The document outlines various technical-vocational specializations offered in the K to 12 Basic Education Curriculum. It provides lists of specializations for Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. Each specialization is accompanied by the number of hours required and any prerequisite specializations. The document also includes a course description for the Home Economics - Food and Beverage Services specialization, which aims to develop students' knowledge, skills, and attitudes to perform food and beverage service tasks to the NC II level over 160 hours.
bread and pastry curriculum guide senior high school Rai Blanquera
This document outlines the curriculum for a Grade 11 Bread and Pastry Production course. The course covers preparing and producing bakery products like bread and pastries, as well as gateaux, tortes, cakes and petit fours. It includes learning competencies for each area and suggests projects for students. The course aims to develop students' knowledge, skills and attitude to perform bread and pastry production tasks according to industry standards.
food and beverages curriculum guide senior high schoolRai Blanquera
This document outlines the curriculum for a Grade 12 Food and Beverage Services course in the Philippines. The course is designed to develop skills for food and beverage service work. It covers four main competency areas: providing a link between the kitchen and service area, food and beverage service, room service, and developing food and beverage knowledge. Specific lessons include taking orders, setting up dining areas, serving customers, billing, and learning about trends in the industry. The goal is for students to gain the qualifications for a National Certificate Level II in food and beverage services.
This document provides instructions for preparing dining room areas for service in the food and beverage industry. It includes learning outcomes, assessment criteria, and modules on taking reservations, preparing service stations, setting tables, and setting ambiance. Specifically, it details different napkin folding designs like the pyramid, arrow, birds of paradise, and cone folds. It also discusses table skirting designs. The goal is to equip trainees with the skills needed to properly prepare dining areas for customer service according to industry standards.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
This document contains a daily lesson log for a 9th grade cookery class. Over the course of a week, the class will cover topics related to preparing salads, including tools and equipment used, classifications of salads by ingredients and place in a meal. Each day's lesson will include establishing objectives, presenting new concepts, group activities to practice skills, questions to encourage application of knowledge, and assessments. The teacher aims to ensure students understand proper preparation of appetizers and can independently make salads and dressings.
This lesson plan focuses on teaching proper personal hygiene habits and hand washing techniques to students. The objectives are for students to understand the importance of good hygiene especially in the workplace, demonstrate proper hand washing, and appreciate how these skills can benefit them in daily life and future careers. The lesson will include a group activity to identify hygiene hazards, a discussion on hygiene importance, and a teacher demonstration of hand washing techniques. Students will then perform and record a return demonstration of proper hand washing steps for assessment. The goal is to help prepare students for shared home management responsibilities and safety in food handling.
This document contains materials for a strategic intervention lesson on seafood. The lesson aims to help students classify and identify different parts of seafood and discuss how to choose fresh seafood. It includes titles, guide cards, and enhancement cards about seafood topics. Activities are also listed to reinforce learning. Guide cards define shellfish and explain that seafood is an important source of protein. Enhancement cards provide labeling and fill-in-the-blank exercises about seafood varieties and cooking methods.
The document provides information on preparing bakery products. It defines different categories of bakery goods and outlines the skills needed to produce doughs in good condition, including calculating dough yield and water temperature requirements. It also describes selecting ingredients according to establishment type and recipes, and preparing a variety of bakery products by measuring and weighing ingredients accurately.
bread and pastry curriculum guide senior high school Rai Blanquera
This document outlines the curriculum for a Grade 11 Bread and Pastry Production course. The course covers preparing and producing bakery products like bread and pastries, as well as gateaux, tortes, cakes and petit fours. It includes learning competencies for each area and suggests projects for students. The course aims to develop students' knowledge, skills and attitude to perform bread and pastry production tasks according to industry standards.
food and beverages curriculum guide senior high schoolRai Blanquera
This document outlines the curriculum for a Grade 12 Food and Beverage Services course in the Philippines. The course is designed to develop skills for food and beverage service work. It covers four main competency areas: providing a link between the kitchen and service area, food and beverage service, room service, and developing food and beverage knowledge. Specific lessons include taking orders, setting up dining areas, serving customers, billing, and learning about trends in the industry. The goal is for students to gain the qualifications for a National Certificate Level II in food and beverage services.
This document provides instructions for preparing dining room areas for service in the food and beverage industry. It includes learning outcomes, assessment criteria, and modules on taking reservations, preparing service stations, setting tables, and setting ambiance. Specifically, it details different napkin folding designs like the pyramid, arrow, birds of paradise, and cone folds. It also discusses table skirting designs. The goal is to equip trainees with the skills needed to properly prepare dining areas for customer service according to industry standards.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
This document contains a daily lesson log for a 9th grade cookery class. Over the course of a week, the class will cover topics related to preparing salads, including tools and equipment used, classifications of salads by ingredients and place in a meal. Each day's lesson will include establishing objectives, presenting new concepts, group activities to practice skills, questions to encourage application of knowledge, and assessments. The teacher aims to ensure students understand proper preparation of appetizers and can independently make salads and dressings.
This lesson plan focuses on teaching proper personal hygiene habits and hand washing techniques to students. The objectives are for students to understand the importance of good hygiene especially in the workplace, demonstrate proper hand washing, and appreciate how these skills can benefit them in daily life and future careers. The lesson will include a group activity to identify hygiene hazards, a discussion on hygiene importance, and a teacher demonstration of hand washing techniques. Students will then perform and record a return demonstration of proper hand washing steps for assessment. The goal is to help prepare students for shared home management responsibilities and safety in food handling.
This document contains materials for a strategic intervention lesson on seafood. The lesson aims to help students classify and identify different parts of seafood and discuss how to choose fresh seafood. It includes titles, guide cards, and enhancement cards about seafood topics. Activities are also listed to reinforce learning. Guide cards define shellfish and explain that seafood is an important source of protein. Enhancement cards provide labeling and fill-in-the-blank exercises about seafood varieties and cooking methods.
The document provides information on preparing bakery products. It defines different categories of bakery goods and outlines the skills needed to produce doughs in good condition, including calculating dough yield and water temperature requirements. It also describes selecting ingredients according to establishment type and recipes, and preparing a variety of bakery products by measuring and weighing ingredients accurately.
This document provides instructions for students to prepare and present a clubhouse sandwich. It includes a list of ingredients, step-by-step procedures, learning objectives, and assignment. Students are asked to identify ingredients in a clubhouse sandwich, demonstrate how to make one while following sanitation procedures, and present their completed sandwich for evaluation.
1920-LESSON 4:PERFORMING MENSURATION AND CALCULATIONNym Unknw
This document provides instructions for properly measuring common ingredients used in recipes, including dry ingredients like flour, sugar, and leavening agents as well as liquid ingredients like milk, oil, and water. Guidelines are given for sifting, scooping, and leveling each ingredient using the appropriate measuring tools to ensure accurate measurements. Standard conversions between weight and volume are also included to help calculate recipe amounts.
This document discusses presenting salads and dressings. It explains the structures of a salad, which include the base, body, garnish, and dressing. The base provides structure, the body is the main ingredient, garnish adds visual appeal and sometimes flavor, and dressing flavors and moistens the salad. Guidelines for arranging salads include keeping the salad off the rim of the plate, balancing colors, adding height, and making ingredients identifiable. Sanitary practices like handwashing and cleaning surfaces and utensils are important to prevent food contamination.
This document provides a curriculum guide for a Grade 7/8 exploratory course and Grade 9 specialization course in Caregiving. The Grade 7/8 course introduces key concepts and career opportunities in caregiving and covers common competencies like using tools/equipment, maintenance, calculations, and safety procedures. The Grade 9 course focuses on developing caregiving skills like infection control, responding to difficult behaviors, basic first aid, and maintaining a safe environment. It also covers personal entrepreneurship competencies and understanding the business environment as related to caregiving careers.
This document provides information on ingredients and tools used in bread and pastry production. It discusses various types of flour, sugars, fats, liquids, and leavening agents used in baking. It also outlines the baking process from measuring and mixing to shaping, proofing, baking and cooling. Finally, it describes important tools and equipment used in bakeries such as mixers, ovens, pans, utensils and more. The document serves as a reference for bakers on key ingredients, techniques and equipment involved in bread and pastry production.
This document provides information about food and beverage services. It begins by defining what a restaurant is and the different types of restaurants including cafeterias, fast food restaurants, casual dining restaurants, family style restaurants, and specialty restaurants. It then describes the different staff roles in a restaurant including the restaurant manager, restaurant captain, waiter, trainee, wine waiter/sommelier, host/hostess, and barman. It also summarizes different food service systems like the conventional, centralized, and assembly-serve systems. Finally, it discusses manual and online reservation systems and elements of reservations like accommodation, aircraft, and cruise ship bookings.
The document discusses how to generate business ideas by examining customer needs and wants, available resources, and improvements that can be made to existing products and services. An entrepreneur should analyze market trends and their competitive environment to identify opportunities. The key is to select an idea that fits your skills and interests while fulfilling an unmet customer need in a way that is legally compliant and capitalizes on available resources.
Competency Based Learning Materials - Bread and pastry production NC IIJohn Lenon Mendoza
Here are the key tools and materials used in decorating cakes:
- Spatulas - Come in different sizes for removing items from pans or frosting cakes. Flexible blades are multipurpose.
- Rubber scrapers - Used to remove food bits from bowls, pans, mixers. Also gather or consolidate batter/dough.
- Piping bags - Hold frostings, fillings for decorating. Disposable bags or reusable bags with couplers.
- Decorating tips - Attach to piping bags. Different shapes (star, round, flower) for various effects.
- Cake comb - Creates patterns/designs on frosted cakes.
- C
The document is a curriculum guide for a Grade 7/8 exploratory course in cookery that leads to a National Certificate Level II. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performance of measurements and calculations; 4) interpretation of technical drawings; and 5) occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards across these competencies. It also includes introductions to concepts like personal entrepreneurial competencies, environment and market analysis, and occupational safety.
K to 12 household services learning moduleNoel Tan
This document provides a learning module on household services for grades 7 and 8 in the Philippines. It covers 3 key competencies: 1) use and maintenance of cleaning tools and equipment, 2) occupational health and safety procedures, and 3) maintaining effective customer relationships. The module contains 3 lessons that teach the competencies. Lesson 1 focuses on using and maintaining cleaning tools and equipment. It provides learning outcomes, performance standards, and learning activities to teach students to properly use cleaning tools, identify tools and their functions, and maintain equipment. The module aims to provide students with foundational knowledge for pursuing a certificate in household services.
The document outlines a lesson plan for teaching students how to prepare custard. It includes objectives, content, procedures, evaluation, and assignment. The procedures involve reviewing cream desserts, watching a video on preparing leche flan, doing group activities to identify ingredients and steps, and demonstrating how to make caramel custard. Students then prepare their own custard following safety guidelines. The evaluation assesses their participation, discipline, corrections, and promptness during the activity.
This document outlines a lesson plan for a class on poultry and game dishes. The lesson will identify different market forms of poultry, including live, whole, dressed, drawn, and ready-to-cook poultry. It will also determine various poultry cuts. The procedure involves motivating students with pictures, presenting the material in a video, analyzing market forms and cuts, having students complete a concept map activity to demonstrate understanding, applying knowledge by cutting up a chicken picture into parts, evaluating with multiple choice and listing cut questions, and assigning students to visit markets to observe poultry sold.
DepEd TLE Computer Hardware Servicing Curriculum Guide Grade 7-10Bogs De Castro
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to computer hardware servicing as a potential career path.
Cooking involves applying heat to food through methods like conduction, convection, and radiation. This improves foods' appearance, taste, and makes it safe to eat by killing harmful bacteria. There are two main cooking methods - dry heat which uses air, metal or radiation, and moist heat which uses water or steam like steaming. Learning to cook is an important life skill that provides benefits like independence, creativity, and healthier eating. Careers in cookery include being a chef, restaurant manager, or working in food styling, writing or sales.
1. The document outlines a daily lesson plan for a 7th grade Bread and Pastry Production class taught by Connie R. San Gabriel.
2. The lesson focuses on different mixing methods for cookies, including one-stage, creaming, and sponge methods.
3. Students are divided into groups and each group practices a different mixing method, accurately measuring ingredients, properly operating tools, and following mixing procedures. Formative assessments include a quiz and evaluating students' mixing skills.
This document discusses unit and recipe conversion. It covers commonly used conversion factors between English and metric units for solid, liquid, and weight measurements. It also provides techniques and examples for performing multi-step unit conversions. Finally, it discusses temperature conversion between Celsius and Fahrenheit scales, including formulas and examples. The overall aim is to teach students how to properly convert between different units within and across measurement systems for cooking and food costing applications.
This document outlines a lesson plan for a Grade 10 Cookery class. The objectives of the lesson are for students to identify different cooking methods for vegetables, recognize suitable vegetable preparations, appreciate food safety when preparing vegetables, and value water conservation. The lesson will introduce students to moist-heat and dry-heat cooking methods through a picture puzzle activity and PowerPoint presentation. Students will then discuss the importance of proper cooking methods and list tools used in making glazed sweet potatoes. The lesson aims to teach students both cooking skills and values like eco-friendliness.
The document provides instructions for washing dishes using a dishwasher. It outlines 14 steps: washing hands and wearing gloves; having a second person assist for safety; preparing dirty dishes and buckets for washing; soaking dishes; loading rinsed dishes onto racks and sliding the racks into the dishwasher; running the wash cycle; unloading clean dishes; and ensuring silverware goes through the dishwasher twice for proper sanitization.
Measuring ingredients accurately is important for recipes to turn out properly. Dry ingredients should be measured by overfilling the measuring cup and leveling it off with a flat utensil. Dry ingredients include flour, which should be fluffed before measuring, and white and brown sugars. Powdered sugar needs to be sifted first. Liquid ingredients like milk and water must be measured on a level surface at eye level to get an accurate reading at the measuring line.
The document provides instructions for preparing service stations and equipment for food and beverage service. It defines important terms like mise en place and describes the proper table settings, dishes, glasses, and flatware needed at a dining table or restaurant. The document emphasizes preparing a waiter's station with all necessary supplies and keeping serving equipment clean and sanitized.
The document outlines the K to 12 Basic Education Curriculum for junior high school Technology and Livelihood Education and senior high school Technical-Vocational Livelihood Track specializations. It specifically focuses on the Home Economics - Bartending NC II specialization which is 320 hours. It lists the various specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information, Communications and Technology. For each specialization, it provides the number of hours and any prerequisite specializations. It then provides a course description and content for the Bartending NC II specialization which covers cleaning bar areas, operating a bar, preparing and mixing cocktails and non-alcoholic drinks, and providing basic wine services.
The document provides information on the Home Economics – Housekeeping NC II specialization for the K to 12 Technical-Vocational Livelihood Track, including:
1) An overview of the 160-hour course which aims to develop students' knowledge, skills, and attitude for housekeeping tasks; 2) Details on five core competencies covered - providing housekeeping services, preparing rooms, cleaning premises, valet services, and laundry; 3) A course description covering introductions to core concepts, relevance, and career opportunities in housekeeping.
This document provides instructions for students to prepare and present a clubhouse sandwich. It includes a list of ingredients, step-by-step procedures, learning objectives, and assignment. Students are asked to identify ingredients in a clubhouse sandwich, demonstrate how to make one while following sanitation procedures, and present their completed sandwich for evaluation.
1920-LESSON 4:PERFORMING MENSURATION AND CALCULATIONNym Unknw
This document provides instructions for properly measuring common ingredients used in recipes, including dry ingredients like flour, sugar, and leavening agents as well as liquid ingredients like milk, oil, and water. Guidelines are given for sifting, scooping, and leveling each ingredient using the appropriate measuring tools to ensure accurate measurements. Standard conversions between weight and volume are also included to help calculate recipe amounts.
This document discusses presenting salads and dressings. It explains the structures of a salad, which include the base, body, garnish, and dressing. The base provides structure, the body is the main ingredient, garnish adds visual appeal and sometimes flavor, and dressing flavors and moistens the salad. Guidelines for arranging salads include keeping the salad off the rim of the plate, balancing colors, adding height, and making ingredients identifiable. Sanitary practices like handwashing and cleaning surfaces and utensils are important to prevent food contamination.
This document provides a curriculum guide for a Grade 7/8 exploratory course and Grade 9 specialization course in Caregiving. The Grade 7/8 course introduces key concepts and career opportunities in caregiving and covers common competencies like using tools/equipment, maintenance, calculations, and safety procedures. The Grade 9 course focuses on developing caregiving skills like infection control, responding to difficult behaviors, basic first aid, and maintaining a safe environment. It also covers personal entrepreneurship competencies and understanding the business environment as related to caregiving careers.
This document provides information on ingredients and tools used in bread and pastry production. It discusses various types of flour, sugars, fats, liquids, and leavening agents used in baking. It also outlines the baking process from measuring and mixing to shaping, proofing, baking and cooling. Finally, it describes important tools and equipment used in bakeries such as mixers, ovens, pans, utensils and more. The document serves as a reference for bakers on key ingredients, techniques and equipment involved in bread and pastry production.
This document provides information about food and beverage services. It begins by defining what a restaurant is and the different types of restaurants including cafeterias, fast food restaurants, casual dining restaurants, family style restaurants, and specialty restaurants. It then describes the different staff roles in a restaurant including the restaurant manager, restaurant captain, waiter, trainee, wine waiter/sommelier, host/hostess, and barman. It also summarizes different food service systems like the conventional, centralized, and assembly-serve systems. Finally, it discusses manual and online reservation systems and elements of reservations like accommodation, aircraft, and cruise ship bookings.
The document discusses how to generate business ideas by examining customer needs and wants, available resources, and improvements that can be made to existing products and services. An entrepreneur should analyze market trends and their competitive environment to identify opportunities. The key is to select an idea that fits your skills and interests while fulfilling an unmet customer need in a way that is legally compliant and capitalizes on available resources.
Competency Based Learning Materials - Bread and pastry production NC IIJohn Lenon Mendoza
Here are the key tools and materials used in decorating cakes:
- Spatulas - Come in different sizes for removing items from pans or frosting cakes. Flexible blades are multipurpose.
- Rubber scrapers - Used to remove food bits from bowls, pans, mixers. Also gather or consolidate batter/dough.
- Piping bags - Hold frostings, fillings for decorating. Disposable bags or reusable bags with couplers.
- Decorating tips - Attach to piping bags. Different shapes (star, round, flower) for various effects.
- Cake comb - Creates patterns/designs on frosted cakes.
- C
The document is a curriculum guide for a Grade 7/8 exploratory course in cookery that leads to a National Certificate Level II. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performance of measurements and calculations; 4) interpretation of technical drawings; and 5) occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards across these competencies. It also includes introductions to concepts like personal entrepreneurial competencies, environment and market analysis, and occupational safety.
K to 12 household services learning moduleNoel Tan
This document provides a learning module on household services for grades 7 and 8 in the Philippines. It covers 3 key competencies: 1) use and maintenance of cleaning tools and equipment, 2) occupational health and safety procedures, and 3) maintaining effective customer relationships. The module contains 3 lessons that teach the competencies. Lesson 1 focuses on using and maintaining cleaning tools and equipment. It provides learning outcomes, performance standards, and learning activities to teach students to properly use cleaning tools, identify tools and their functions, and maintain equipment. The module aims to provide students with foundational knowledge for pursuing a certificate in household services.
The document outlines a lesson plan for teaching students how to prepare custard. It includes objectives, content, procedures, evaluation, and assignment. The procedures involve reviewing cream desserts, watching a video on preparing leche flan, doing group activities to identify ingredients and steps, and demonstrating how to make caramel custard. Students then prepare their own custard following safety guidelines. The evaluation assesses their participation, discipline, corrections, and promptness during the activity.
This document outlines a lesson plan for a class on poultry and game dishes. The lesson will identify different market forms of poultry, including live, whole, dressed, drawn, and ready-to-cook poultry. It will also determine various poultry cuts. The procedure involves motivating students with pictures, presenting the material in a video, analyzing market forms and cuts, having students complete a concept map activity to demonstrate understanding, applying knowledge by cutting up a chicken picture into parts, evaluating with multiple choice and listing cut questions, and assigning students to visit markets to observe poultry sold.
DepEd TLE Computer Hardware Servicing Curriculum Guide Grade 7-10Bogs De Castro
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to computer hardware servicing as a potential career path.
Cooking involves applying heat to food through methods like conduction, convection, and radiation. This improves foods' appearance, taste, and makes it safe to eat by killing harmful bacteria. There are two main cooking methods - dry heat which uses air, metal or radiation, and moist heat which uses water or steam like steaming. Learning to cook is an important life skill that provides benefits like independence, creativity, and healthier eating. Careers in cookery include being a chef, restaurant manager, or working in food styling, writing or sales.
1. The document outlines a daily lesson plan for a 7th grade Bread and Pastry Production class taught by Connie R. San Gabriel.
2. The lesson focuses on different mixing methods for cookies, including one-stage, creaming, and sponge methods.
3. Students are divided into groups and each group practices a different mixing method, accurately measuring ingredients, properly operating tools, and following mixing procedures. Formative assessments include a quiz and evaluating students' mixing skills.
This document discusses unit and recipe conversion. It covers commonly used conversion factors between English and metric units for solid, liquid, and weight measurements. It also provides techniques and examples for performing multi-step unit conversions. Finally, it discusses temperature conversion between Celsius and Fahrenheit scales, including formulas and examples. The overall aim is to teach students how to properly convert between different units within and across measurement systems for cooking and food costing applications.
This document outlines a lesson plan for a Grade 10 Cookery class. The objectives of the lesson are for students to identify different cooking methods for vegetables, recognize suitable vegetable preparations, appreciate food safety when preparing vegetables, and value water conservation. The lesson will introduce students to moist-heat and dry-heat cooking methods through a picture puzzle activity and PowerPoint presentation. Students will then discuss the importance of proper cooking methods and list tools used in making glazed sweet potatoes. The lesson aims to teach students both cooking skills and values like eco-friendliness.
The document provides instructions for washing dishes using a dishwasher. It outlines 14 steps: washing hands and wearing gloves; having a second person assist for safety; preparing dirty dishes and buckets for washing; soaking dishes; loading rinsed dishes onto racks and sliding the racks into the dishwasher; running the wash cycle; unloading clean dishes; and ensuring silverware goes through the dishwasher twice for proper sanitization.
Measuring ingredients accurately is important for recipes to turn out properly. Dry ingredients should be measured by overfilling the measuring cup and leveling it off with a flat utensil. Dry ingredients include flour, which should be fluffed before measuring, and white and brown sugars. Powdered sugar needs to be sifted first. Liquid ingredients like milk and water must be measured on a level surface at eye level to get an accurate reading at the measuring line.
The document provides instructions for preparing service stations and equipment for food and beverage service. It defines important terms like mise en place and describes the proper table settings, dishes, glasses, and flatware needed at a dining table or restaurant. The document emphasizes preparing a waiter's station with all necessary supplies and keeping serving equipment clean and sanitized.
The document outlines the K to 12 Basic Education Curriculum for junior high school Technology and Livelihood Education and senior high school Technical-Vocational Livelihood Track specializations. It specifically focuses on the Home Economics - Bartending NC II specialization which is 320 hours. It lists the various specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information, Communications and Technology. For each specialization, it provides the number of hours and any prerequisite specializations. It then provides a course description and content for the Bartending NC II specialization which covers cleaning bar areas, operating a bar, preparing and mixing cocktails and non-alcoholic drinks, and providing basic wine services.
The document provides information on the Home Economics – Housekeeping NC II specialization for the K to 12 Technical-Vocational Livelihood Track, including:
1) An overview of the 160-hour course which aims to develop students' knowledge, skills, and attitude for housekeeping tasks; 2) Details on five core competencies covered - providing housekeeping services, preparing rooms, cleaning premises, valet services, and laundry; 3) A course description covering introductions to core concepts, relevance, and career opportunities in housekeeping.
The document provides information on the K to 12 curriculum for technical-vocational livelihood education tracks, focusing on Home Economics - Food and Beverage Services (NC II). It includes:
1. Lists of specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology tracks, along with the number of hours and prerequisites required for each.
2. A course description for the Home Economics - Food and Beverage Services specialization, covering its core competencies and content standards related to food and beverage service concepts and skills.
3. Tables outlining the learning competencies and codes for topics like personal entrepreneurial competencies, environment and market analysis, and
The document outlines the curriculum for the Bread and Pastry Production (NC II) course. It includes 23 specializations under Agri-Fishery Arts, 25 under Home Economics, 26 under Industrial Arts, and 12 under Information and Communications Technology. The Bread and Pastry Production (NC II) course is 160 hours and covers preparing and producing bakery products, pastry products, gateau, tortes, cakes, and petit fours. It also covers mixing, baking, decorating, finishing, plating, and storing bread and pastry products according to industry standards.
The document outlines the curriculum for the Bread and Pastry Production (NC II) course, which is 160 hours. It includes 5 main competencies: 1) preparing and producing bakery products, 2) preparing and producing pastry products, 3) preparing and presenting gateau, tortes and cakes, 4) preparing and displaying petit fours, and 5) presenting desserts. The curriculum guide provides the learning competencies and standards for each competency area. It also lists the specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology that make up the Technical-Vocational-Livelihood curriculum track in the Philippines.
The document outlines the curriculum for the Bread and Pastry Production (NC II) course, which is 160 hours. It includes 5 main competencies: 1) preparing and producing bakery products, 2) preparing and producing pastry products, 3) preparing and presenting gateau, tortes and cakes, 4) preparing and displaying petit fours, and 5) presenting desserts. The curriculum guide provides the learning competencies and standards for each competency area. It also lists the specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology that make up the Technical-Vocational-Livelihood curriculum track in the Philippines.
The document provides information on the K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide including:
1) An overview of the 160-hour curriculum which covers preparing dining areas, taking food orders, promoting products, serving guests, room service, and handling concerns.
2) Details on the first quarter which focuses on taking table reservations, preparing service equipment and supplies, and basic types of tableware.
3) Performance standards, learning competencies, and codes for lessons on preparing dining areas for service and taking table reservations.
Agricultural Crops Production NC II CG.pdfMaritesFabon1
This document outlines the curriculum for the Agricultural Crops Production (NC II) specialization under the Agri-Fishery Arts track. It includes 23 other specializations across Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. For Agricultural Crops Production (NC II), the curriculum covers basic concepts, career opportunities, and developing personal entrepreneurial competencies. Learners will demonstrate common competencies in agricultural crop production, such as performing nursery operations, planting, caring for and maintaining crops, and post-harvest activities.
This document outlines the curriculum for the Agricultural Crops Production (NC II) specialization under the Agri-Fishery Arts track. It includes 23 other specializations across Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. For Agricultural Crops Production (NC II), the curriculum covers basic concepts, career opportunities, and developing personal entrepreneurial competencies. Learners will demonstrate common competencies in agricultural crop production, such as performing nursery operations, planting, caring for and maintaining crops, and post-harvest activities.
This document provides information on the K to 12 Basic Education Curriculum for Technical-Vocational-Livelihood Track specializations in senior high school. It lists 53 specializations across four industry fields: Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. For each specialization, the number of hours and prerequisite specialization(s) are specified. The document then provides a sample curriculum for the Information and Communications Technology - Medical Transcription (NC II) specialization, including learning competencies and standards across 160 hours of instruction.
Barbering-NC-II-CG.pdf (This is used for Education)Crisencia16
The document provides information on the K to 12 Basic Education Curriculum for Junior High School Technology and Livelihood Education and Senior High School Technical-Vocational Livelihood Track specializations. It lists 25 Home Economics specializations including Barbering NC II, which requires 320 hours. The Barbering curriculum guide covers pre-and post-hair care activities like preparing the client, applying shampoo and conditioner, and performing blow-drying in 3 core competencies. It also includes sections on personal entrepreneurial competencies and skills and understanding the business environment and opportunities.
This document outlines the K to 12 Basic Education Curriculum for junior high school Technology and Livelihood Education and senior high school Technical-Vocational Livelihood Track specializations. It includes 23 agri-fishery arts specializations, 25 home economics specializations, 26 industrial arts specializations, and 12 information and communications technology specializations. It also provides the course description, content, standards, competencies, and learning outcomes for the Industrial Arts - Driving NC II specialization, which aims to equip students with the skills and knowledge to work as light vehicle drivers.
This document outlines the curriculum for the Animal Production (Swine) NC II specialization under the Agri-Fishery Arts track of the K to 12 Basic Education Program. It details the course description, content, standards, competencies, and learning outcomes for a 320-hour program covering topics such as swine handling, raising, and maintaining a healthy animal environment, with the goal of obtaining an Animal Production (Swine) National Certificate Level II. Personal entrepreneurial competencies and understanding the market and developing new business ideas are also covered.
The document provides information on technical-vocational livelihood education specializations for junior high school and senior high school students in the Philippines. It lists 25 specializations under Agri-Fishery Arts, 25 under Home Economics, 26 under Industrial Arts, and 12 under Information and Communications Technology. For each specialization, it provides the number of hours required and any prerequisite specializations. It then provides sample curriculum information for an exploratory Grade 7/8 course on Contact Center Services, including 5 lessons covering personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, maintaining computer equipment and systems, and basic mensuration.
TLE ICT Contact-Center-Services-NC-II-CG.pdfAnnRaymaro
The document outlines various technical-vocational specializations offered in the K to 12 Basic Education Program in the Philippines. It provides lists of specializations for Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. For each specialization, it specifies the number of hours required and any prerequisite specializations. It then discusses the exploratory course for Contact Center Services (NC II) taken in Grade 7/8. This introduces basic concepts, career opportunities, and covers competencies in equipment use, computer operation, quality standards, technical drawing, and occupational health and safety.
The document outlines the K to 12 curriculum for Agri-Fishery Arts - Agri-Crop Production (NC I). It lists 23 specializations under Agri-Fishery Arts, 25 under Home Economics, 26 under Industrial Arts, and 12 under ICT. For each specialization, it provides the number of hours and any prerequisite specializations. It then continues to describe the course, including introductions to basic concepts, relevance, career opportunities, and assessment of personal competencies and skills.
The document provides information on the K to 12 Agri-Fishery Arts curriculum for Agricultural Crops Production (NC III). It lists 23 specializations under Agri-Fishery Arts, 25 under Home Economics, 26 under Industrial Arts, and 12 under Information and Communications Technology. For each specialization, it provides the number of hours and any prerequisite specializations. It then provides details on the Agricultural Crops Production (NC III) specialization, including its 640 hour duration and prerequisite of Agricultural Crops Production (NC II). The document outlines the course description, content standards, competencies and codes for the curriculum.
The document outlines the K to 12 curriculum for technical-vocational livelihood tracks, including the Industrial Arts - Motorcycle/Small Engine Servicing NC II specialization. It details the course description and content, which covers basic concepts, personal entrepreneurial competencies, environment and market analysis, and common competencies involving applying appropriate sealants and adhesives. The curriculum is designed to enhance students' knowledge, skills, and attitudes in motorcycle and small engine servicing according to industry standards over 320 hours of instruction.
The document provides details on the K to 12 Basic Education Curriculum for Junior High School Technology and Livelihood Education and Senior High School Technical-Vocational-Livelihood Track specializations. It lists 23 Agri-Fishery Arts specializations, 25 Home Economics specializations, 26 Industrial Arts specializations, and 12 Information, Communications and Technology (ICT) specializations along with the number of hours and prerequisites for each. It then provides a sample curriculum for the Industrial Arts specialization in Electronic Products Assembly and Servicing NC II, outlining the content, standards, competencies, and codes.
Cleaning the rooms of the house [autosaved]Mailyn Viodor
The document discusses cleaning the different rooms of the house. It states that the living room, dining room, and bedroom require daily dusting and sweeping with occasional mopping and scrubbing. The kitchen needs frequent mopping, scrubbing and washing since it is where food is prepared. A clean kitchen ensures sanitary food preparation. The bathroom also needs to be cleaned often and thoroughly since it is frequently used by family members. Proper cleaning of the kitchen and bathroom reflects the overall cleanliness and safety of the home.
Calado is a traditional embroidery art from the Philippines that has been passed down through generations. It involves intricate hand embroidery using pineapple fibers and was especially practiced in Taal, Batangas. This art form tells about the early Filipinos' love for culture and arts.
The color wheel is used to organize hues and consists of 12 color sections. The primary colors of red, yellow and blue are the purest colors and form a triangle. Secondary colors of orange, green and violet are formed by mixing primaries and are duller. Tertiary colors are formed by mixing a primary with a secondary color.
Drawing the art of filipino cultural communitiesMailyn Viodor
This document discusses traditional Filipino attire, body accessories, and cultural communities. It provides examples of the traditional attire of groups like the Ifugao and Manobo people. It also lists some examples of body accessories from different Filipino cultures like the Apayao sipatal necklace and Ifugao dinumug pendants. The document emphasizes that fabrics tell the story of Filipino culture and tradition, and that promoting local products can help indigenous peoples' livelihoods.
God gave us a beautiful country to live in, which is our home. We should show our love and respect for our country by honoring symbols like the flag and national anthem. As Filipinos, we are blessed with natural resources and should be proud of our heritage while striving to be good citizens to help make the Philippines an even better place.
A good citizen cares about their community and the environment by keeping public spaces clean, safe and beautiful. They help and respect others, and take responsibility by contributing to the common good through civic participation and upholding their duties.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 1 of 25
These are the specializations and their pre-requisites. These lists should be used as reference for curriculum maps.
AGRI-FISHERY ARTS
Specialization Number of Hours Pre-requisite
1. Agricultural Crops Production (NC I) 320 hours
2. Agricultural Crops Production (NC II)
updated based on TESDA Training Regulations published December 28, 2013 640 hours
3. Agricultural Crops Production (NC III) 640 hours Agricultural Crops Production (NC II)
4.
Animal Health Care Management (NC III) 320 hours
Animal Production (Poultry-Chicken) (NC II) or
Animal Production (Ruminants) (NC II) or
Animal Production (Swine) (NC II)
5. Animal Production (Poultry-Chicken) (NC II)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
6. Animal Production (Large Ruminants) (NC II)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
7. Animal Production (Swine) (NC II)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
8. Aquaculture (NC II) 640 hours
9. Artificial Insemination (Large Ruminants) (NC II) 160 hours Animal Production (Large Ruminants) (NC II)
10. Artificial Insemination (Swine) (NC II) 160 hours Animal Production (Swine) (NC II)
11. Fish Capture (NC II) 640 hours
12. Fishing Gear Repair and Maintenance (NC III) 320 hours
13. Fish-Products Packaging (NC II) 320 hours
14. Fish Wharf Operation (NC I) 160 hours
15. Food Processing (NC II) 640 hours
16. Horticulture (NC III) 640 hours Agricultural Crops Production (NC II)
17. Landscape Installation and Maintenance (NC II) 320 hours
18. Organic Agriculture (NC II) 320 hours
19. Pest Management (NC II) 320 hours
20. Rice Machinery Operations (NC II) 320 hours
21. Rubber Processing (NC II) 320 hours
22. Rubber Production (NC II) 320 hours
23. Slaughtering Operations (Hog/Swine/Pig) (NC II) 160 hours
2. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 2 of 25
HOME ECONOMICS
Specialization
Number of
Hours
Pre-requisite
1. Attractions and Theme Parks Operations with Ecotourism (NC
II)
160 hours
2. Barbering (NC II) 320 hours
3. Bartending (NC II) 320 hours
4. Beauty/Nail Care (NC II) 160 hours
5. Bread and Pastry Production (NC II) 160 hours
6. Caregiving (NC II) 640 hours
7. Commercial Cooking (NC III) 320 hours Cookery (NC II)
8. Cookery (NC II) 320 hours
9. Dressmaking (NC II) 320 hours
10. Events Management Services (NC III) 320 hours
11. Fashion Design (Apparel) (NC III) 640 hours Dressmaking (NC II) or Tailoring (NC II)
12. Food and Beverage Services (NC II)
updated based on TESDA Training Regulations published December 28, 2013
160 hours
13. Front Office Services (NC II) 160 hours
14. Hairdressing (NC II) 320 hours
15. Hairdressing (NC III) 640 hours Hairdressing (NC II)
16. Handicraft (Basketry, Macrame) (Non-NC) 160 hours
17. Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours
18. Handicraft (Needlecraft) (Non-NC) 160 hours
19. Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours
20. Housekeeping (NC II)
updated based on TESDA Training Regulations published December 28, 2013
160 hours
21. Local Guiding Services (NC II) 160 hours
22. Tailoring (NC II) 320 hours
23. Tourism Promotion Services (NC II) 160 hours
24. Travel Services (NC II) 160 hours
25. Wellness Massage (NC II) 160 hours
3. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 3 of 25
INDUSTRIAL ARTS
Specialization
Number of
Hours
Pre-requisite
1. Automotive Servicing (NC I)
updated based on TESDA Training Regulations published December 28, 2013
640 hours
2. Automotive Servicing (NC II) 640 hours Automotive Servicing (NC I)
3. Carpentry (NC II) 640 hours
4. Carpentry (NC III) 320 hours Carpentry (NC II)
5. Construction Painting (NC II) 160 hours
6. Domestic Refrigeration and Air-conditioning (DOMRAC) Servicing
(NC II)
640 hours
7. Driving (NC II) 160 hours
8. Electrical Installation and Maintenance (NC II) 640 hours
9. Electric Power Distribution Line Construction (NC II) 320 hours Electrical Installation and Maintenance (NC II)
10. Electronic Products Assembly and Servicing (NC II)
updated based on TESDA Training Regulations published December 28, 2013
640 hours
11. Furniture Making (Finishing) (NC II) 640 hours
12. Instrumentation and Control Servicing (NC II) 320 hours Electronic Products Assembly and Servicing (EPAS) (NCII)
13. Gas Metal Arc Welding (GMAW) (NC II) 320 hours Shielded Metal Arc Welding (SMAW) (NC II)
14. Gas Tungsten Arc Welding (GTAW) (NC II) 320 hours Shielded Metal Arc Welding (GMAW) (NC II)
15. Machining (NC I) 640 hours
16. Machining (NC II) 640 hours Machining (NC I)
17. Masonry (NC II) 320 hours
18. Mechatronics Servicing (NC II) 320 hours Electronic Products Assembly and Servicing (EPAS) (NCII)
19. Motorcycle/Small Engine Servicing (NC II) 320 hours
20. Plumbing (NC I) 320 hours
21. Plumbing (NC II) 320 hours Plumbing (NC I)
22. Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit
[PACU]/Commercial Refrigeration Equipment [CRE]) Servicing (NC
III)
640 hours
Domestic Refrigeration and Air-conditioning (DOMRAC)
Servicing (NC II)
23. Shielded Metal Arc Welding (NC I) 320 hours
24. Shielded Metal Arc Welding (NC II) 320 hours Shielded Metal Arc Welding (NC I)
25. Tile Setting (NC II) 320 hours
26. Transmission Line Installation and Maintenance (NC II) 640 hours Electrical Installation and Maintenance (NC II)
4. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 4 of 25
INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Specialization
Number of
Hours
Pre-requisite
1. Animation (NC II) 320 hours
2. Broadband Installation (Fixed Wireless Systems) (NC II) 160 hours Computer Systems Servicing (NC II)
3. Computer Programming (.Net Technology) (NC III)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
4. Computer Programming (Java) (NC III)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
5. Computer Programming (Oracle Database) (NC III)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
6. Computer Systems Servicing (NC II)
updated based on TESDA Training Regulations published December 28, 2007
640 hours
7. Contact Center Services (NC II) 320 hours
8. Illustration (NC II) 320 hours
9. Medical Transcription (NC II) 320 hours
10. Technical Drafting (NC II) 320 hours
11. Telecom OSP and Subscriber Line Installation
(Copper Cable/POTS and DSL) (NC II)
320 hours Computer Systems Servicing (NC II)
12. Telecom OSP Installation (Fiber Optic Cable) (NC II) 160 hours Computer Systems Servicing (NC II)
5. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 5 of 25
Course Description:
This curriculum guide on Food and Beverage Services leads to National Certificate Level II (NC II).This course is designed for a high school student to develop knowledge,
skills, and attitude to perform the tasks required. It covers the core competencies of (1) prepare dining room/restaurant area for service; (2) welcome guests and take
food and beverage orders; (3) promote food and beverage products; (4) provide food and beverage services to guest; (5) provide room service; and (6) receive and handle
guest concerns. The preliminaries of this specialization course include the following: (1) core concepts in food and beverage services, (2) the relevance of the course, and
(3) exploration of career opportunities as a Food Attendant or Chef de rang.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction
1. Core concepts in food and
beverage services
2. Relevance of the course
3. Career opportunities
The learner demonstrates
understanding of the basic
concepts, and underlying
theories in food and
beverage services
1. The learner independently
demonstrates competencies in
food and beverage services as
prescribed in the TESDA Training
Regulations.
2. The learner demonstrates
knowledge and skills in food
and beverage service related to
its concepts, job opportunities,
future career preparation, and
market demand.
1. Explain core concepts in
food and beverage services
2. Discuss the relevance of
the course
3. Understand the significance of
food and beverage service in
today’s market job demands
4. Explore on opportunities
5. Recognize food and beverage
service opportunities for other
related future careers
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)
1. Assessment of Personal
Competencies and Skills
(PECs) vis-à-vis PECs of a
practicing entrepreneur/
employee
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of PECs compared to
those of a practitioner
3. Align one’s PECs based on
the results of the assessment
The learners demonstrate an
understanding of one’s PECs
in food and beverage
services
The learners shall be able to
prepare an activity plan that aligns
with the PECS of a
practitioner/entrepreneur in
food and beverage services
LO 1. Recognize Personal
Entrepreneurial Competencies
and Skills (PECs) needed in
food and beverage services
1.1 Compare one’s PECs with those
of a
practitioner/entrepreneur
1.2 Align one’s PECs with those of a
practitioner/entrepreneur
1.3 Assess one’s PECs
1.4 Assess practitioner’s PECs
TLE_PECS7-12-00-
1
6. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 6 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
1. Strengthening and
developing further one’s PECs
The learners demonstrate an
understanding of one’s PECs
in food and beverage
services
The learners shall be able to create
a plan of action that strengthens/
develops one’s PECs in food and
beverage services
LO 2. Develop and strengthen
personal competencies and
skills (PECs) needed in food and
beverage services
2.1 Identify areas for improvement,
development and growth
2.2 Align one’s PECs according to
his/her business/career choice
2.3 Create a plan of action that
ensures success of his/her
business/career choice
TLE_PECS7-12-00-
2
ENVIRONMENT AND MARKET (EM)
Market (Town)
1. Key concepts of market
2. Players in the market
(competitors)
3. Products & services available
in the market
The learners demonstrate an
understanding of the
concepts of environment and
market and how they relate
to the field of food and
beverage services,
particularly in one’s town/
municipality
The learners shall be able to create
a business vicinity map reflective of
the potential food and beverage
services market in the locality/town
LO 1. Recognize and
understand the market in food
and beverage services
1.1 Identify the players/
competitors within the town
1.2 Identify the different
products/services
available in the market
TLE_EM7-12-00-1
Market (customer)
1. Key concepts in identifying
and understanding the
consumer
2. Consumer analysis through:
2.1 Observation
2.2 Interviews
2.3 Focus group discussion
(FGD)
2.4 Survey
LO 2. Recognize the potential
customer/ market in food and
beverage services
2.1 Profile potential customers
2.2 Identify the customer’s needs
and wants through consumer
analysis
2.3 Conduct consumer/market
analysis
TLE_EM7-12-00-2
7. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 7 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
1. Generating business ideas
1.1 Key concepts in
generating business
ideas
1.2 Knowledge, skills,
passions, and interests
1.3 New applications
1.4 Irritants
1.5 Striking ideas (new
concepts)
1.6 Serendipity Walk
LO 3. Create new business ideas
in food and beverage services
by using various techniques
3.1 Explore ways of generating
business ideas
from ones’ own
characteristics/attributes
3.2 Generate business ideas using
product
innovation from irritants, trends,
and emerging needs
3.3 Generate business ideas using
Serendipity Walk
TLE_EM7-12-00-3
1. Product development
2. Key concepts in developing a
product
3. Finding Value
4. Innovation
4.1 Unique Selling
Proposition (USP)
The learners demonstrate an
understanding of concepts of
environment and market and
how they relate to food and
beverage services,
particularly in one’s
town/municipality
The learners shall be able to create
a business vicinity map reflective of
the potential food and beverage
services market within the
locality/town
LO 4. Develop a product/service
in food and beverage services
4.1 Identify what is of “value” to
the customer
4.2 Identify the customer
4.3 Explain what makes a product
unique and competitive
4.4 Apply creativity and innovative
techniques to develop
marketable product
4.5 Employ a USP to the
product/service
TLE_EM7-12-00-4
8. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 8 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
1. Selecting business idea
2. Key concepts in selecting a
business idea
2.1 Criteria
2.2 Techniques
LO 5. Select a business idea
based on the criteria and
techniques set
5.1 Enumerate various criteria and
steps in selecting a business
idea
5.2 Apply the criteria/steps in
selecting a viable business idea
5.3 Determine a business idea
based on the criteria/techniques
set
TLE_EM7-12-00-5
Branding LO 6. Develop a brand for the
product
6.1 Identify the benefits of having a
good brand
6.2 Enumerate recognizable brands
in the town/province
6.3 Enumerate criteria for
developing a brand
6.4 Generate a clear appeal
TLE_EM7-12-00-6
Quarter I
LESSON 1: PREPARE THE DINING ROOM/RESTAURANT AREA FOR SERVICE (AS)
1. Food Service Operations
2. Reservation Process
3. Telephone Ethics
The learner demonstrates
understanding of concepts,
and principles in preparing
the dining room/restaurant
area for service.
The learner:
1. independently prepares the
dining room/restaurant area for
service
2. demonstrate knowledge and
skills of food and beverage
service in relation to taking
table reservations
LO 1. Take table reservations
1.1 Answer inquiries promptly,
clearly and accurately
1.2 Ask pertinent questions to
complete the details of the
reservations
1.3 Record reservation data on
forms accurately based on
establishment’s standards
TLE_HEFBS9-
12AS-Ia-b-1
9. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 9 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
1.4 Repeat and confirm details of
the reservations with the
customer
1.5 Provide additional information
about the food service
establishments
4. Preparation of service
equipment/utensils and
supplies
5. Basic Types of Tableware
a. Dinnerware/ chinaware
b. Beverage ware/
glassware
c. Silverware/cutlery
6. Station Mise-en-place
7. Cleanliness and condition of
equipment/utensils, furniture
and supplies
8. Legislation on OH & S and
food hygiene
The learner:
1. demonstrates knowledge and
skills in food and beverage
service related to the
preparation of service station
and equipment
3. perform hygiene and
sanitation in food and
beverage handling
LO 2. Prepare Service Stations
and Equipment
2.1 Stock supplies necessary for
service
2.2 Clean, wipe and put tableware
and dining room equipment in
their proper places
2.3 Check the cleanliness and
condition of all tables, tableware
and dining room equipment
2.4 Fill water pitchers and ice
buckets
2.5 Refill condiments and sauce
bottles and wipe, clean and dry
the necks and tops of the
bottles
2.6 Promote special tent cards and
similar special displays
2.7 Check equipment and prepare
for service
2.8 Apply food hygiene and
Occupational Health & Safety
measures
TLE_HEFBS9-
12AS-Ic-d-2
9. General Rules in Laying
Covers/Table Set-Up
10. Different Napkin Folding
Styles
11. Table Skirting Styles
The learner demonstrates
knowledge and skills in food and
beverage service related to table
setting, table skirting, and napkin
folding in accordance with the
proper procedures and guidelines
LO 3. Set-Up tables in the dining
area
3.1 Set table according to the
standards of the food service
establishment
3.2 Set covers correctly according to
the predetermined menu
TLE_HEFBS9-
12AS-Ie-f-3
10. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 10 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
3.3 Wipe and polish tableware and
glassware before they are set
up on the table
3.4 Fold properly and laid cloth
napkins on the table
appropriately according to
napkins folding style
3.5 Skirt properly buffet or display
tables taking into account
symmetry, balance and
harmony in size and design
12. Banquet Set-Up Styles The learner:
1. demonstrates knowledge
and skills in food and
beverage service related to
setting the mood/ambiance
of the dining area
2. demonstrates skills in the
selection of appropriate type
or style of table setting with
character, and right color
combinations for aesthetic
considerations
LO 4. Set the mood/ambiance of
the dining area
4.1 Adjust light according to time of
the day
4.2 Arrange tables, chairs and other
dining room furniture to ensure
comfort and convenience of the
guest
4.3 Play appropriate music when
applicable
4.4 Clean and dry floors/carpets
4.5 Adjust air conditions or cooling
units for the comfort of the
guest
4.6 Set up decorations according to
theme or concept of the dining
room
TLE_HEFBS9-
12AS-Ig-h-4
Quarter II
LESSON 2: WELCOME GUESTS AND TAKE FOOD AND BEVERAGE ORDERS (GO)
13. Sequence of Food Service
14. Welcoming and Greeting
Guests Procedure
The learner demonstrate
understanding of concepts
and principles in welcoming
guests and taking food and
beverage orders
The learner:
1. demonstrates the proper way
of receiving customers
2. manifest prompt awareness to
customers’ needs in terms of
advanced service reservations,
LO 1. Welcome and Greet
Guests
1.1 Acknowledge guests as soon as
they arrive
1.2 Greet guests with an
appropriate welcome
TLE_HEFBS9-
12GO-IIa-b-1
11. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 11 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
and respond positively to the
workable terms and conditions
as requested
1.3 Check details of reservations
based on established standard
policy
15. Procedure and rationale in
seating the guests
The learner:
1. demonstrate knowledge and
skills in food and beverage
service in relation to seating
the guests
2. Communicate needs of
customers to the service area
with accuracy
LO 2. Seat the Guests
2.1 Escort and seat guests
according to table allocations
2.2 Utilize tables according to the
number of party
2.3 Seat guests evenly among
stations to control the traffic
flow of guests in the dining
room
2.4 Open cloth napkins for the
guests when applicable
2.5 Serve water when applicable
according to the standards of
the food service facility
TLE_HEFBS9-
12GO-IIc-d-2
16. Order Taking Procedures
17. Basic Menu Types
18. Select appropriate tableware
and cutlery for the chosen
menu
The learner:
1. demonstrates knowledge and
skills in food and beverage
service related to taking food
and beverage orders
2. Practice skills in responding to
customers’ needs in terms of
taking down correct menus,
and special food preparations
as requested.
3. Respond effectively and
efficiently to customers’ special
requests’ that are within the
bounds of the service
guidelines of the establishment.
LO 3. Take Food and Beverage
Orders
3.1 Present menu to customers,
take orders completely, and
take note of the special
requests
3.2 Repeat back orders to the
guests to confirm items
3.3 Provide and adjust tableware
and cutlery appropriate for the
menu choices in accordance with
established procedures
TLE_HEFBS9-
12GO-IIe-f-3
19. Workflow structures within
food and beverage service
location
The learner:
1. demonstrates knowledge and
skills in food and beverage
service in relation to attending /
LO 4. Liaise between kitchen and
dining areas
4.1 Place and send orders to the
kitchen promptly
TLE_HEFBS9-
12GO-IIg-h-4
12. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 12 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
20. Product and Service
Knowledge
21. Communication and
interpersonal skills
22. Tray and plate carrying
techniques
23. Duties and responsibilities of
food service team
monitoring kitchen and dining
service points
2. Prepares schedule of menus to
be served
3. Perform strictly the sanitation
and hygiene practices in
dealing with guests, and in
responding to their food and
beverage service needs
4.2 Check quality of food in
accordance with established
standard
4.3 Check tableware for chips,
marks, cleanliness, spills, and
drips
4.4 Carry out plates and/or trays
safely
4.5 Advise promptly colleagues
regarding readiness of items for
service
4.6 Relay information about special
requests, dietary or cultural
requirements accurately to
kitchen where appropriate
4.7 Observe work technology
according to establishment
standard policy and procedure
Quarter III
LESSON 3: PROMOTE FOOD AND BEVERAGE PRODUCTS (PP)
24. Past and Current Trends in
Food and Beverage
25. Types of Menus
26. Types of food and beverages
a. Special dietary
requirements
b. Special cultural needs
27. Food Allergens
The learner demonstrates
understanding on promoting
food and beverage products.
The learner demonstrates
knowledge and skills on how to
promote food and beverage
products:
1. Update oneself on the current
food menus, and service trends
2. Identify possible food sources
based on acceptable cultural
norms and wants
3. Demonstrate appreciation for
new trends in food and
beverage service
LO 1. Know the Product
1.1 Master the names of past and
current trends of dishes in the
menu
1.2 Know different types of sauces
and accompaniments
1.3 Know common food allergens to
prevent serious health
consequences
1.4 Study the special dietary
requirements and cultural needs
of food and beverage products
TLE_HEFBS9-
12PP-IIIa-1
13. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 13 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
28. Suggestive Selling
Techniques and Procedure
29. Basic communication skills
30. Food and Beverage Pairing
Techniques
4. Demonstrate skills in
responding to cultural food
needs with variety and quality
5. Respond efficiently to
customers’ query on foods and
drinks with courtesy
6. Demonstrates appreciation for
new trends in food and
beverage service
LO 2. Undertake Suggestive
Selling
2.1 Provide information with clear
explanations and descriptions
about the food items
2.2 Offer items on specials or
promos to assist guests with
food and beverage selections
2.3 Suggest name of specific menu
items to guests to help them
make the choice and know what
they want
2.4 Recommend standard food and
beverage pairings
2.5 Provide several choices or
options to guest
2.6 Use descriptive words while
explaining the dishes to make it
more tempting and appetizing
2.7 Carry out suggestive selling
discreetly so as not to be too
pushy or too aggressive
TLE_HEFBS9-
12PP-IIIb-2
31. Upselling Techniques The learner demonstrates
knowledge and skills in food and
beverage service related to carrying
out upselling strategies
LO 3. Carry out Upselling
Strategies
3.1 Suggest slow moving but highly
profitable items to increase
guest check
3.2 Offer second servings of
ordered items
3.3 Mention food portion or size for
possible adjustments with the
orders
3.4 Recommend new items to
regular customers to encourage
them to try other items in the
menu
TLE_HEFBS9-
12PP-IIIc-3
14. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 14 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LESSON 4: PROVIDE FOOD AND BEVERAGE SERVICES TO GUESTS (SG)
32. Principles in Food and
Beverage Service
33. Different Food Service Styles
34. Sequence of table Service
35. Techniques in Carrying
plates and ashtrays
The learner demonstrates
understanding of concepts
and principles in providing
food and beverage services
to guests in various types of
dining venues and diverse
styles of service
The learner:
1. demonstrates knowledge and
skills on the proper way of
giving food and beverage
services to guests
2. Prepare schedules of menus to
be served
3. Perform strictly the sanitation
and hygiene practices in dealing
with guests, and in responding
to their food and beverage
service needs
LO 1. Serve Food Orders
1.1 Serve food selections promptly
from service areas
1.2 Check food orders for
presentation and appropriate
garnish and accompaniments
1.3 Serve food orders to the guests
1.4 Serve food orders and clear
with minimal disturbance to
other guests and in accordance
to hygienic requirements
1.5 Serve food orders in accordance
with the enterprise serving style
standards
1.6 Mention the name of the dish or
order upon serving the guests
1.7 Monitor sequence of service and
meal delivery in accordance
with enterprise procedures
TLE_HEFBS9-
12SG-IIId-4
36. Handling Guests with
Special Needs
The learner:
1. demonstrates the skills in proper
food and beverage selection in
handling guests with special
needs
2. demonstrates skills in
responding to cultural food
needs with variety and quality
3. Respond efficiently to
customers’ query on food and
drinks with courtesy.
LO 2. Assist the Diners
2.1 Attend to anticipated additional
request or needs of the guest
2.2 Offer and serve additional food
and beverage at the appropriate
time
2.3 Provide necessary condiments
and appropriate tableware
based on the food order
2.4 Recognize and follow up delays
or deficiencies in service
promptly based on enterprise
policy
2.5 Conduct “3-minute check” for
guest’s satisfaction
TLE_HEFBS9-
12SG-IIId-5
15. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 15 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
2.6 Treat children and guest with
special needs with extra
attention and care
37. Banquet Service
38. Carrying Plates and Trays
Procedures
39. Food Safety Principles
The learners:
1. demonstrates skills in the
different type or style of table
setting with character, and right
color combinations for aesthetic
considerations
2. responds effectively and
efficiently to customers’ special
requests’ that are within the
bounds of the service guidelines
of the establishment
3. demonstrates wholesome
personality in receiving
customers
4. shows prompt attention to
customers’ needs in terms of
advanced service reservations
LO 3. Perform Banquet or
Catering Food Service
3.1 Prepare and check service ware
for completeness ahead of time
3.2 Set-up tables and chairs in
accordance with the event
requirements
3.3 Serve food according to general
service principles
3.4 Handle food based on food
safety procedures
3.5 Ensure coordinated service of
meal courses
3.6 Keep assigned areas clean in
accordance with enterprise
procedure
3.7 Clear tables and bring soiled
dishes for dishwashing after the
event or function
3.8 List and monitor number of
guest being served
TLE_HEFBS9-
12SG-IIIe-6
40. Knowledge on different
Wines and its services
41. Procedure in presenting and
opening wines and Beverage
Service
The learner:
1. Show competence in making
schedules of beverages to be
prepared and served
2. demonstrates skills in serving
beverage orders
3. Communicates needs of
customers to the service area
with accuracy
4. Follow strictly the sanitation and
hygiene practices in dealing with
LO 4. Serve Beverage Orders
4.1 Pick-up beverage orders
promptly from the bar
4.2 Check beverage orders for
presentation and appropriate
garnishes
4.3 Serve beverages at appropriate
times during the meal
4.4 Serve beverages efficiently
according to established
standards of service
TLE_HEFBS9-
12SG-IIIf-g-7
16. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 16 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
guests, and in responding to
their beverage service needs
4.5 Serve beverages at the right
temperature
4.6 Open full bottle wine orders
efficiently with minimal
disturbance to other guests
4.7 Carry out coffee and/or tea
service in accordance with
establishment procedures
42. Procedure in Settling bill The learner performs the billing
payment procedure with accuracy
and efficiency
LO 5. Process Payments and
Receipts
5.1 Prepare and process bills
accurately in coordination with
the cashier
5.2 Verify amount due with the
customer
5.3 Accept cash and non-cash
payments and issue receipts
5.4 Give required change
5.5 Complete required documents in
accordance with enterprise
policy
TLE_HEFBS9-
12SG-IIIh-8
43. Bidding Goodbye to
Customers
44. Clearing of Table
Techniques
The learner:
1. discusses positively with
colleagues on some matters with
reference to improvements in
the kitchen shop organization,
including equipment and
furniture keeping after dining
operation hours
2. Shows skills in table setting
appropriately in accordance with
establishment standard
procedure
LO 6. Conclude Food Service
and Close Down Dining Area
6.1 Remove soiled dishes when
guest have finished their meal
6.2 Handle food scraps in
accordance with hygiene
regulations and enterprise
procedures
6.3 Clean and store equipment in
accordance with hygiene
regulations and enterprise
procedures
6.4 Clear and reset tables and make
ready for the next setting when
TLE_HEFBS9-
12SG-IIIi-9
17. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 17 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
guests are finished with the
meal
6.5 Thank and give warm farewell
to the guests
6.6 Turn off electrical equipment
where appropriate
45. Managing Intoxicated
Customers
The learner demonstrates skills in
managing intoxicated persons
LO 7. Manage Intoxicated
Persons
7.1 Determine levels of intoxication
of the customers
7.2 Refer difficult situations to
appropriate person
7.3 Apply appropriate procedure to
the situation and in accordance
with enterprise policy
7.4 Apply legislative requirements
TLE_HEFBS9-
12SG-IIIj-10
Quarter IV
LESSON 5: PROVIDE ROOM SERVICE (RS)
46. Room Service Menus
47. Sequence of Room Service
48. Taking Room Service Order
49. Suggestive Selling
Techniques
The learner demonstrates
understanding of concepts
and principles in providing
room service
The learner:
1. demonstrates the knowledge
and skills in food and beverage
service for the rooms and other
related activities with
appreciation and accuracy
2. demonstrates skills and
knowledge in food and beverage
service related to taking and
processing room service orders
3. Practice skills in responding to
customers’ needs in terms of
taking down correct menus, and
special food preparations as
requested.
4. Respond effectively and
efficiently to customers’ special
LO 1. Take and Process Room
Service Orders
1.1 Attend to telephone calls
promptly and courteously
1.2 Check and use guests’ names
throughout the interaction
1.3 Clarify, repeat and check details
of orders with guests for
accuracy
1.4 Use suggestive selling
techniques when appropriate
1.5 Advise guests of approximate
time of delivery
1.6 Record room service orders and
check relevant information in
accordance with establishment
policy and procedures
TLE_HEFBS9-
12RS-IVa-1
18. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 18 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
requests’ within the bounds of
the service guidelines of the
establishment.
1.7 Interpret room service orders
received from doorknob dockets
1.8 Transfer orders promptly to
appropriate location for
preparation
50. Preparing Mise-En-Place
51. Setting up Trays or
Trolleys
The learner demonstrates the
knowledge and skills in preparing
food and beverage for service in
accordance to the establishment
standard with efficiency
LO. 2 Set-Up Trays and Trolleys
2.1 Prepare room service equipment
and supplies in accordance with
establishment procedures
2.2 Select and check room service
equipment and supplies for
cleanliness and condition
2.3 Set-Up trays and trolleys
keeping in mind balance, safety
and attractiveness
2.4 Set-up room service trays and
trolleys according to the food
and beverage order
2.5 Check orders before leaving the
kitchen for delivery
2.6 Cover the food items in
delivering to the room
TLE_HEFBS9-
12RS-IVb-2
52. Room Service Procedure The learner demonstrates the
knowledge and skills in the practice
of food and beverage delivery to
rooms efficiently with courtesy
LO 3. Present and Serve Food
and Beverage Orders to Guests
3.1 Verify the guest’s name on the
bill before announcing the
staff’s presence outside the
door
3.2 Greet guests politely
3.3 Ask the guest where they want
to place the tray or trolley
3.4 Deliver food orders on desired
time of the guest
TLE_HEFBS9-
12RS-IVc-3
19. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 19 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
53. Presenting and Settling
Room Service Account
The learner demonstrates skills in
presenting accounts to the
clientele/customer within the
appropriate time politely
LO 4. Present Room Service
Account
4.1 Check and present guests’
accounts for accuracy in
accordance with establishment
procedures
4.2 Present cash payments to the
cashier for processing in
accordance with establishment
guidelines
4.3 Present charge accounts to
guests for signing based on
establishment policy and
procedures
TLE_HEFBS9-
12RS-IVd-4
54. Clearing Procedure The learner demonstrates the skills
in clearing out the service area of
used equipment, utensils, leftovers,
and materials efficiency and with
happy disposition
LO 5. Clear Away Room Service
Equipment
5.1 Explain the procedures in taking
away the tray and trolley after
the guest have finished their
meal
5.2 Check and clear the floors in
accordance with the
establishment’s procedure
5.3 Clean and clear dirty trays in
accordance with establishment’s
procedure
5.4 Clean and return trays and
trolleys to the room service area
TLE_HEFBS9-
12RS-IVd-5
LESSON 6: RECEIVE AND HANDLE GUEST CONCERNS (GC)
55. Customer Relations
56. The Two Dimensions of
Customer Service
57. Identifying and Satisfying
Customer Needs
58. Dealing with Customer
Objections and Negativism
The learner demonstrates
understanding of concepts
and principles in receiving
and handling guest concerns
The learner demonstrates the
knowledge and skills in receiving
and handling guest concerns, and
listening to customer’s complaints
LO 1. Listen to the Customer’s
Complaint
1.1 Obtain the entire story or issue
of concern from the guests
without interruption
1.2 Note the details of the guest
complain or concern
TLE_HEFBS9-
12GC-IVe-f6
20. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 20 of 25
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
1.3 Give full attention to the
complaining guest
1.4 Paraphrase guest complain to
determine if the concern is
correctly understood
59. Handling Customer
Complaints
60. Dealing with Different
Customer/Clients
The learner demonstrates effective
communication skills
LO 2. Apologize to the Customer
2.1 Offer sincere apology for the
disservice
2.2 Show empathy with genuine
concern and consideration to the
guests
2.3 Avoid excuses or blaming others
2.4 Express gratitude to the guest
for bringing the matter up for
attention
TLE_HEFBS9-
12GC-IVg-7
61. Handling Guests with Special
Needs
62. Dealing with Different
Customer/Clients
The learner demonstrates basic
problem solving skills
LO 3. Take Proper Action on the
Complaint
3.1 Take appropriate action
regarding guest’s concerns
3.2 Inform the right person or
department for proper action
3.3 Elevate or refer difficult
situations or serious concerns to
higher authority
3.4 Follow up and check problem if
solved or not
TLE_HEFBS9-
12GC-IVh-i-8
63. Recording Guest’s
Complaints
The learner demonstrates skills in
recording guest’s complaints
LO 4. Record Complaint
4.1 Document complaints according
to establishment standard
procedures
4.2 Recognize persons concern and
record actions taken
4.3 Log and collate feedback
received from the guests
TLE_HEFBS9-
12GC-IVj-9
21. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 21 of 25
GLOSSARY
A cover - another name for a place setting. A combination of flatware, dishes, glasses, and linens that are appropriate for the foods served.
A la carte - when every item in the menu are priced and ordered separately
Banquet - style of food service for a special occasion
Booster seats or
booster cushions
-
type of elevated seat intended for children
California Menu - features items for breakfast, lunch, and dinner that are offered throughout the day.
Computerized control
system -
a docket system which is widely used in restaurants, residential hotels,
and large establishments where orders are entered by waiters at one or more
terminal
Condiments - is a spice, sauce or other food preparation that is added to food to impart a particular flavor, to enhance its flavor
Crockery - tableware such as plates, dishes, cups, and other similar items used for eating and serving; made of baked clay.
Customers - persons that buy goods and services offered in a restaurant
Cutlery - sharp tools made of metal, particularly knives
Cycle Menu
-
set of dishes or menu items that are different for each day during a cycle and repeats.
Degustation menu - “chef’s tasting menu”. This type of menu is described as "showcasing the chef's flair for combining flavors and textures
Dinner Menu - has a larger and elongated serving portions for guests to have more time and leisure for eating.
Double book - overbooking; done by accepting more than one reservation for the same table
Drawback - feature that renders something less acceptable; a disadvantage or problem
Du Jour Menu or Daily
Menu
-
"Du jour" means "of the day," while "soup du jour" focuses on seasonal ingredients and preparing the freshest food possible.
Duplicate docket
system
-
a traditional manual system which can be preprinted. Often used in medium and large-sized hotel and restaurant offering limited
menu
Electronic Order Pad - order entry tool which provides all the menu list to make customer orders quickly
Fine Dining - style of eating which takes place in expensive restaurants, often in a formal style
Flatware - generic term for all dining utensils
Guest check - form used to record the orders of the guests and is presented afterwards for payment
Hollowware - serving dish or piece such as water pitcher, teapot, and gravy boat
Menu - list of food items served in a restaurant
Mise en place - French word which means “put into place” pre-service preparations
No show - guest who made a reservation and neither uses nor cancels it
Pax - party number; number of persons or guests; derived from the word passenger
Phraseologies - expressions made when dealing with the guests
Point of Sale (POS)
equipment
-
computer-based order-entry technology which is used to capture orders, record data, and display or print tickets.
22. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 22 of 25
POS systems - Point of Sales; the hardware and software used as transaction terminal equivalent of an electronic cash register
Reservation - act of making prior arrangement in a restaurant
Reservations - advance arrangement to secure accommodations in a restaurant or hotel
Restaurateurs - person who owns and manages a restaurant
Room service
-
is the service of food and beverages in guests’ rooms in hotels or other accommodation establishment, such as motel or serviced
apartment
Semi a la carte - an entrée accompanied by standard components
Static Menu - most common type of menu or pre-determined menu that does not need to change everyday.
Station mise en place - the preparation of a waiter’s station in a food service
Table D’ Hôte - French phrase which means "host's table". It offers one or more variants of each dish for fixed prices
Table D’hote or prix fix - complete meal at a set price
Triplicate docket
system
-
a traditional manual system used in medium and large-sized hotels and restaurants
Walk in-guest - a guest who walks into a place without reservations
23. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 23 of 25
Code Book Legend
Sample: TLE_HEFBS9-12RS-IVd-5
LEGEND SAMPLE
First Entry
Learning Area and Strand/
Subject or Specialization
Technology and Livelihood
Education_Home Economics
Food and Beverages TLE_HE
FB
9-12
Grade Level Grade 9/10/11/12
Uppercase Letter/s
Domain/Content/
Component/ Topic
Provide Room Service RS
-
Roman Numeral
*Zero if no specific quarter
Quarter Fourth Quarter IV
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Week Week Four d
-
Arabic Number Competency
Liaise between kitchen and
service areas
1
DOMAIN/ COMPONENT CODE
Prepare the Dining
Room/Restaurant Area for Service
AS
Welcome Guests and Take Food
and Beverage Orders
GO
Promote Food and Beverage
Products
PP
Provide Food and Beverage
Services To Guests
SG
Provide Room Service RS
Receive and Handle Guest
Concerns
GC
Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12.
Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met.
Please refer to the sample Curriculum Map on the next page for the number of semesters per Home Economics specialization and those that have pre-requisites.
Curriculum Maps may be modified according to specializations offered by a school.
24. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 24 of 25
* Please note that these subjects have pre-requisites mentioned in the CG.
+ CG updated based on new Training Regulations of TESDA.
Other specializations with no pre-requisites may be taken up during these semesters.
**This is just a sample. Schools make their own curriculum maps considering the
specializations to be offered. Subjects may be taken up at any point during Grades 9-12.
25. K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES (NC II)
(160 hours)
K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide May 2016 * LO – Learning Outcome Page 25 of 25
Reference:
Technical Education and Skills Development Authority-Qualification Standards Office. Training Regulations for Food and Beverage Services NC II. Taguig City,
Philippines: TESDA, 2013.