

 Perform Mise’ en place √

Date Developed: Document No.

 Cook fish and shellfish √

Date Developed: Document No.

EVIDENCES/PROOF OF CURRENT COMPETENCIES

Current Proof/Evidence Means of validating

Date Developed: Document No.

FORM 1.2: EVIDENCES OF CURRENT COMPETENCIES ACQUIRED

Date Developed: Document No.

IDENTIFYING TRAINING GAPS

FORM 1.3 SUMMARY OF CURRENT COMPETENCIES VERSUS REQUIRED

Date Developed: Document No.

Work in socially diverse Work in socially diverse

Date Developed: Document No.

hygiene risk hygiene risk

PROVIDE EFFECTIVE CUSTOMER SERVICE

Identify needs of Identify needs of

PREPARE STOCKS, SAUCES AND SOUPS

Date Developed: Document No.

Present a variety of Present a variety of

PREPARE EGG DISHES

PREPARE STARCH DISHES

Date Developed: Document No.

Prepare Starch dishes Prepare starch dishes

Date Developed: Document No.

FORM NO. 1.4: TRAINING NEEDS

Training Needs Module Title/Module of

PREPARE STARCH DISHES

Date Developed: Document No.