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    He foods and food service He foods and food service Presentation Transcript

    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education TEACHING GUIDE Home Economics – Foods and Food Service IGeneral Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs), the environment and market, and the process/production and delivery of quality cooked and baked products. 1
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 1 : Basic Cookery Topic: Personal Entrepreneurial Time Frame: 2 days Competencies (PECs) Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action thatEntrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength inattributes, lifestyles, skills, traits, etc. in basic cookery. basic cookery.Analysis and interpretation of PECs by achievement, planningand power clusters.Essential Understanding(s): Essential Question(s):Successful entrepreneurs like those engaged in the business How does one ensure success in a chosen entrepreneurial careercooking, continuously develop and improve their PECs. like cooking?Learners will know: Learners will be able to: • Personal competencies • Analyze the competencies of PECs - Characteristics • Interpret the clusters of PECs such as achievement, - Attributes planning and power - Lifestyles • Prepare a plan of action - Skills • Improve areas of strength - Traits • Cluster of PECs - Achievement - Planning - Power 2
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performancePlan of action, based on PECs, Learners should be able to demonstrateaddressing one’s areas of development understanding by covering the six (6) Assessment of the plan of action basedand areas of strength. facets of understanding: on the following criteria: Explanation: Describe their PECs focusing on strengths and development 1. Comprehensiveness areas. 2. Appropriateness of strategies in terms Criteria: of addressing personal areas of a. Clear development and improving one’s b. Comprehensive areas of strength c. Concise 3. Doability Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive 3
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationEmpathy: Express the feelings of anentrepreneur who finds difficulty in copingwith the PECs of a chosen career.Criteria: a. Open-minded b. Objective c. SensitiveSelf-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur in cooking.Criteria: a. Reflective b. Insightful c. Objective Stage 3 4
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationTeaching - Learning Sequence:1. EXPLORE • Ask learners to name people in the community who are successful in basic cookery business  Why are they successful?  Do you wish to be like them? • Explain to learners the importance of assessing their PECs • Guide learners in assessing their PECs on the following:  Character  Attribute  Lifestyle  Skills  Traits (Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class) • Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. • Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.2. FIRM UP • In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in basic cookery succeed. Some suggested activities: interview with successful entrepreneurs in basic cookery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. • Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in basic cookery, using the following aspects: characteristics, traits, attributes, lifestyles, skills. • Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in basic cookery succeed in their chosen field. Refer students to their answers posted on the wall. • Process learners’ learning and check it against EU. • Check learners’ understanding against the content standard. 5
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education3. DEEPEN • Have learners align their PECs with those of a successful entrepreneur of their choice. • Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. • Ask learners to express the EU. • Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)4. TRANSFER • Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. • Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).Resources/Materials/Equipment Needed • Textbooks/KAB Modules • Scripts • Graphic organizers • Charts/Pictures/Video/Multimedia • Questionnaires/Checklists/Handouts/Survey Forms, etc. • Profile of entrepreneurs 6
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 1 : Basic Cookery Topic: Environment and Market Time Frame: 6 days Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis ofand market for cooking as an entrepreneurial career. the immediate environment and market for basic cookery. • Key Ideas - Consumer needs and wants - Existing industry related to cooking meal products - Products/services that satisfy the needs and wants of target customers • Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizingEssential Understanding(s): Essential Question(s):The needs and wants of the target market and industry help How does one determine the needs and wants of the targetdetermine the product to be produced and/or service to be market and industry in the immediate community?offered.One’s choice of entrepreneurial activity is influenced by the How does one select an entrepreneurial activity to be pursued?needs and wants of consumers.Seeking and responding effectively to a business opportunity How can one respond effectively to a business opportunity?are the bases for starting and maintaining a successfulbusiness venture.Learners will know: Learners will be able to: • Consumer needs and wants • Prepare SWOT analysis • Existing industry related to embroidery • Formulate an action plan on business opportunity • Products/services that satisfy the needs and wants of • Formulate a business idea from data analysis target consumers • SWOT analysis • Formulation of business idea • Opportunity seeking and seizing 7
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performanceFormulation of a business idea based on Learners should be able to demonstratethe analysis of the immediate environment understanding by covering the six (6) Assessment of formulated business ideaand market. facets of understanding: on the following criteria: Explanation: Explain the importance of • Profitable the immediate environment and market in • Feasible identifying business opportunities in basic • Practical cookery. • Responsive to consumer needs Criteria: and wants a. Clear • Innovative b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in basic cookery. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of existing industry related to basic cookery. Criteria: a. Appropriate b. Innovative c. Practical 8
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationPerspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for existingindustries.Criteria: a. Valid b. Relevant c. InsightfulEmpathy: Express their feelings whenentrepreneurs offer the same type ofbusiness in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-mindedSelf-knowledge: Self-assess their levelof confidence in formulating businessideas related to basic cookery.Criteria: a. Reflective b. Insightful c. Objective Stage 3 9
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationTeaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriatetechnology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:1. EXPLORE • Guide the learner in assessing their prior knowledge on environment and market for basic cookery as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. • Have the learner assess his/her immediate environment and market for basic cookery to determine the existing industries, needs and wants of target market with the use of the following:  Survey questionnaire;  Interview guide;  Checklist, etc.  SWOT analysis • Ask EQs to draw out learners understanding of environment and market in generating business ideas related to basic cookery.2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for the existing basic cookery business in the immediate locality. • Assist learners in conducting a community mapping to identify business establishments or industries related to basic cookery in the immediate locality. • Guide learners in making a graphical presentation of the information on basic cookery as a result of the data-gathering activity such as: interview, survey, community mapping, etc., • Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for basic cookery. • Ask learners to do supplementary reading and other compensatory activity to support the information presented.3. DEEPEN • Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity relative to basic cookery. • Compare whether the information derived from the interview will complement/harmonize with their skills in formulating 10
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education business ideas. • Assess learners’ level of understanding. (Refer to the Assessment in Stage 2).4. TRANSFER • Ask learner to formulate a business idea as a result of the SWOT analysis of the environment and market. • Assess the learner’s business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).Resources/Materials/Equipment Needed: • Textbooks • KAB Modules • Magazines/Journals/Articles on supply and demand and existing industry 11
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 1 : Basic Cookery Topic: Methods of Cooking Time Frame: 35 days Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of the basic concepts The learner produces marketable original/new meal productsand principles underlying the process and delivery in cooking following the basic concepts and principles underlying the  process flow in the various methods of cooking such as process and delivery in cooking. frying, steaming, boiling, baking, stewing, sautéing, frosting, etc.  project plan  four (4) Ms (manpower, materials, machine, methods) of production in cooking  evaluation of products  cost of production  pricing of products  packaging and marketing of productsEssential Understanding(s): Essential Question(s):Applying the basic concepts and principles underlying the Why do we need to understand the basic concepts and principlesprocess and delivery in cooking is essential in producing underlying the process and delivery in cooking?marketable meal products.Learners will know: Learners will be able to:  Principles in basic cooking  Apply the principles in basic cooking  Cooking terms and procedure  Apply the cooking terms and procedure  Tools, utensils and equipment and their uses  Use the cooking utensils, tools and equipment  Methods of cooking namely: boiling, frying,  Apply the steps on the different methods of cooking broiling, steaming, baking, grilling, roasting  Safety and sanitation  Observe safety measures and sanitation  Work simplification  Follow work simplification  Project planning  Prepare project plan including the 4M’s of production  Cooking of meal products  Cook meal products such as: fried chicken, broiled fish, • Frying – fried chicken meat loaf, embutido, grilled liempo/barbecue, roasted 12
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Broiling – broiled fish chicken, tinola, sinigang, pochero, etc. • Baking – meat loaf • Steaming – embutido • Grilling – grilled liempo/barbecue • Roasting – roasted chicken • Boiling – tinola, sinigang, pochero  Evaluation of cooked meal products  Evaluate cooked meal products  Cost of production  Compute for the cost of production and selling price  Pricing  Packaging and marketing of products  Adapt appropriate packaging and marketing strategies Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance Learners should be able to demonstrateMarketable original/new meal products, understanding by covering the six (6) Assessment of meal products based onfollowing the basic concepts and facets of understanding: marketability (quality, appearance,principles underlying the process and price) and originality (value-addeddelivery in cooking Explanation: Explain the basic concepts uniqueness) and principles underlying the process andDemonstration of the process in the delivery in cooking. Assessment of performancepreparation of marketable meal products Criteria: • Compliance to standards (tools, a. Clear equipment, materials) b. Comprehensive • Application of procedure c. Scientific basis • Observance of work habits • Speed/Time Interpretation: Show the significance of the process and delivery of cooking in producing new products. Criteria: a. Original 13
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education b. CreativeApplication: Exhibit marketable mealproducts following the process anddelivery in cooking.Criteria: a. Original b. Creative c. Nutritive Value d. Cost-beneficialPerspective: Compare and contrastvarious methods and techniques incooking.Criteria: a. Clear b. Concise c. AppropriateEmpathy: Share their thoughts on how itfeels to have gainful returns in cookingmeal products.Criteria: a. Profitable b. QualitySelf-knowledge: Self-assess theirknowledge in producing marketable mealproducts.Criteria: a. Clear b. Self-confidence 14
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 3Teaching - Learning Sequence:1. EXPLORE • Guide learners in assessing their prior knowledge and understanding in cooking meal products through paper and pencil, performance test and other diagnostic assessment tools. • Orient learners in understanding the curriculum framework – CP-TLE- Foods and Food Service I, learning standards (content and performance standards), assessment tools and criteria. • Guide learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist which will focus on: - types of meal products - presentation of meal products - ingredients used – ingredients available in the community/locality - demands for a particular product – age, occupation, likes and dislikes, etc. • Provide learners pictures/video clips on basic cookery. • Guide learners understanding of the pictures and video presentation by asking leading questions focusing on the process of cooking meal products. • Guide learners in gaining initial understanding of the concepts and principles in cooking different meal products. • Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in cooking meal products.2. FIRM UP • Guide learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality meal products. • Have learners gather essential information related to the basic cookery of meal products. Learners can use any of the following: - interview with successful cook - web-based resources - reading materials (books, bulletins and others) • Guide learners in preparing a project plan in cooking different meal products. • Have learners familiarize themselves with the different processes/methods of cooking involved in producing meal products. • Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in cooking different meal products. 15
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Have learners assess themselves on their understanding of the concepts in cooking different meal products. Check this against the content standard. 3. DEEPEN • Guide learners translate the project plan into a quality meal products based on the given standard procedure. • Have learners compute for the cost of production and selling price of meal products. • Engage learners into a guided discussion on the factors that may affect various practices in cooking different meal products. • Encourage learners to reflect and revise their project plan. • Have learners express their understanding on the different methods of cooking meal products. Check this against the Essential Understanding (EU) and content standard. • Have learners assess their Level of Understanding. (Refer to Stage 2)4. Transfer: • Have learners produce original/new marketable meal products applying the basic concepts and principles in basic cooking. • Encourage learners to exhibit the finished meal products (bazaar, food fair, etc.) • Have learners assess their Level of Performance. (Refer to Stage 2)Resources/Materials/Equipment Needed: • Textbooks • Magazines/Journals • KAB Modules • Cooking utensils, tools and equipment • Ingredients 16
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 2 : Native Delicacies Cookery Topic: Personal Entrepreneurial Time Frame: 2 days Competencies (PECs) Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action thatEntrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength inattributes, lifestyles, skills, traits, etc. in native delicacies native delicacies cookery.cookery.Analysis and interpretation of PECs by achievement, planningand power clusters.Essential Understanding(s): Essential Question(s):Successful entrepreneurs like those engaged in the business How does one ensure success in a chosen entrepreneurial careercooking, continuously develop and improve their PECs. like cooking?Learners will know: Learners will be able to: • Personal competencies • Analyze the competencies of PECs - Characteristics • Interpret the clusters of PECs such as achievement, - Attributes planning and power - Lifestyles • Prepare a plan of action - Skills • Improve areas of strength - Traits • Cluster of PECs - Achievement - Planning - Power 17
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performancePlan of action, based on PECs, Learners should be able to demonstrateaddressing one’s areas of development understanding by covering the six (6) Assessment of the plan of action basedand areas of strength. facets of understanding: on the following criteria: Explanation: Describe their PECs focusing on strengths and development 1. Comprehensiveness areas. 2. Appropriateness of strategies in terms Criteria: of addressing personal areas of a. Clear development and improving one’s b. Comprehensive areas of strength c. Concise 3. Doability Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive 18
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationEmpathy: Express the feelings of anentrepreneur who finds difficulty in copingwith the PECs of a chosen career.Criteria: a. Open-minded b. Objective c. SensitiveSelf-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur in cooking.Criteria: a. Reflective b. Insightful c. Objective 19
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 3Teaching - Learning Sequence:1. EXPLORE • Ask learners to name people in the community who are successful in native delicacies cookery business.  Why are they successful?  Do you wish to be like them? • Explain to learners the importance of assessing their PECs • Guide learners in assessing their PECs on the following:  Character  Attribute  Lifestyle  Skills  Traits (Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class) • Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. • Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.3. FIRM UP • In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in native delicacies cookery succeed, Some suggested activities: interview with successful entrepreneurs in native delicacies cookery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. • Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in native delicacies cookery, using the following aspects: characteristics, traits, attributes, lifestyles, skills • Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in native delicacies cookery succeed in their chosen field. Refer students to their answers posted on the wall. • Process learners’ learning and check it against EU. • Check learners’ understanding against the content standard. 20
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education3. DEEPEN • Have learners align their PECs with those of a successful entrepreneur of their choice. • Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. • Ask learners to express the EU. • Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)4. TRANSFER • Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. • Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).Resources/Materials/Equipment Needed • Textbooks/KAB Modules • Scripts • Graphic organizers • Charts/Pictures/Video/Multimedia • Questionnaires/Checklists/Handouts/Survey Forms, etc. • Profile of entrepreneurs 21
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 2 : Native Delicacies Cookery Topic: Environment and Market Time Frame: 6 days Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis ofand market for cooking as an entrepreneurial career. the immediate environment and market native delicacies cookery. • Key Ideas - Consumer needs and wants - Existing industry related to cooking meal products - Products/services that satisfy the needs and wants of target customers • Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizingEssential Understanding(s): Essential Question(s):The needs and wants of the target market and industry help How does one determine the needs and wants of the targetdetermine the product to be produced and/or service to be market and industry in the immediate community?offered.One’s choice of entrepreneurial activity is influenced by the How does one select an entrepreneurial activity to be pursued?needs and wants of consumers.Seeking and responding effectively to a business opportunity How can one respond effectively to a business opportunity?are the bases for starting and maintaining a successfulbusiness venture.Learners will know: Learners will be able to: • Consumer needs and wants • Prepare SWOT analysis • Existing industry related to embroidery • Formulate an action plan on business opportunity • Products/services that satisfy the needs and wants of • Formulate a business idea from data analysis target consumers • SWOT analysis • Formulation of business idea • Opportunity seeking and seizing 22
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performanceFormulation of a business idea based on Learners should be able to demonstratethe analysis of the immediate environment understanding by covering the six (6) Assessment of formulated business ideaand market facets of understanding: on the following criteria: Explanation: Explain the importance of • Profitable the immediate environment and market in • Feasible identifying business opportunities in native • Practical delicacies cookery. • Responsive to consumer needs Criteria: and wants a. Clear • Innovative b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in native delicacies cookery. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of existing industry related to native delicacies cookery. Criteria: a. Appropriate b. Innovative c. Practical 23
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationPerspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for existingindustries.Criteria: a. Valid b. Relevant c. InsightfulEmpathy: Express their feelings whenentrepreneurs offer the same type ofbusiness in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-mindedSelf-knowledge: Self-assess their levelof confidence in formulating businessideas related to native delicacies cookery.Criteria: a. Reflective b. Insightful c. Objective 24
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 3Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriatetechnology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:1. EXPLORE • Guide the learner in assessing their prior knowledge on environment and market for native delicacies cookery as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. • Have the learner assess his/her immediate environment and market for native delicacies cookery to determine the existing industries, needs and wants of target market with the use of the following:  Survey questionnaire;  Interview guide;  Checklist, etc.  SWOT analysis • Ask EQs to draw out learners understanding of environment and market in generating business ideas related to native delicacies cookery.2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market from the existing native delicacies cookery business in the immediate locality. • Assist learners in conducting a community mapping to identify business establishments or industries related to native delicacies cookery in the immediate locality. • Guide learners in making a graphical presentation of the information on native delicacies cookery as a result of the data- gathering activity such as: interview, survey, community mapping, etc., • Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for native delicacies cookery. • Ask learners to do supplementary reading and other compensatory activity to support the information presented.3. DEEPEN • Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner 25
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education he/she was able to seize a business opportunity relative to native delicacies cookery. • Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. • Assess the learners’ level of understanding. (Refer to the Assessment in Stage 2).4. TRANSFER • Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for native delicacies cookery. • Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).Resources/Materials/Equipment Needed: • Textbooks • KAB Modules • Magazines/Journals/Articles on supply and demand and existing industry 26
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 2 : Native Delicacies Cookery Topic: Production of Native Time Frame: 35 days Delicacies Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of the basic concepts The learner produces marketable original/new products,and principles underlying the process and delivery in cooking following the basic concepts and principles underlying thenative delicacies. process and delivery in cooking native delicacies.  process flow in cooking native delicacies such as palitaw, puto, butchi, maja, tupig, biko, bibingka, sapinsapin,etc  project plan  four (4) Ms (manpower, materials, machine, methods) of production  evaluation of products  cost of production  pricing of products  packaging and marketing of productsEssential Understanding(s): Essential Question(s):Applying the basic concepts and principles underlying the Why do we need to understand the basic concepts and principlesprocess and delivery in cooking is essential in producing underlying the process and delivery in cooking native delicacies?marketable native delicacies.Learners will know: Learners will be able to:  Principles in basic cooking native delicacies  Apply the principles in basic cooking native delicacies  Classification of native delicacies  Classify native delicacies  Ingredients used in cooking native delicacies  Use different ingredients in cooking native delicacies  Methods of cooking native delicacies  Apply the steps on the different methods of cooking native delicacies  Project planning  Prepare a project plan  4 M’s of production  Discuss the 4M’s of production  Cooking of native delicacies  Cook native delicacies 27
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Palitaw  Palitaw • Puto  Puto • Butchi  Butchi • Maja  Maja • Tupig  Tupig • Biko  Biko • Bibingka  Bibingka • Sapin-sapin • Others  Sapin-sapin  Evaluation of cooked native delicacies  Others  Cost of production/services  Evaluate cooked native delicacies  Pricing of products/services  Compute cost of production  Packaging and marketing  Compute for the selling price  Strategies  Adapt appropriate packaging and marketing strategies  Advertisement Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performanceMarketable original/new products, Learners should be able to demonstrate Assessment of native delicacies basedfollowing the basic concepts and understanding by covering the six (6) on marketability (quality, appearance,principles underlying the process and facets of understanding: price) and originality (value-added,delivery in cooking native delicacies Explanation: uniqueness) Explain the basic concepts and principlesDemonstration of the process in the underlying the process and delivery in Assessment of performancepreparation of marketable native cooking native delicacies. • Compliance with standards (tools,delicacies Criteria: equipment, materials) • Clear • Application of procedure • Comprehensive • Observance of work habits • Scientific basis • Speed/Time Interpretation: Show the significance of the process and delivery of cooking in producing new products. 28
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationCriteria• Original• CreativeApplication:Exhibit marketable native delicaciesproducts following the process anddelivery in cooking.Criteria• Original• Creative• Nutritive Value• Cost-beneficialPerspective:Compare and contrast the differenttechniques in cooking native delicacies.Criteria:• Clear• Concise• AppropriateEmpathy:Share their thoughts on how it feels tohave gainful returns in cooking nativedelicacies.Criteria:• Profitable• QualitySelf-Knowledge:Self-assess their knowledge in producingmarketable native delicacies.Criteria:• Clear 29
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Self-Confidence Stage 3Teaching - Learning Sequence:1. EXPLORE • Guide learners in assessing their prior knowledge in cooking native delicacies through paper and pencil, performance test and other diagnostic assessment tools. • Orient learners on the learning standards (content and performance standards), assessment tools and criteria. • Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist which will focus on: - types of native delicacies - presentation of native delicacies - ingredients used - demands for a particular product • Provide learners pictures/video clips presentation on native delicacies cookery. • Process the picture/video clip presentation by asking probing questions. • Draw learners’ initial understanding on the need to understand the basic concepts and principles in cooking native delicacies.2. FIRM UP • Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality native delicacies. • Encourage learners gather essential information related to native delicacies cookery. Learners can use any of the following: - interview with successful cook - web-based resources - reading materials (books, bulletins and others) • Assist learners in preparing a project plan on native delicacies cookery. • Have learners familiarize themselves with the different processes involved in cooking native delicacies. • Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in cooking native delicacies. • Have learners assess themselves their understanding of the concepts in cooking native delicacies. Check this against 30
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education the content standard. 3. DEEPEN • Guide learners to translate the project plan into quality products based on the given standard procedure. • Assist learners in computing for the cost of production and selling price of native delicacies. • Engage learners into a guided discussion on the factors that may affect the different practices in native delicacies. • Encourage learners to reflect on and revise their project plan. • Have learners express their understanding on native delicacies cookery and check them against the Essential Understanding (EU) and content standard. • Assess learners’ level of understanding. (Refer to Stage 2, Assessment at the Level of Undestanding)4. Transfer: • Have learners produce original/new marketable products applying the basic concepts and principles in cooking native delicacies. • Encourage learners to exhibit their finished products (bazaar, food fair, etc.) • Assess learner’s level of performance. (Refer to Stage 2, Assessment at the Level of Performance)Resources/Materials/Equipment Needed: • Textbooks • Magazines/Journals • KAB Modules • Cooking utensils, tools and equipment • Ingredients 31
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 3 : Baking Pies, Pastries and Topic: Personal Entrepreneurial Time Frame: 2 days Breads Competencies (PECs) Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action thatEntrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength inattributes, lifestyles, skills, traits, etc. in baking pies, pastries baking pies, cookies and pastries.and breads.Analysis and interpretation of PECs by achievement, planningand power clusters.Essential Understanding(s): Essential Question(s):Successful entrepreneurs like those engaged in the business How does one ensure success in a chosen entrepreneurial careercooking, continuously develop and improve their PECs. like cooking?Learners will know: Learners will be able to: • Personal competencies • Analyze the competencies of PECs - Characteristics • Interpret the clusters of PECs such as achievement, - Attributes planning and power - Lifestyles • Prepare a plan of action - Skills • Improve areas of strength - Traits • Cluster of PECs - Achievement - Planning - Power 32
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performancePlan of action, based on PECs, Learners should be able to demonstrateaddressing one’s areas of development understanding by covering the six (6) Assessment of the plan of action basedand areas of strength facets of understanding: on the following criteria: Explanation: Describe their PECs 1. Comprehensiveness focusing on strengths and development 2. Appropriateness of strategies in terms areas. of addressing personal areas of Criteria: development and improving one’s a. Clear areas of strength b. Comprehensive 3. Doability c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: 33
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education a. Valid b. Relevant c. Plausible d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in cooking. Criteria: a. Reflective b. Insightful c. Objective Stage 3Teaching - Learning Sequence:1. EXPLORE • Ask learners to name people in the community who are successful in baking pies, pastries and breads business.  Why are they successful?  Do you wish to be like them? • Explain to learners the importance of assessing their PECs. • Guide learners in assessing their PECs on the following:  Character  Attribute  Lifestyle  Skills  Traits (Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class) 34
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. • Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.4. FIRM UP • In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in baking pies, pastries and breads succeed. Some suggested activities: interview with successful entrepreneurs in baking pies, pastries and breads, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. • Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in baking pies, pastries and breads, using the following aspects: characteristics, traits, attributes, lifestyles, skills • Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking pies, pastries and breads succeed in their chosen field. Refer students to their answers posted on the wall. • Process learners’ learning and check it against EU. • Check learners’ understanding against the content standard.3. DEEPEN • Have learners align their PECs with those of a successful entrepreneur of their choice. • Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. • Ask learners to express the EU. • Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)4. TRANSFER • Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. • Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).Resources/Materials/Equipment Needed • Textbooks/KAB Modules • Scripts • Graphic organizers • Charts/Pictures/Video/Multimedia 35
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Questionnaires/Checklists/Handouts/Survey Forms, etc. • Profile of entrepreneursQuarter 3 : Baking Pies, Pastries and Topic: Environment and Market Time Frame: 6 days Breads Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis ofand market for cooking as an entrepreneurial career. the immediate environment and market for target customers in • Key Ideas baked pies, pastries and breads. - Consumer needs and wants - Existing industry related to cooking meal products - Products/services that satisfy the needs and wants of target customers • Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizingEssential Understanding(s): Essential Question(s):The needs and wants of the target market and industry help How does one determine the needs and wants of the targetdetermine the product to be produced and/or service to be market and industry in the immediate community?offered.One’s choice of entrepreneurial activity is influenced by the How does one select an entrepreneurial activity to be pursued?needs and wants of consumers.Seeking and responding effectively to a business opportunity How can one respond effectively to a business opportunity?are the bases for starting and maintaining a successfulbusiness venture.Learners will know: Learners will be able to: • Consumer needs and wants • Prepare SWOT analysis • Existing industry related to embroidery • Formulate an action plan on business opportunity • Products/services that satisfy the needs and wants of • Formulate a business idea from data analysis target consumers 36
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • SWOT analysis • Formulation of business idea • Opportunity seeking and seizing Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performanceFormulation of a business idea based on Learners should be able to demonstratethe analysis of the immediate environment understanding by covering the six (6) Assessment of formulated business ideaand market facets of understanding: on the following criteria: Explanation: Explain the importance of • Profitable the immediate environment and market in • Feasible identifying business opportunities in • Practical baking pies, pastries and breads. • Responsive to consumer needs Criteria: and wants a. Clear • Innovative b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in baked pies, pastries and breads. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of industries related to baking pies, pastries and breads. Criteria: 37
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education a. Appropriate b. Innovative c. PracticalPerspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for targetclientele.Criteria: a. Valid b. Relevant c. InsightfulEmpathy: Express their feelings whenentrepreneurs offer the same type ofbusiness in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-mindedSelf-knowledge: Self-assess their levelof confidence in formulating businessideas related to baking pies, pastries andbreads.Criteria: a. Reflective b. Insightful c. Objective 38
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 3Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriatetechnology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:1. EXPLORE • Guide learners in assessing their prior knowledge on environment and market for baked pies, pastries and breads as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. • Have learners assess their immediate environment and market for business opportunities to determine the existing industries, needs and wants of target market with the use of the following:  Survey questionnaire;  Interview guide;  Checklist, etc.  SWOT analysis • Ask EQs to draw out learners’ understanding of environment and market in generating business ideas related to baked pies, pastries and breads.2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for baked pies, pastries and breads in the immediate locality. • Assist learners in conducting a community mapping to identify business establishments or industries related to baking pies, pastries and breads in the immediate locality. • Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of the data-gathering activity such as: interview, survey, community mapping, etc., • Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market. • Ask learners to do supplementary reading and other compensatory activity to support the information presented.3. DEEPEN • Assist the learner in conducting an interview with a seasoned entrepreneur to gather salient information as regards the 39
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education manner he/she was able to seize a business opportunity. • Compare whether the information arrived at during the interview will complement/harmonize with their skills in formulating business ideas. • Assess the learner’s level of understanding. (Refer to the Assessment in Stage 2).4. TRANSFER • Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked pies, pastries and breads. • Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).Resources/Materials/Equipment Needed: • Textbooks • KAB Modules • Magazines/Journals/Articles on supply and demand and existing industry 40
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 3 : Baking Pies, Pastries and Topic: Production of Pies, Time Frame: 35 days Breads Pastries and Breads Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of basic concepts and The learner produces marketable original/new baked products,principles underlying the process and delivery in baking: following the basic concepts and principles underlying the process and delivery in baking.  process flow in baking breads, pastries and pies such as pandesal, raisin bread, mango/buko pies, tarts, etc.  project plan  four (4) Ms (manpower, materials, machine, methods) of production  evaluation of baked products  cost of production  pricing of products  packaging and marketing of productsEssential Understanding(s): Essential Question(s):Applying the basic concepts and principles underlying the Why do we need to understand the basic concepts and principlesprocess and delivery in baking is essential in producing underlying the process and delivery in baking?marketable baked products.Learners will know: Learners will be able to:Pies and Pastries  Principles in baking pies and pastries  Apply the principles in baking pies and pastries  Ingredients used in baking pies and pastries  Use different ingredients in baking pies and pastries  Different kinds of crusts and its characteristics  Classify the types of crusts  Methods of making single crust and double crust  Apply the method of making single and double crust pies pies.  Different types of fillings and toppings  Differentiate types of fillings and toppings  Project plan  Prepare project plan  4 M’s of production  Discuss the 4M’s of production 41
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education  Baking of pies and pastries  Bake pies and pastries • Pineapple pie • Pineapple pie • Buko pie • Buko pie • Peanut tarts • Peanut tarts • Fruit tarts • Fruit tarts • Others • Others  Evaluation of baked pies and pastries  Evaluate baked products  Cost of production/services  Compute cost of production  Pricing of products/services  Compute for the selling price  Packaging and marketing of baked products  Adapt appropriate packaging and marketing strategies • Strategies • AdvertisementBreads  Principles in baking breads  Ingredients used in baking breads  Apply the principles in baking breads  Methods of baking quick breads  Use quality ingredients  Basic bread making operation  Apply the methods in baking quick breads  Causes of failures in baking bread  Apply basic bread making operation  Project planning  Recognize the failure in baking bread  4 M’s of production  Prepare project plan  Baking of breads  Discuss the 4 M’s of production  Evaluation of baked breads  Bake breads  Cost of production/services  Evaluate baked products  Pricing of products  Compute the cost of production and selling price  Packaging and marketing of baked breads  Strategies  Adopt appropriate packaging and marketing strategies  Advertisement 42
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performanceMarketable original/new baked products, Learners should be able to demonstrate Assessment of breads, pastries and piesfollowing the basic concepts and understanding by covering the six (6) based on marketability (quality,principles underlying the process and facets of understanding: appearance, price) and originality (value-delivery in baking added, uniqueness) Explanation:Demonstration of the process in the Explain the basic concepts and principles Assessment of performancepreparation of marketable baked products underlying the process and delivery in • Compliance with standards (tools, baking breads, pastries and pies. equipment, materials) Criteria: • Application of procedure • Clear • Observance of work habits • Comprehensive • Speed/Time • Scientific basis Interpretation: Show the significance of the process and delivery of baking in producing new products. Criteria • Original • Creative Application: Exhibit marketable meal products following the process and delivery in baking. Criteria • Original • Creative • Nutritive Value • Cost-beneficial 43
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationPerspective:Compare and contrast the differenttechniques in baking pies, pastries andbreads.Criteria:• Clear• Concise• AppropriateEmpathy:Share their thoughts on how it feels tohave gainful returns in baking pies,pastries and breads.Criteria:• Profitable• QualitySelf-Knowledge:Self-assess their knowledge in producingmarketable pies, pastries and breads.Criteria:• Clear• Self-Confidence 44
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 3Teaching - Learning Sequence: 1. EXPLORE • Guide learners in assessing their prior knowledge and understanding in the production of baked pies, pastries and breads through paper and pencil, performance test and other assessment tools. • Orient learners in understanding the learning standards (content and performance standards), assessment tools and criteria. • Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist which will focus on: - types of baked pies, pastries and breads - presentation of baked products - ingredients used – indigenous ingredients found in the community/locality. - demands for a particular product – age, occupation, likes and dislikes • Provide learners with pictures/ video clip presentation on the production of baked pies, pastries and breads. • Process learners understanding on the pictures and video clip presentation by asking leading questions focusing on the production process of baked pies, pastries and breads. • Guide learners in gaining initial understanding of the concepts and principles of baked pies, pastries and bread production. • Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of baked pies, pastries and breads.2. FIRM UP • Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality baked products. • Encourage learners gather essential information related to pies, pastries and bread production. Learners can use any of the following: - interview with successful baker - web-based resources - reading materials (books, bulletins and others) • Guide learners in preparing a project plan on the production of baked pies, pastries and breads. • Have learners familiarize themselves with the different processes involved in producing pies, pastries and breads. • Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in the production of pies, pastries and breads. 45
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Have learners assess themselves on their understanding of the concepts of production of pies, pastries and breads, Check this against the content standard. 3. DEEPEN • Have learners translate the project plan into a quality baked products based on the given standard procedure. • Assists learners in computing for the cost of production and selling price of pies, pastries and breads. • Engage learners into a guided discussion on the factors that may affect the different practices in baking pies, pastries and breads. • Encourage learners to reflect on and revise their project plan. • Have learners express their understanding and check against the Essential Understanding (EU) and content standard in baking pies, pastries and breads. • Have learners assess their understanding. (Refer to Stage 2, Assessment at the Level of Understanding)4. TRANSFER • Have learners produce original/new marketable pies, pastries and breads applying the concepts and principles in baking. • Encourage learners to exhibit their finished products (bazaar, food fair, etc.). • Assess learners’ level of performance. (Refer to Stage 2, Assessment at the Level of Performance)Resources/Materials/Equipment Needed: • Textbooks • Magazines/Journals • KAB Modules • Cooking utensils/ tools and equipment • Ingredients 46
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 4: Baking Cookies and Cakes Topic: Personal Entrepreneurial Time Frame: 2 days Competencies (PECs) Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action thatEntrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength inattributes, lifestyles, skills, traits, etc. in baking cookies and baked cookies and cakes business.cakes.Analysis and interpretation of PECs by achievement, planningand power clusters.Essential Understanding(s): Essential Question(s):Successful entrepreneurs like those engaged in the business How does one ensure success in a chosen entrepreneurial careercooking, continuously develop and improve their PECs. like baking?Learners will know: Learners will be able to: • Personal competencies • Analyze the competencies of PECs - Characteristics • Interpret the clusters of PECs such as achievement, - Attributes planning and power - Lifestyles • Prepare a plan of action - Skills • Improve areas of strength - Traits • Cluster of PECs - Achievement - Planning - Power 47
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performancePlan of action, based on PECs, Learners should be able to demonstrateaddressing one’s areas of development understanding by covering the six (6) Assessment of the plan of action basedand areas of strength facets of understanding: on the following criteria: Explanation: Describe their PECs focusing on strengths and development 1. Comprehensiveness areas. 2. Appropriateness of strategies in terms Criteria: of addressing personal areas of a. Clear development and improving one’s b. Comprehensive areas of strength c. Concise 3. Doability Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible 48
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education d. SensitiveEmpathy: Express the feelings of anentrepreneur who finds difficulty in copingwith the PECs of a chosen career.Criteria: a. Open-minded b. Objective c. SensitiveSelf-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur in baking.Criteria: a. Reflective b. Insightful c. Objective 49
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 3Teaching - Learning Sequence:1. EXPLORE • Ask learners to name people in the community who are successful in their baked cookies and cakes business.  Why are they successful?  Do you wish to be like them? • Explain to learners the importance of assessing their PECs • Guide learners in assessing their PECs on the following:  Character  Attribute  Lifestyle  Skills  Traits (Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class) • Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. • Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.2. FIRM UP • In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in baking cookies and cakes succeed. Some suggested activities: interview with successful entrepreneurs in baking cookies and cakes, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. • Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in baking cookies and cakes, using the following aspects: characteristics, traits, attributes, lifestyles, skills. • Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking cookies and cakes succeed in their chosen field. Refer students to their answers posted on the wall. • Process learners’ learning and check it against EU. • Check learners’ understanding against the content standard. 50
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education3. DEEPEN • Have learners align their PECs with those of a successful entrepreneur of their choice. • Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. • Ask learners to express the EU. • Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)4. TRANSFER • Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. • Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).Resources/Materials/Equipment Needed • Textbooks/KAB Modules • Scripts • Graphic organizers • Charts/Pictures/Video/Multimedia • Questionnaires/Checklists/Handouts/Survey Forms, etc. • Profile of entrepreneurs 51
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 4 : Baking Cookies and Cakes Topic: Environment and Market Time Frame: 6 days Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis ofand market for baking cookies and cakes as an entrepreneurial the immediate environment and market for baked cookies andcareer. cakes. • Key Ideas - Consumer needs and wants - Existing industry related to cooking meal products - Products/services that satisfy the needs and wants of target customers • Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizingEssential Understanding(s): Essential Question(s):The needs and wants of the target market and industry help How does one determine the needs and wants of the targetdetermine the product to be produced and/or service to be market and industry in the immediate community?offered.One’s choice of entrepreneurial activity is influenced by the How does one select an entrepreneurial activity to be pursued?needs and wants of consumers.Seeking and responding effectively to a business opportunity How can one respond effectively to a business opportunity?are the bases for starting and maintaining a successfulbusiness venture.Learners will know: Learners will be able to: • Consumer needs and wants • Prepare SWOT analysis • Existing industry related to embroidery • Formulate an action plan on business opportunity • Products/services that satisfy the needs and wants of • Formulate a business idea from data analysis target consumers • SWOT analysis • Formulation of business idea 52
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Opportunity seeking and seizing Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performanceFormulation of a business idea based on Learners should be able to demonstratethe analysis of the immediate environment understanding by covering the six (6) Assessment of formulated business ideaand market facets of understanding: on the following criteria: Explanation: Explain the importance of • Profitable the immediate environment and market in • Feasible identifying business opportunities in • Practical baked cookies and cakes. • Responsive to consumer needs Criteria: and wants a. Clear • Innovative b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in baked cookies and cakes. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of industries related on baked cookies and cakes. Criteria: a. Appropriate b. Innovative c. Practical 53
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationPerspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for industriesrelated to baked cookies and cakes.Criteria: a. Valid b. Relevant c. InsightfulEmpathy: Express their feelings whenentrepreneurs offer the same type ofbusiness in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-mindedSelf-knowledge: Self-assess their levelof confidence in formulating businessideas related to baking cookies andcakes.Criteria: a. Reflective b. Insightful c. Objective 54
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 3Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriatetechnology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:1. EXPLORE • Guide learners in assessing their prior knowledge on environment and market for baked cookies and cakes as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. • Have learners assess their immediate environment and market for baked cookies and cakes to determine the existing industries, needs and wants of target market with the use of the following:  Survey questionnaire;  Interview guide;  Checklist, etc.  SWOT analysis • Ask EQs to draw out learners’ understanding of environment and market in generating business ideas to baked cookies and cakes.2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for baked cookies and cakes products in the immediate locality. • Assist learners in conducting a community mapping to identify business establishments or industries related to baked cookies and cakes in the immediate locality. • Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of the data-gathering activity such as: interview, survey, community mapping, etc., • Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for baked cookies and cakes. • Ask learners to do supplementary reading and other compensatory activity to support the information presented.3. DEEPEN • Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner 55
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education he/she was able to seize a business opportunity relative to baking cookies and cakes. • Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. • Assess learners’ level of understanding. (Refer to the Assessment in Stage 2).4. TRANSFER • Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked cookies and cakes. • Assess the learners’ business idea based on the interview provided in Stage 2 (Assessment at the Level of Performance).Resources/Materials/Equipment Needed: • Textbooks • KAB Modules • Magazines/Journals/Articles on supply and demand and existing industry 56
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationQuarter 4 : Baking Cookies and Cakes Topic: Production of Cookies Time Frame: 35 days and Cakes Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of the basic concepts The learner produces marketable original/new baked products,and principles underlying the process and delivery in baking: following the basic concepts and principles underlying the process and delivery in baking.  process flow in baking cookies and cakes such as brownies, butter, pinwheel, macaroons, oatmeal cookies and sponge, butter, chiffon, upsidedown cakes, etc.  project plan  four (4) M’s (manpower, materials, machine, methods) of production  evaluation of baked products  cost of production  pricing of products  packaging and marketing of productsEssential Understanding(s): Essential Question(s):Applying the basic concepts and principles underlying the Why do we need to understand the basic concepts and principlesprocess and delivery in baking is essential in producing underlying the process and delivery in baking?marketable baked products.Learners will know: Learners will be able to:Cookies  Ingredients used in cookies  Use of quality ingredients  Methods of mixing cookies  Apply the method of mixing cookies  Characteristics of quality cookies  Recognize characteristics of quality cookies  Project plan  Prepare project plan  4 M’s of production  Discuss the 4M’s of production  Baking of cookies  Bake cookies 57
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education • Brownies  Brownies • Dream Heart Wafers  Dream Heart Wafers • Oatmeal Cookies  Oatmeal Cookies • Chocolate Pinwheel  Chocolate Pinwheel • Sand Tarts  Sand Tarts • Peanut Butter Thumbprints  Peanut Butter Thumbprints  Evaluation of baked cookies  Evaluate baked products  Cost of production/services  Compute cost of production  Pricing of products/services  Compute for the selling price  Packaging and marketing of baked products  Adapt appropriate packaging and marketing strategies  Strategies  AdvertisementCakes  Types of cakes  Differentiate types of cakes  Ingredients used in baking cakes  Use quality ingredients  Qualities of well baked cakes  Recognize qualities of a well baked cakes  Factors to consider in baking quality cakes  Differentiate quality cakes  Icing and frosting  Differentiate icing from frosting  Kinds of icing and frosting  Classify kinds of icing and frosting  Project planning  Make project plan  4 M’s of production of cakes  Discuss the 4 M’s of production  Baking of cakes  Bake cakes  Cake decorating  Decorate cakes  Chiffon cake with boiled icing  Chiffon cake with boiled icing  Butter cake/pineapple upside down cake  Butter cake/pineapple upside down cake  Sponge cake with chocolate frosting  Sponge cake with chocolate frosting  Evaluation of cakes  Evaluate cake  Cost of production/service  Compute cost of production and selling price  Pricing of products/services  Packaging and marketing of cakes  Adopt appropriate packaging and marketing strategies 58
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 2Product or Performance Task: Evidence at the level of understanding Evidence at the level of performanceMarketable original/new baked products, Learners should be able to demonstrate Assessment of cookies and cakes basedfollowing the basic concepts and understanding by covering the six (6) on marketability (quality, appearance,principles underlying the process and facets of understanding: price) and originality (value-added,delivery in baking. uniqueness) Explanation:Demonstration of the process in the Explain the basic concepts and principles Assessment of performancepreparation of marketable baked products underlying the process and delivery in • Compliance with standards (tools, baking cookies and cakes. equipment, materials) Criteria: • Application of procedure • Clear • Observance of work habits • Comprehensive • Speed/Time • Scientific basis Interpretation: Show the significance of the process and delivery of baking in producing new products. Criteria • Original • Creative Application: Exhibit marketable meal products following the process and delivery in baking. Criteria • Original • Creative • Nutritive Value • Cost-beneficial 59
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood EducationPerspective:Compare and contrast the differenttechniques in baking cookies and cakes.Criteria:• Concise• AppropriateEmpathy:Share their thoughts on how it feels tohave gainful returns in baking cookies andcakes.Criteria:• Profitable• QualitySelf-Knowledge:Self-assess their knowledge in producingmarketable cookies and cakes.Criteria:• Clear• Self-Confidence 60
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education Stage 3Teaching - Learning Sequence:1. EXPLORE • Guide learners in assessing their prior knowledge and understanding in the production of baked cookies and cakes through paper and pencil, performance test and other assessment tools. • Orient learners in understanding the learning standards (content and performance standards), assessment tools and criteria. • Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist which will focus on: - types of baked cookies and cakes - presentation of baked products - ingredients used – indigenous ingredients in the community/locality - demands for a particular product – age, occupation, likes and dislikes • Provide learners with pictures/ video clip presentation on the production of cookies and cakes. • Process learners understanding of the pictures and video presentation by asking leading questions focusing on the production process of baked cookies and cakes. • Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of baked cookies and cakes.2. FIRM UP • Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality baked products. • Encourage learners gather essential information related to cookies and cakes. Learners can use any of the following: - interview with successful baker - web-based resources - reading materials (books, bulletins and others) • Assist learners in preparing a project plan on the production of baked cookies and cakes. • Have learners familiarize themselves with the different processes involved in producing cookies and cakes. • Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in the production of cookies and cakes. • Have learners assess themselves on their understanding of the concepts of production of cookies and cakes. Check this against the content standard. 61
    • 2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education 3. DEEPEN • Have learners translate the project plan into a quality baked products based on the given standard procedure. • Assist learners in computing for the cost of production and selling price of cookies and cakes. • Engage learners into a guided discussion on the factors that may affect the different practices in baking cookies and cakes. • Encourage learners to reflect on and revise their project plan. • Have learners express their understanding and check against the essential understanding (EU) and content standard in baking cookies and cakes. • Assess learner’s level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding)4. Transfer: • Have learners produce original/new marketable cookies and cakes applying the concepts and principles in baking. • Encourage learners to exhibit their finished products (bazaar, food fair, etc.). • Have learners assess their level of performance. (Refer to Stage 2, Assessment at the Level of Performance)Resources/Materials/Equipment Needed: • Textbooks • Magazines/Journals • KAB Modules • Cooking utensils, tools and equipment • Ingredients 62