SYLLABUS IN HM 1 FBS.docx

Medina College Ipil Incorporated
Don Andres, Ipil, Zamboanga Sibugay Province
COLLEGE OF EDUCATION
OUTCOME-BASED EDUCATION (OBE) COURSE SYLLABUS IN FOOD AND BEVERAGE OPERATION 2ND Semester, S.Y. 2021-2022
Vision
An educational community of men and women dedicated to the formation of the
whole person with professional commitment to promote local, regional and
global development.
MISSION
As an institution of learning;
The College commits itself to offer a well-rounded program of liberal education
and to provide varied opportunities for students to grow professionally,
spiritually, socially and culturally and in the pursuit of this mission: Medina
college is guided by the following commitments;
As a Christian community, it welcomes faculty, staff and students with other
religious beliefs and respects the religious freedoms of every member, while
providing opportunities for them to grow in their faith – life.
As an academic community, it offers quality and responsive education to prepare
its graduates to be skilled professionals for national and global competitiveness.
As a Filipino community, it promotes the formation of the student’s awareness
of their civil and social responsibilities and development of the student’s pride
for the nation rich in cultural heritage.
GOAL
A. Provides quality Instruction that is responsive to education-for-all in the nation and
education for sustainable global-development needs.
B. Realize the institutional thrust of instruction, research and community outreach in higher
education;
C. Hone students to the competencies and skills of a new breed of 21st century teachers, such as
of information-media literacy-communication skills, civic literacy, and global awareness of
the trends in Education.
D. Create an environment for transformational leadership among students who will be imbued
with energy, enthusiasm and passion for positive change in the teaching profession; and
E. Instill the value for lifelong learning among graduates who will not only desire to become
full fledge professionals who blends in the natural qualities and strong desire to be the best
in the profession but also pursues professional development.

Program Objectives and its relationship to College Goals:
PROGRAM OBJECTIVES (PO)
GOALS
A B C D E
a. Produce and manage food products and services complying with enterprise standards  
 

b. Perform the basic functions of management such as planning, organizing, leading, and controlling.     
c. Utilize various communication channels proficiently in dealing with guest and colleagues     
d. Provide food and beverage service and manage the operation seamlessly based on industry standards     
e. Apply manage skills in F and B service and operations     
f. Perform and provide full guest cycle services for front office     
h. Plan and implement a risk management program to provide a safe and secure workplace     
1. Course Code : HME 2
2. Course Title : FOOD AND BEVERAGE OPERATION
3. Pre-requisite : NONE
4. Credit : 3 Units
5. Course Description :
This course is designed to enhance the knowledge, skills, positive attitude and work values of the learner in accordance with the prevailing standards of
Hospitality Management. This encompasses faculties required for hoteliers to perform the tasks in food service operation of hospitality industries.
Course Learning Outcome and its Relationships to Program Hospitality Management Objectives:
Course Learning Outcomes Program Objectives
a b c
At the end of the semester, the students would be able to:
A. Identify standard procedures of food service operations in the industry;
 


B. Perform standard procedures of food service operations in the industry;   
C. Value standard procedures of food service operations in the industry.   
Course Outline:

Course Objectives, Topics,
Time Allotment
Desired Student
Learning Outcomes
Outcome-Based (OBA)
Activities (Teaching and
Learning Activities)
Evidence of Outcomes
(Assessment of Learning
Outcomes)
Course
Objecti
ves
Progra
m
Outcom
es
Values
Integratio
n
Mode of Delivery
BLEND
ED
PUREL
Y
ONLIN
E
PURE
LY
OFFLI
NE
Topic 1: MEDINA VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (3 hours)
Discuss Vision- Mission of the
Medina college Ipil Inc.
1. Vision- Mission statement
2. Syllabus/ Course Outline
3. Expectations/
Requirements to
accomplish the course.
Students can:
1. Identify the areas of
vision- mission of Medina
College Ipil Inc.;
2. Explain the aims of
Medina college Inc. in
training prospective
teachers and
3. Relate Mathematics
subject taught to the
vision- mission of Medina
college Inc.
Individual participation in class
discussion to assess the quality
of involvement using:
- Guide Questions
- Rubric
- Guide sheets
Rubric scores from:
- Oral recitation
A,B,C, A, B, C Internalizat
ion
Giving
importance
to the ideas
of others

Time Allotment
Desired Student
Learning Outcomes
Outcome-Based (OBA)
Outcomes)
Course
Objecti
ves
Progra
m
Outcom
es
Values
Integratio
n
Mode of Delivery
BLEND
ED
PUREL
Y
ONLIN
E
PURE
LY
OFFLI
NE
Topic 2: –PRELIM

Discuss Food and Beverage
Services
A. Study patterns
 Prepare the dining
room/restaurant area
for services.
Students can:
1. Take table
reservations
2. Prepare service
stations and
equipment
3. Set up the tables in
the dining area
4. Set the
mood/ambiance of
the dining area
Individual and group
participation in class discussion
to assess the quality of
involvement using: (flexible
learning delivery)
-Online quiz/exams
-Offline(modular
quizzes/exams)
-Gamification
-Interactive animations/Tutorials
-Essays
-Case Studies
-eFlash Cards
-Audio/Video
Conferencing/Virtual labs
-Presentation blogs or Vlogs
-Collaborative work and
discussion forum
-Online Interviews
Presentation of Creative
Output:
Rubric scores from:
-Creative presentation
-Group/Individual outputs
-Oral participation
-Quiz
-Assessment/Online/Video
demonstration.
A,B,C,
D
A, B, C Internaliza
tion
Showing
the
importanc
e of each
other’s
idea
Critical
thinking


Time Allotment
Desired Student
Learning Outcomes
Outcome-Based (OBA)
Outcomes)
Course
Objecti
ves
Progra
m
Outcom
es
Values
Integratio
n
Mode of Delivery
BLEN
DED
PUREL
Y
ONLINE
PURE
LY
OFFLI
NE
Topic 3: – MIDTERM
Food and beverage services
 Welcome
guests and
take food and
beverage
orders
 Promote food
and beverage
products
Students can:
1. Welcome and greet
guests.
2. Set the guests
4. Take food and
beverage orders
5. Liaise between
kitchen and service
areas
1. Know the product
2. Undertake
suggestive selling
3. Carry out upselling
strategies
Individual and group
participation and interaction
during and after the class
discussion with quality
involvement using: (flexible
learning delivery)
-Online quiz/exams
-Offline(modular
quizzes/exams)
-Gamification
-Essays
-Case Studies
-eFlash Cards
-Audio/Video
discussion forum
-Online Interviews
Rubric scores from:
-Oral participation
-Quiz
demonstration.
A,B,C, A,B,C Internaliz
ation
Showing
the
importanc
e of each
other’s
idea
Critical
thinking


Time Allotment
Desired Student
Learning Outcomes
Outcome-Based (OBA)
Outcomes)
Course
Objecti
ves
Progra
m
Outcom
es
Values
Integrati
on
Mode of Delivery
BLEN
DED
PURELY
ONLINE
PURE
LY
OFFLI
NE
T0PIC 4: PRE-FINAL
Food and Beverage Services
 Provide Food and
beverage services to
guests.
Students should be able
to:
1. Serve food orders
2. Assist the diners
3. perform banquet or
catering food service
4.Serve Beverage Orders
5. process payments and
receipts
6. Conclude food service
and close down
dining area
7. Manage intoxicated
persons
1.
2.
3.
4.
Online quiz/exams
-Offline(modular
quizzes/exams)
-Gamification
-Essays
-Case Studies
-eFlash Cards
-Audio/Video
discussion forum
-Online Interviews
Rubric scores from:
-Oral participation
-Quiz
demonstration.
-Actual demonstration
ation
Showing
the
importanc
e of each
other’s
idea
Critical
thinking


Time Allotment
Desired Student
Learning Outcomes
Outcome-Based (OBA)
Outcomes)
Course
Objecti
ves
Progra
m
Outcom
es
Values
Integrati
on
Mode of Delivery
BLEND
ED
PURELY
ONLINE
PURE
LY
OFFLI
NE
T0PIC 5: FINAL
Food and Beverage Services
 Provide room service
 Receive and handle
guest concerns
Students should be able
to:
1. Take and process room
service orders
2. Set up trays and
trolleys
3. Present and serve
food and beverage
orders to guests
4. Present room
service account
5. Clear away room
service equipment
1. listen to the
complaint
2. Apologize to the
guests
3. Take proper action
on the complaint
4. Record Complaint.
Online quiz/exams
-Offline(modular
quizzes/exams)
-Gamification
-Essays
-Case Studies
-eFlash Cards
-Audio/Video
discussion forum
-Online Interviews
Rubric scores from:
-Oral participation
-Quiz
demonstration.
-Actual demonstration
ation
Showing
the
importanc
e of each
other’s
idea
Critical
thinking


Schedule of Examination:
Preliminary Exam - February 9-10, 2021
Midterm - March 4-5 6, 2021
Final - April
End of Classes - May

GRADING SYSTEM:
Attendance and Online/Remote Class Activity Participation 10%
Major Examinations 45%
Prelims 30%
Midterms 30%
Finals 40%
Task Performance (T/L Activities) 25%
Problem – Based Learning/ Project – Based Tasks 20%
TOTAL 100%
COURSE REQUIREMENTS:
In order to pass this course, a student must be able to obtain a rating of at least ________ derived from the following fulfilled requirements:
1. Attendance and Online/Remote Class Activity Participation
2. Major Examinations
3. Task Performance
4. Problem – Based Learning/ Project – Based Tasks
Rubrics for the following requirements will be made available/will be sent thru individual E-Mails.
COURSE EXPECTATIONS:
Students of this course are expected to:
1. Observe the rules and regulations of the institutions regarding the proper decorum, attendance and the general requirements for a/an _______
student as per stipulated in the Students Handbook;
2. Equip oneself with relevant, updated and current news and information;
3. Conduct self-paced learning for the basic accounting and financial terminologies and concepts prior to attending this class;
4. Possess extensive knowledge on Word Processing and Spreadsheets as a means to process tasks and activities;
5. Participate actively in all of the discussions and exchange of ideas to earn points for this course using English language as a means of
communication;
6. Assert one’s own point of view during the discussion or may initiate discussion/topics relevant to the course without prejudice, bigotry, biases and
discrimination and consider individual differences;
7. Monitor their E-Mail/SMS inboxes for announcements, assignments and comments. Hence, all students are required to register in group;
8. Observe proper citations when utilizing published or unpublished works to avoid violations of Intellectual Property Rights;
9. Share insights to improve Rubrics for each Requirement;
10. Submit required tasks in a neat and presentable manner; and,
11. Prepare, accomplish, submit, present and perform all assigned tasks and course works required in order to pass this course.
** The Professor in-charged of this course is also expected to exhibit the same above-mentioned expectations.
ONLINE/REMOTE CLASSROOM POLICIES (Adopted)
1. Late submissions are not accepted. Unless there is a very valid excuse for such late submission. The following are considered valid: hospitalized
(with medical certificate), death of an immediate family member (God forbid), and flu (but not hospitalized; with an excuse letter from parents,

guardian, or dorm manager).
2. Plagiarism is to be avoided at all costs. First offense, the student will receive a grade of 0 for the work/activity/seatwork/essay. Second offense, the
student will receive a final grade of 0.0 for the subject.
3. No one is allowed to use his or her phone for texting or calling, unless it is for emergency purposes.
4. For attendance, the policies of the school are applied.
FORMAT OF PAPERS (This is followed in any requirement that will be submitted in class)
1. PAPER: A4 bond paper
2. ORIENTATION: Portrait (It would only be in landscape if specified in the instructions)
3. MARGIN: 1” margin – top, bottom, left, right
4. FONT: Arial #11
5. SPACING: Double space, but no extra space between paragraphs
6. TOP OF THE FIRST PAGE: On the top of the first page should always be:
FAMILY NAME, FIRST NAME, DATE
SUBJECT AND SECTION
(if there are two or more names, always arrange them alphabetically)
7. PAGE NUMBERS: Always have page numbers, unless the assigned paper has only one page.
8. CITATION: Use APA format for citations.
9. REFERENCE: The “Reference” will always be on a separate paper or papers.
10. SUBMISSION: Papers having 2-15 pages to be submitted should be fastened together; papers having more than 16 pages should be soft
bounded.
REFERENCES:
https://tesda.gov.ph/Uploads/File/TVET%20Glossary%20of%20Terms/2017%20TVET%20Glossary%20of%20Terms.pdf
http://www.trainersmethodologyhub.com/2018/10/competency-based-learning-materials.html
http://cmlauron.weebly.com/tm.html
Prepared by: Noted by: Approved by:
MARLOU CHESTER O. BENDAÑO CHRISTIAN MARK C. UNITO ANGEDINA M. DAYANAN, RN, MAN
Instructor Dean of College Hospitality Management School Administrator

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
STUDENT’S ACKNOWLEDGMENT
I, __________________________________, a student of the HM Program hereby acknowledge receipt of the herewith attached Course Syllabus of HME 2 – FOOD AND
BEVERAGE OPERATIONS SECOND Semester of SY 2021-2022.
_________________________________ Date:______________________ Time: ______________
Student’s Signature over Printed Name

Activity-Based Learning (ABL) Worksheet
Subject Area: _____________________
2ND Semester
Name of Student: Score: ____________
Section: __________________________ Date: ____________
I. Lesson Title:
II. Objectives/Learning Intent
Learning Competency:
III. Reference/s:

A. Collaborative Activity (Report)
Instruction: Students will be group and are tasked to do a report about the topic.
Skills Exemplary 4 Accomplished 3 Developing 2 Beginning 1 SCORE
Organization The student
presents
information in
logical, interesting
sequence which
audience can
follow.
The student
presents
information in
logical sequence
which audience
can follow.
The audience has
difficulty
following
presentation
because student
jumps around
with the
information
The audience
cannot understand
presentation
because there is no
sequence of
information.
Mastery of
Topic or
Content
Student
demonstrates full
knowledge by
answering all class
questions with
explanations and
elaboration.
Student is at ease
with expected
answers to all
questions but fails
to elaborate.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Eye Contact Student maintains
eye contact with
audience, seldom
returning to notes.
Student maintains
eye contact most
of the time but
frequently returns
to notes.
Student
occasionally uses
eye contact, but
still reads most of
report.
Student only reads
the report with no
eye contact.
Elocution Student uses a clear Student's voice is Student's voice is Student mumbles,

voice and correct,
precise
pronunciation of
terms so that all
audience members
can hear
presentation.
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
low. Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.
TOAL SCORE:
B. Processing Questions:
1. How did you find the activity?
2. What part of the activity was hardest to do?
3. What were the new insights you have gathered?
C. Individual Practice (Reaction Paper)
Instruction: Essay writing.
CRITERIA Exemplary 4 Accomplished 3 Developing 2 Beginning 1 SCORE
Depth of
reflection
Demonstrate a
conscious and
thorough
understanding of
the writing
prompt and the
subject matter.
Demonstrate a
thoughtful
understanding of
the writing prompt
and the subject
matter.
Demonstrate a
basic
understanding of
the writing
prompt and the
subject matter.
Demonstrate
a limited
understanding
of the writing
prompt and
the subject
matter.
Use of textual
evidence and
historical context
Use specific and
convincing
examples from
the texts studies
to support claims
in the paper,
making
insightful and
Use relevant
examples from the
texts studied to
support claims in
the paper, making
applicable
connections
between texts.
Use examples
from the text to
support most
claims in your
writing with
some
connections
made between
Use
incomplete or
vaguely
developed
examples to
partially
support
claims with

applicable
connections
between texts.
texts. little
connections
made
between
texts.
Language used in
the paper
Use stylistically
sophisticated
language that is
precise and
engaging and
varied sentence
structure.
Use language that
is fluent and the
ability to vary
sentence structure.
Use basic but
appropriate
language and
some attempt to
vary sentence
structure.
Use language
that is vague
or imprecise
and has
limited
awareness of
how to vary
sentence
structure.
Mechanics and
Presentation
Virtually free of
punctuation,
spelling,
capitalization
errors. The essay
followed the
appropriate
format and
presentation for
assignment.
Contains only
occasional
punctuation,
spelling, and
capitalization
errors. The essay
had few formatting
errors
Contains several
(mostly
common)
punctuation,
spelling, and
capitalization
errors. The essay
did not follow
the format.
Contains
many and
serious errors
of
punctuation,
spelling, and
capitalization
and it
interfere with
the meaning
of the essay.
TOTAL SCORE:

Subject Area: ____________________
2ND Semester
Section: __________________________ Date: ____________
I. Lesson Title:
III. Reference/s:

A. Collaborative Activity (Report)
Instruction: Reporting
Skills Exemplary 4 Accomplished 3 Developing 2 Beginning 1 SCORE
Organization The student
presents
information in
logical, interesting
sequence which
audience can
follow.
The student
presents
information in
logical sequence
which audience
can follow.
The audience has
difficulty
following
presentation
because student
jumps around
with the
information
The audience
cannot understand
presentation
because there is no
sequence of
information.
Mastery of
Topic or
Content
Student
demonstrates full
knowledge by
answering all class
questions with
explanations and
elaboration.
Student is at ease
with expected
answers to all
questions but fails
to elaborate.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Eye Contact Student maintains
eye contact with
audience, seldom
returning to notes.
Student maintains
eye contact most
of the time but
frequently returns
to notes.
Student
occasionally uses
eye contact, but
still reads most of
report.
Student only reads
the report with no
eye contact.
Elocution Student uses a clear Student's voice is Student's voice is Student mumbles,

Subject Area: ___________________
2nd
Semester
Section: __________________________ Date: ____________
voice and correct,
precise
pronunciation of
terms so that all
audience members
can hear
presentation.
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
low. Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.
TOAL SCORE:
I. Lesson Title:
III. Reference/s:

A. Collaborative Activity (Role play)
Instructions:
1. The class would be divided into groups
CRITERIA Exemplary 4 Accomplished 3 Developing 2 SCORE
Preparedness Students are
extremely familiar
with their role and
uses specific evidence
Students are familiar
with their role and uses
some evidence to
support their arguments
Students are somewhat
familiar with their role
but provides little
evidence to support

to support their
arguments.
their argument.
Participation Students actively
participated in the
simulated situation,
speaking multiple
times and adding new
information or
evidence each time.
Students participated in
the simulated situation,
speaking more than
once, adding new
information or evidence
each time
Students participated in
the simulated situation,
speaking more than
once but he or she
repeats the information
each time.
Active Listening or
Response
Student demonstrates
active listening skills
by providing
thoughtful responses
addressing specific
aspects of other
students’ statements,
including asking
questions.
active listening skills
by providing thoughtful
responses to other
students’ statements,
but asks few or no
questions
active listening skills by
listening attentively
while other students
speak, but provides
little or no response to
any statements
TOTAL SCORE:
C. Individual Practice (Essay)
Instruction: Writing an essay

Depth of
reflection
Demonstrate a
conscious and
thorough
understanding of
the writing
prompt and the
subject matter.
Demonstrate a
thoughtful
understanding of
the writing prompt
and the subject
matter.
Demonstrate a
basic
understanding of
the writing
prompt and the
subject matter.
Demonstrate
a limited
understanding
of the writing
prompt and
the subject
matter.
Use of textual
evidence and
historical context
Use specific and
convincing
examples from
the texts studies
to support claims
in the paper,
making
insightful and
applicable
connections
between texts.
Use relevant
examples from the
texts studied to
support claims in
the paper, making
applicable
connections
between texts.
Use examples
from the text to
support most
claims in your
writing with
some
connections
made between
texts.
Use
incomplete or
vaguely
developed
examples to
partially
support
claims with
little
connections
made
between
texts.
Language used in
the paper
Use stylistically
sophisticated
language that is
precise and
engaging and
varied sentence
structure.
Use language that
is fluent and the
ability to vary
sentence structure.
Use basic but
appropriate
language and
some attempt to
vary sentence
structure.
Use language
that is vague
or imprecise
and has
limited
awareness of
how to vary
sentence
structure.

Subject Area: ______________________
2nd Semester
Section: __________________________ Date: ____________
Mechanics and
Presentation
Virtually free of
punctuation,
spelling,
capitalization
errors. The essay
followed the
appropriate
format and
presentation for
assignment.
Contains only
occasional
punctuation,
spelling, and
capitalization
errors. The essay
had few formatting
errors
Contains several
(mostly
common)
punctuation,
spelling, and
capitalization
errors. The essay
did not follow
the format.
Contains
many and
serious error
of
punctuation,
spelling, and
capitalization
and it
interfere with
the meaning
of the essay.
I. Lesson Title:
III. Reference/s:

A. Collaborative Activity (Descriptive Essay)
Instruction: Descriptive essay writing
Depth of
reflection
Demonstrate a
conscious and
thorough
understanding of
the writing
prompt and the
subject matter.
Demonstrate a
thoughtful
understanding of
the writing prompt
and the subject
matter.
Demonstrate a
basic
understanding of
the writing
prompt and the
subject matter.
Demonstrate
a limited
understanding
of the writing
prompt and
the subject
matter.
Use of textual
evidence and
historical context
Use specific and
convincing
examples from
Use relevant
examples from the
texts studied to
Use examples
from the text to
support most
Use
incomplete or
vaguely

the texts studies
to support claims
in the paper,
making
insightful and
applicable
connections
between texts.
support claims in
the paper, making
applicable
connections
between texts.
claims in your
writing with
some
connections
made between
texts.
developed
examples to
partially
support
claims with
little
connections
made
between
texts.
Language used in
the paper
Use stylistically
sophisticated
language that is
precise and
engaging and
varied sentence
structure.
Use language that
is fluent and the
ability to vary
sentence structure.
Use basic but
appropriate
language and
some attempt to
vary sentence
structure.
Use language
that is vague
or imprecise
and has
limited
awareness of
how to vary
sentence
structure.
Mechanics and
Presentation
Virtually free of
punctuation,
spelling,
capitalization
errors. The essay
followed the
appropriate
format and
presentation for
assignment.
Contains only
occasional
punctuation,
spelling, and
capitalization
errors. The essay
had few formatting
errors
Contains several
(mostly
common)
punctuation,
spelling, and
capitalization
errors. The essay
did not follow
the format.
Contains
many and
serious error
of
punctuation,
spelling, and
capitalization
and it
interfere with
the meaning
of the essay.
TOTAL SCORE:

C. Individual Practice (SQ3R)
Instruction: Write an SQ3R about the topic.
SUMMARY:
QUESTIONS:
1.
2.
3.
RESPONSE:
REACTION:

SYLLABUS IN HM 1 FBS.docx

Recommended

Recommended

More Related Content

Similar to SYLLABUS IN HM 1 FBS.docx

Similar to SYLLABUS IN HM 1 FBS.docx (20)

More from MarlouChesterBendao1

More from MarlouChesterBendao1 (6)

Recently uploaded

Recently uploaded (20)

SYLLABUS IN HM 1 FBS.docx