1. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
TEACHING GUIDE
Home Economics – Foods and Food Service I
General Standard: The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs), the environment and
market, and the process/production and delivery of quality cooked
and baked products.
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2. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 1 : Basic Cookery Topic: Personal Entrepreneurial Time Frame: 2 days
Competencies (PECs)
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that
Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in
attributes, lifestyles, skills, traits, etc. in basic cookery. basic cookery.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
Essential Understanding(s): Essential Question(s):
Successful entrepreneurs like those engaged in the business How does one ensure success in a chosen entrepreneurial career
cooking, continuously develop and improve their PECs. like cooking?
Learners will know: Learners will be able to:
• Personal competencies • Analyze the competencies of PECs
- Characteristics • Interpret the clusters of PECs such as achievement,
- Attributes planning and power
- Lifestyles • Prepare a plan of action
- Skills • Improve areas of strength
- Traits
• Cluster of PECs
- Achievement
- Planning
- Power
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3. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Plan of action, based on PECs, Learners should be able to demonstrate
addressing one’s areas of development understanding by covering the six (6) Assessment of the plan of action based
and areas of strength. facets of understanding: on the following criteria:
Explanation: Describe their PECs
focusing on strengths and development 1. Comprehensiveness
areas. 2. Appropriateness of strategies in terms
Criteria: of addressing personal areas of
a. Clear development and improving one’s
b. Comprehensive areas of strength
c. Concise 3. Doability
Interpretation: Compare their PECs with
those of a successful practitioner.
Criteria:
a. Objective
b. Focused
c. Conclusive
Application: Apply their PECs in
pursuing a chosen entrepreneurial
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Perspective: Express their thoughts on
the importance of PECs from the
viewpoint of a seasoned entrepreneur.
Criteria:
a. Valid
b. Relevant
c. Plausible
d. Sensitive
3

4. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Empathy: Express the feelings of an
entrepreneur who finds difficulty in coping
with the PECs of a chosen career.
Criteria:
a. Open-minded
b. Objective
c. Sensitive
Self-knowledge: Assess, based on the
results of PECs, their level of confidence
as a prospective entrepreneur in cooking.
Criteria:
a. Reflective
b. Insightful
c. Objective
Stage 3
4

5. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Teaching - Learning Sequence:
1. EXPLORE
• Ask learners to name people in the community who are successful in basic cookery business
 Why are they successful?
 Do you wish to be like them?
• Explain to learners the importance of assessing their PECs
• Guide learners in assessing their PECs on the following:
 Character
 Attribute
 Lifestyle
 Skills
 Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
• Assist learners in analyzing and interpreting the results of the assessment of their PECs.
Refer to Appendix B on how to interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed
in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the
wall and revisited during the FIRMING UP.
2. FIRM UP
• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs engaged in basic cookery succeed. Some suggested activities: interview with
successful entrepreneurs in basic cookery, inviting successful entrepreneurs as resource persons in class, video
documentaries of successful entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and
differences among successful entrepreneurs engaged in basic cookery, using the following aspects: characteristics, traits,
attributes, lifestyles, skills.
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in basic cookery
succeed in their chosen field. Refer students to their answers posted on the wall.
• Process learners’ learning and check it against EU.
• Check learners’ understanding against the content standard.
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6. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
3. DEEPEN
• Have learners align their PECs with those of a successful entrepreneur of their choice.
• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.
• Ask learners to express the EU.
• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)
4. TRANSFER
• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.
• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed
• Textbooks/KAB Modules
• Scripts
• Graphic organizers
• Charts/Pictures/Video/Multimedia
• Questionnaires/Checklists/Handouts/Survey Forms, etc.
• Profile of entrepreneurs
6

7. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 1 : Basic Cookery Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of
and market for cooking as an entrepreneurial career. the immediate environment and market for basic cookery.
• Key Ideas
- Consumer needs and wants
- Existing industry related to cooking meal products
- Products/services that satisfy the needs and
wants of target customers
• Key Processes
- SWOT analysis
- Formulation of business ideas
- Opportunity seeking and seizing
Essential Understanding(s): Essential Question(s):
The needs and wants of the target market and industry help How does one determine the needs and wants of the target
determine the product to be produced and/or service to be market and industry in the immediate community?
offered.
One’s choice of entrepreneurial activity is influenced by the How does one select an entrepreneurial activity to be pursued?
needs and wants of consumers.
Seeking and responding effectively to a business opportunity How can one respond effectively to a business opportunity?
are the bases for starting and maintaining a successful
business venture.
Learners will know: Learners will be able to:
• Consumer needs and wants • Prepare SWOT analysis
• Existing industry related to embroidery • Formulate an action plan on business opportunity
• Products/services that satisfy the needs and wants of • Formulate a business idea from data analysis
target consumers
• SWOT analysis
• Formulation of business idea
• Opportunity seeking and seizing
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8. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Formulation of a business idea based on Learners should be able to demonstrate
the analysis of the immediate environment understanding by covering the six (6) Assessment of formulated business idea
and market. facets of understanding: on the following criteria:
Explanation: Explain the importance of • Profitable
the immediate environment and market in • Feasible
identifying business opportunities in basic • Practical
cookery. • Responsive to consumer needs
Criteria: and wants
a. Clear • Innovative
b. Comprehensive
c. Concise
d. Coherent
Interpretation: Interpret the data
gathered from the immediate environment
and market in identifying business
opportunities in basic cookery.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
Application: Generate business ideas
from data analysis of existing industry
related to basic cookery.
Criteria:
a. Appropriate
b. Innovative
c. Practical
8

9. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Perspective: Express from the point of
view of a business owner the importance
of scanning the environment and market
in generating business ideas for existing
industries.
Criteria:
a. Valid
b. Relevant
c. Insightful
Empathy: Express their feelings when
entrepreneurs offer the same type of
business in a community.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
Self-knowledge: Self-assess their level
of confidence in formulating business
ideas related to basic cookery.
Criteria:
a. Reflective
b. Insightful
c. Objective
Stage 3
9

10. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Teaching - Learning Sequence:
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social
conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as
business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate
technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE
• Guide the learner in assessing their prior knowledge on environment and market for basic cookery as an entrepreneurial
lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
• Have the learner assess his/her immediate environment and market for basic cookery to determine the existing industries,
needs and wants of target market with the use of the following:
 Survey questionnaire;
 Interview guide;
 Checklist, etc.
 SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related
to basic cookery.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for the existing basic cookery
business in the immediate locality.
• Assist learners in conducting a community mapping to identify business establishments or industries related to basic cookery
in the immediate locality.
• Guide learners in making a graphical presentation of the information on basic cookery as a result of the data-gathering
activity such as: interview, survey, community mapping, etc.,
• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for
basic cookery.
• Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN
• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner
he/she was able to seize a business opportunity relative to basic cookery.
• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating
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11. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
business ideas.
• Assess learners’ level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER
• Ask learner to formulate a business idea as a result of the SWOT analysis of the environment and market.
• Assess the learner’s business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed:
• Textbooks
• KAB Modules
• Magazines/Journals/Articles on supply and demand and existing industry
11

12. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 1 : Basic Cookery Topic: Methods of Cooking Time Frame: 35 days
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of the basic concepts The learner produces marketable original/new meal products
and principles underlying the process and delivery in cooking following the basic concepts and principles underlying the
 process flow in the various methods of cooking such as process and delivery in cooking.
frying, steaming, boiling, baking, stewing, sautéing,
frosting, etc.
 project plan
 four (4) Ms (manpower, materials, machine, methods) of
production in cooking
 evaluation of products
 cost of production
 pricing of products
 packaging and marketing of products
Essential Understanding(s): Essential Question(s):
Applying the basic concepts and principles underlying the Why do we need to understand the basic concepts and principles
process and delivery in cooking is essential in producing underlying the process and delivery in cooking?
marketable meal products.
Learners will know: Learners will be able to:
 Principles in basic cooking  Apply the principles in basic cooking
 Cooking terms and procedure  Apply the cooking terms and procedure
 Tools, utensils and equipment and their uses  Use the cooking utensils, tools and equipment
 Methods of cooking namely: boiling, frying,  Apply the steps on the different methods of cooking
broiling, steaming, baking, grilling, roasting
 Safety and sanitation  Observe safety measures and sanitation
 Work simplification  Follow work simplification
 Project planning  Prepare project plan including the 4M’s of production
 Cooking of meal products  Cook meal products such as: fried chicken, broiled fish,
• Frying – fried chicken meat loaf, embutido, grilled liempo/barbecue, roasted
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13. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
• Broiling – broiled fish chicken, tinola, sinigang, pochero, etc.
• Baking – meat loaf
• Steaming – embutido
• Grilling – grilled liempo/barbecue
• Roasting – roasted chicken
• Boiling – tinola, sinigang, pochero
 Evaluation of cooked meal products  Evaluate cooked meal products
 Cost of production  Compute for the cost of production and selling price
 Pricing
 Packaging and marketing of products  Adapt appropriate packaging and marketing strategies
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Learners should be able to demonstrate
Marketable original/new meal products, understanding by covering the six (6) Assessment of meal products based on
following the basic concepts and facets of understanding: marketability (quality, appearance,
principles underlying the process and price) and originality (value-added
delivery in cooking Explanation: Explain the basic concepts uniqueness)
and principles underlying the process and
Demonstration of the process in the delivery in cooking. Assessment of performance
preparation of marketable meal products Criteria: • Compliance to standards (tools,
a. Clear equipment, materials)
b. Comprehensive • Application of procedure
c. Scientific basis • Observance of work habits
• Speed/Time
Interpretation: Show the significance of
the process and delivery of cooking in
producing new products.
Criteria:
a. Original
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14. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
b. Creative
Application: Exhibit marketable meal
products following the process and
delivery in cooking.
Criteria:
a. Original
b. Creative
c. Nutritive Value
d. Cost-beneficial
Perspective: Compare and contrast
various methods and techniques in
cooking.
Criteria:
a. Clear
b. Concise
c. Appropriate
Empathy: Share their thoughts on how it
feels to have gainful returns in cooking
meal products.
Criteria:
a. Profitable
b. Quality
Self-knowledge: Self-assess their
knowledge in producing marketable meal
products.
Criteria:
a. Clear
b. Self-confidence
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15. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 3
Teaching - Learning Sequence:
1. EXPLORE
• Guide learners in assessing their prior knowledge and understanding in cooking meal products through paper and
pencil, performance test and other diagnostic assessment tools.
• Orient learners in understanding the curriculum framework – CP-TLE- Foods and Food Service I, learning standards
(content and performance standards), assessment tools and criteria.
• Guide learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist
which will focus on:
- types of meal products
- presentation of meal products
- ingredients used – ingredients available in the community/locality
- demands for a particular product – age, occupation, likes and dislikes, etc.
• Provide learners pictures/video clips on basic cookery.
• Guide learners understanding of the pictures and video presentation by asking leading questions focusing on the
process of cooking meal products.
• Guide learners in gaining initial understanding of the concepts and principles in cooking different meal products.
• Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process
of delivery in cooking meal products.
2. FIRM UP
• Guide learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality meal products.
• Have learners gather essential information related to the basic cookery of meal products. Learners can use any of the
following:
- interview with successful cook
- web-based resources
- reading materials (books, bulletins and others)
• Guide learners in preparing a project plan in cooking different meal products.
• Have learners familiarize themselves with the different processes/methods of cooking involved in producing meal
products.
• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,
information/learning in cooking different meal products.
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16. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
• Have learners assess themselves on their understanding of the concepts in cooking different meal products. Check this
against the content standard.
3. DEEPEN
• Guide learners translate the project plan into a quality meal products based on the given standard procedure.
• Have learners compute for the cost of production and selling price of meal products.
• Engage learners into a guided discussion on the factors that may affect various practices in cooking different meal
products.
• Encourage learners to reflect and revise their project plan.
• Have learners express their understanding on the different methods of cooking meal products. Check this against the
Essential Understanding (EU) and content standard.
• Have learners assess their Level of Understanding. (Refer to Stage 2)
4. Transfer:
• Have learners produce original/new marketable meal products applying the basic concepts and principles in basic
cooking.
• Encourage learners to exhibit the finished meal products (bazaar, food fair, etc.)
• Have learners assess their Level of Performance. (Refer to Stage 2)
Resources/Materials/Equipment Needed:
• Textbooks
• Magazines/Journals
• KAB Modules
• Cooking utensils, tools and equipment
• Ingredients
16

17. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 2 : Native Delicacies Cookery Topic: Personal Entrepreneurial Time Frame: 2 days
Competencies (PECs)
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that
Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in
attributes, lifestyles, skills, traits, etc. in native delicacies native delicacies cookery.
cookery.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
Essential Understanding(s): Essential Question(s):
Successful entrepreneurs like those engaged in the business How does one ensure success in a chosen entrepreneurial career
cooking, continuously develop and improve their PECs. like cooking?
Learners will know: Learners will be able to:
• Personal competencies • Analyze the competencies of PECs
- Characteristics • Interpret the clusters of PECs such as achievement,
- Attributes planning and power
- Lifestyles • Prepare a plan of action
- Skills • Improve areas of strength
- Traits
• Cluster of PECs
- Achievement
- Planning
- Power
17

18. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Plan of action, based on PECs, Learners should be able to demonstrate
addressing one’s areas of development understanding by covering the six (6) Assessment of the plan of action based
and areas of strength. facets of understanding: on the following criteria:
Explanation: Describe their PECs
focusing on strengths and development 1. Comprehensiveness
areas. 2. Appropriateness of strategies in terms
Criteria: of addressing personal areas of
a. Clear development and improving one’s
b. Comprehensive areas of strength
c. Concise 3. Doability
Interpretation: Compare their PECs with
those of a successful practitioner.
Criteria:
a. Objective
b. Focused
c. Conclusive
Application: Apply their PECs in
pursuing a chosen entrepreneurial
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Perspective: Express their thoughts on
the importance of PECs from the
viewpoint of a seasoned entrepreneur.
Criteria:
a. Valid
b. Relevant
c. Plausible
d. Sensitive
18

19. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Empathy: Express the feelings of an
entrepreneur who finds difficulty in coping
with the PECs of a chosen career.
Criteria:
a. Open-minded
b. Objective
c. Sensitive
Self-knowledge: Assess, based on the
results of PECs, their level of confidence
as a prospective entrepreneur in cooking.
Criteria:
a. Reflective
b. Insightful
c. Objective
19

20. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 3
Teaching - Learning Sequence:
1. EXPLORE
• Ask learners to name people in the community who are successful in native delicacies cookery business.
 Why are they successful?
 Do you wish to be like them?
• Explain to learners the importance of assessing their PECs
• Guide learners in assessing their PECs on the following:
 Character
 Attribute
 Lifestyle
 Skills
 Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
• Assist learners in analyzing and interpreting the results of the assessment of their PECs.
Refer to Appendix B on how to interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed
in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the
wall and revisited during the FIRMING UP.
3. FIRM UP
• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs engaged in native delicacies cookery succeed, Some suggested activities: interview
with successful entrepreneurs in native delicacies cookery, inviting successful entrepreneurs as resource persons in class,
video documentaries of successful entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and
differences among successful entrepreneurs engaged in native delicacies cookery, using the following aspects:
characteristics, traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in native delicacies
cookery succeed in their chosen field. Refer students to their answers posted on the wall.
• Process learners’ learning and check it against EU.
• Check learners’ understanding against the content standard.
20

21. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
3. DEEPEN
• Have learners align their PECs with those of a successful entrepreneur of their choice.
• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.
• Ask learners to express the EU.
• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)
4. TRANSFER
• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.
• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed
• Textbooks/KAB Modules
• Scripts
• Graphic organizers
• Charts/Pictures/Video/Multimedia
• Questionnaires/Checklists/Handouts/Survey Forms, etc.
• Profile of entrepreneurs
21

22. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 2 : Native Delicacies Cookery Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of
and market for cooking as an entrepreneurial career. the immediate environment and market native delicacies cookery.
• Key Ideas
- Consumer needs and wants
- Existing industry related to cooking meal products
- Products/services that satisfy the needs and
wants of target customers
• Key Processes
- SWOT analysis
- Formulation of business ideas
- Opportunity seeking and seizing
Essential Understanding(s): Essential Question(s):
The needs and wants of the target market and industry help How does one determine the needs and wants of the target
determine the product to be produced and/or service to be market and industry in the immediate community?
offered.
One’s choice of entrepreneurial activity is influenced by the How does one select an entrepreneurial activity to be pursued?
needs and wants of consumers.
Seeking and responding effectively to a business opportunity How can one respond effectively to a business opportunity?
are the bases for starting and maintaining a successful
business venture.
Learners will know: Learners will be able to:
• Consumer needs and wants • Prepare SWOT analysis
• Existing industry related to embroidery • Formulate an action plan on business opportunity
• Products/services that satisfy the needs and wants of • Formulate a business idea from data analysis
target consumers
• SWOT analysis
• Formulation of business idea
• Opportunity seeking and seizing
22

23. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Formulation of a business idea based on Learners should be able to demonstrate
the analysis of the immediate environment understanding by covering the six (6) Assessment of formulated business idea
and market facets of understanding: on the following criteria:
Explanation: Explain the importance of • Profitable
the immediate environment and market in • Feasible
identifying business opportunities in native • Practical
delicacies cookery. • Responsive to consumer needs
Criteria: and wants
a. Clear • Innovative
b. Comprehensive
c. Concise
d. Coherent
Interpretation: Interpret the data
gathered from the immediate environment
and market in identifying business
opportunities in native delicacies cookery.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
Application: Generate business ideas
from data analysis of existing industry
related to native delicacies cookery.
Criteria:
a. Appropriate
b. Innovative
c. Practical
23

24. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Perspective: Express from the point of
view of a business owner the importance
of scanning the environment and market
in generating business ideas for existing
industries.
Criteria:
a. Valid
b. Relevant
c. Insightful
Empathy: Express their feelings when
entrepreneurs offer the same type of
business in a community.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
Self-knowledge: Self-assess their level
of confidence in formulating business
ideas related to native delicacies cookery.
Criteria:
a. Reflective
b. Insightful
c. Objective
24

25. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 3
Teaching - Learning Sequence:
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social
conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as
business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate
technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE
• Guide the learner in assessing their prior knowledge on environment and market for native delicacies cookery as an
entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and
learning tools.
• Have the learner assess his/her immediate environment and market for native delicacies cookery to determine the existing
industries, needs and wants of target market with the use of the following:
 Survey questionnaire;
 Interview guide;
 Checklist, etc.
 SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related
to native delicacies cookery.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market from the existing native delicacies
cookery business in the immediate locality.
• Assist learners in conducting a community mapping to identify business establishments or industries related to native
delicacies cookery in the immediate locality.
• Guide learners in making a graphical presentation of the information on native delicacies cookery as a result of the data-
gathering activity such as: interview, survey, community mapping, etc.,
• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for
native delicacies cookery.
• Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN
• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner
25

26. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
he/she was able to seize a business opportunity relative to native delicacies cookery.
• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating
business ideas.
• Assess the learners’ level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER
• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for native
delicacies cookery.
• Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed:
• Textbooks
• KAB Modules
• Magazines/Journals/Articles on supply and demand and existing industry
26

27. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 2 : Native Delicacies Cookery Topic: Production of Native Time Frame: 35 days
Delicacies
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of the basic concepts The learner produces marketable original/new products,
and principles underlying the process and delivery in cooking following the basic concepts and principles underlying the
native delicacies. process and delivery in cooking native delicacies.
 process flow in cooking native delicacies such as
palitaw, puto, butchi, maja, tupig, biko, bibingka,
sapinsapin,etc
 project plan
 four (4) Ms (manpower, materials, machine, methods) of
production
 evaluation of products
 cost of production
 pricing of products
 packaging and marketing of products
Essential Understanding(s): Essential Question(s):
Applying the basic concepts and principles underlying the Why do we need to understand the basic concepts and principles
process and delivery in cooking is essential in producing underlying the process and delivery in cooking native delicacies?
marketable native delicacies.
Learners will know: Learners will be able to:
 Principles in basic cooking native delicacies  Apply the principles in basic cooking native delicacies
 Classification of native delicacies  Classify native delicacies
 Ingredients used in cooking native delicacies  Use different ingredients in cooking native delicacies
 Methods of cooking native delicacies  Apply the steps on the different methods of cooking
native delicacies
 Project planning  Prepare a project plan
 4 M’s of production  Discuss the 4M’s of production
 Cooking of native delicacies  Cook native delicacies
27

28. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
• Palitaw  Palitaw
• Puto  Puto
• Butchi  Butchi
• Maja  Maja
• Tupig  Tupig
• Biko
 Biko
• Bibingka
 Bibingka
• Sapin-sapin
• Others  Sapin-sapin
 Evaluation of cooked native delicacies  Others
 Cost of production/services  Evaluate cooked native delicacies
 Pricing of products/services  Compute cost of production
 Packaging and marketing  Compute for the selling price
 Strategies  Adapt appropriate packaging and marketing strategies
 Advertisement
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Marketable original/new products, Learners should be able to demonstrate Assessment of native delicacies based
following the basic concepts and understanding by covering the six (6) on marketability (quality, appearance,
principles underlying the process and facets of understanding: price) and originality (value-added,
delivery in cooking native delicacies Explanation: uniqueness)
Explain the basic concepts and principles
Demonstration of the process in the underlying the process and delivery in Assessment of performance
preparation of marketable native cooking native delicacies. • Compliance with standards (tools,
delicacies Criteria: equipment, materials)
• Clear • Application of procedure
• Comprehensive • Observance of work habits
• Scientific basis • Speed/Time
Interpretation:
Show the significance of the process and
delivery of cooking in producing new
products.
28

29. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Criteria
• Original
• Creative
Application:
Exhibit marketable native delicacies
products following the process and
delivery in cooking.
Criteria
• Original
• Creative
• Nutritive Value
• Cost-beneficial
Perspective:
Compare and contrast the different
techniques in cooking native delicacies.
Criteria:
• Clear
• Concise
• Appropriate
Empathy:
Share their thoughts on how it feels to
have gainful returns in cooking native
delicacies.
Criteria:
• Profitable
• Quality
Self-Knowledge:
Self-assess their knowledge in producing
marketable native delicacies.
Criteria:
• Clear
29

30. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
• Self-Confidence
Stage 3
Teaching - Learning Sequence:
1. EXPLORE
• Guide learners in assessing their prior knowledge in cooking native delicacies through paper and pencil, performance
test and other diagnostic assessment tools.
• Orient learners on the learning standards (content and performance standards), assessment tools and criteria.
• Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist
which will focus on:
- types of native delicacies
- presentation of native delicacies
- ingredients used
- demands for a particular product
• Provide learners pictures/video clips presentation on native delicacies cookery.
• Process the picture/video clip presentation by asking probing questions.
• Draw learners’ initial understanding on the need to understand the basic concepts and principles in cooking native
delicacies.
2. FIRM UP
• Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality native delicacies.
• Encourage learners gather essential information related to native delicacies cookery. Learners can use any of the
following:
- interview with successful cook
- web-based resources
- reading materials (books, bulletins and others)
• Assist learners in preparing a project plan on native delicacies cookery.
• Have learners familiarize themselves with the different processes involved in cooking native delicacies.
• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,
information/learning in cooking native delicacies.
• Have learners assess themselves their understanding of the concepts in cooking native delicacies. Check this against
30

31. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
the content standard.
3. DEEPEN
• Guide learners to translate the project plan into quality products based on the given standard procedure.
• Assist learners in computing for the cost of production and selling price of native delicacies.
• Engage learners into a guided discussion on the factors that may affect the different practices in native delicacies.
• Encourage learners to reflect on and revise their project plan.
• Have learners express their understanding on native delicacies cookery and check them against the Essential
Understanding (EU) and content standard.
• Assess learners’ level of understanding. (Refer to Stage 2, Assessment at the Level of Undestanding)
4. Transfer:
• Have learners produce original/new marketable products applying the basic concepts and principles in cooking native
delicacies.
• Encourage learners to exhibit their finished products (bazaar, food fair, etc.)
• Assess learner’s level of performance. (Refer to Stage 2, Assessment at the Level of Performance)
Resources/Materials/Equipment Needed:
• Textbooks
• Magazines/Journals
• KAB Modules
• Cooking utensils, tools and equipment
• Ingredients
31

32. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 3 : Baking Pies, Pastries and Topic: Personal Entrepreneurial Time Frame: 2 days
Breads Competencies (PECs)
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that
Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in
attributes, lifestyles, skills, traits, etc. in baking pies, pastries baking pies, cookies and pastries.
and breads.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
Essential Understanding(s): Essential Question(s):
Successful entrepreneurs like those engaged in the business How does one ensure success in a chosen entrepreneurial career
cooking, continuously develop and improve their PECs. like cooking?
Learners will know: Learners will be able to:
• Personal competencies • Analyze the competencies of PECs
- Characteristics • Interpret the clusters of PECs such as achievement,
- Attributes planning and power
- Lifestyles • Prepare a plan of action
- Skills • Improve areas of strength
- Traits
• Cluster of PECs
- Achievement
- Planning
- Power
32

33. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Plan of action, based on PECs, Learners should be able to demonstrate
addressing one’s areas of development understanding by covering the six (6) Assessment of the plan of action based
and areas of strength facets of understanding: on the following criteria:
Explanation: Describe their PECs 1. Comprehensiveness
focusing on strengths and development 2. Appropriateness of strategies in terms
areas. of addressing personal areas of
Criteria: development and improving one’s
a. Clear areas of strength
b. Comprehensive 3. Doability
c. Concise
Interpretation: Compare their PECs with
those of a successful practitioner.
Criteria:
a. Objective
b. Focused
c. Conclusive
Application: Apply their PECs in
pursuing a chosen entrepreneurial
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Perspective: Express their thoughts on
the importance of PECs from the
viewpoint of a seasoned entrepreneur.
Criteria:
33

34. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
a. Valid
b. Relevant
c. Plausible
d. Sensitive
Empathy: Express the feelings of an
entrepreneur who finds difficulty in coping
with the PECs of a chosen career.
Criteria:
a. Open-minded
b. Objective
c. Sensitive
Self-knowledge: Assess, based on the
results of PECs, their level of confidence
as a prospective entrepreneur in cooking.
Criteria:
a. Reflective
b. Insightful
c. Objective
Stage 3
Teaching - Learning Sequence:
1. EXPLORE
• Ask learners to name people in the community who are successful in baking pies, pastries and breads business.
 Why are they successful?
 Do you wish to be like them?
• Explain to learners the importance of assessing their PECs.
• Guide learners in assessing their PECs on the following:
 Character
 Attribute
 Lifestyle
 Skills
 Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
34

35. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
• Assist learners in analyzing and interpreting the results of the assessment of their PECs.
Refer to Appendix B on how to interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed
in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the
wall and revisited during the FIRMING UP.
4. FIRM UP
• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs engaged in baking pies, pastries and breads succeed. Some suggested activities:
interview with successful entrepreneurs in baking pies, pastries and breads, inviting successful entrepreneurs as resource
persons in class, video documentaries of successful entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and
differences among successful entrepreneurs engaged in baking pies, pastries and breads, using the following aspects:
characteristics, traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking pies,
pastries and breads succeed in their chosen field. Refer students to their answers posted on the wall.
• Process learners’ learning and check it against EU.
• Check learners’ understanding against the content standard.
3. DEEPEN
• Have learners align their PECs with those of a successful entrepreneur of their choice.
• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.
• Ask learners to express the EU.
• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)
4. TRANSFER
• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.
• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed
• Textbooks/KAB Modules
• Scripts
• Graphic organizers
• Charts/Pictures/Video/Multimedia
35

36. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
• Questionnaires/Checklists/Handouts/Survey Forms, etc.
• Profile of entrepreneurs
Quarter 3 : Baking Pies, Pastries and Topic: Environment and Market Time Frame: 6 days
Breads
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of
and market for cooking as an entrepreneurial career. the immediate environment and market for target customers in
• Key Ideas baked pies, pastries and breads.
- Consumer needs and wants
- Existing industry related to cooking meal products
- Products/services that satisfy the needs and
wants of target customers
• Key Processes
- SWOT analysis
- Formulation of business ideas
- Opportunity seeking and seizing
Essential Understanding(s): Essential Question(s):
The needs and wants of the target market and industry help How does one determine the needs and wants of the target
determine the product to be produced and/or service to be market and industry in the immediate community?
offered.
One’s choice of entrepreneurial activity is influenced by the How does one select an entrepreneurial activity to be pursued?
needs and wants of consumers.
Seeking and responding effectively to a business opportunity How can one respond effectively to a business opportunity?
are the bases for starting and maintaining a successful
business venture.
Learners will know: Learners will be able to:
• Consumer needs and wants • Prepare SWOT analysis
• Existing industry related to embroidery • Formulate an action plan on business opportunity
• Products/services that satisfy the needs and wants of • Formulate a business idea from data analysis
target consumers
36

37. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
• SWOT analysis
• Formulation of business idea
• Opportunity seeking and seizing
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Formulation of a business idea based on Learners should be able to demonstrate
the analysis of the immediate environment understanding by covering the six (6) Assessment of formulated business idea
and market facets of understanding: on the following criteria:
Explanation: Explain the importance of • Profitable
the immediate environment and market in • Feasible
identifying business opportunities in • Practical
baking pies, pastries and breads. • Responsive to consumer needs
Criteria: and wants
a. Clear • Innovative
b. Comprehensive
c. Concise
d. Coherent
Interpretation: Interpret the data
gathered from the immediate environment
and market in identifying business
opportunities in baked pies, pastries and
breads.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
Application: Generate business ideas
from data analysis of industries related to
baking pies, pastries and breads.
Criteria:
37

38. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
a. Appropriate
b. Innovative
c. Practical
Perspective: Express from the point of
view of a business owner the importance
of scanning the environment and market
in generating business ideas for target
clientele.
Criteria:
a. Valid
b. Relevant
c. Insightful
Empathy: Express their feelings when
entrepreneurs offer the same type of
business in a community.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
Self-knowledge: Self-assess their level
of confidence in formulating business
ideas related to baking pies, pastries and
breads.
Criteria:
a. Reflective
b. Insightful
c. Objective
38

39. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 3
Teaching - Learning Sequence:
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social
conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as
business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate
technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE
• Guide learners in assessing their prior knowledge on environment and market for baked pies, pastries and breads as an
entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and
learning tools.
• Have learners assess their immediate environment and market for business opportunities to determine the existing
industries, needs and wants of target market with the use of the following:
 Survey questionnaire;
 Interview guide;
 Checklist, etc.
 SWOT analysis
• Ask EQs to draw out learners’ understanding of environment and market in generating business ideas related
to baked pies, pastries and breads.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for baked pies, pastries and breads in
the immediate locality.
• Assist learners in conducting a community mapping to identify business establishments or industries related to baking pies,
pastries and breads in the immediate locality.
• Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of
the data-gathering activity such as: interview, survey, community mapping, etc.,
• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market.
• Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN
• Assist the learner in conducting an interview with a seasoned entrepreneur to gather salient information as regards the
39

40. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
manner he/she was able to seize a business opportunity.
• Compare whether the information arrived at during the interview will complement/harmonize with their skills in formulating
business ideas.
• Assess the learner’s level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER
• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked pies,
pastries and breads.
• Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed:
• Textbooks
• KAB Modules
• Magazines/Journals/Articles on supply and demand and existing industry
40

41. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 3 : Baking Pies, Pastries and Topic: Production of Pies, Time Frame: 35 days
Breads Pastries and Breads
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of basic concepts and The learner produces marketable original/new baked products,
principles underlying the process and delivery in baking: following the basic concepts and principles underlying the
process and delivery in baking.
 process flow in baking breads, pastries and pies such as
pandesal, raisin bread, mango/buko pies, tarts, etc.
 project plan
 four (4) Ms (manpower, materials, machine, methods) of
production
 evaluation of baked products
 cost of production
 pricing of products
 packaging and marketing of products
Essential Understanding(s): Essential Question(s):
Applying the basic concepts and principles underlying the Why do we need to understand the basic concepts and principles
process and delivery in baking is essential in producing underlying the process and delivery in baking?
marketable baked products.
Learners will know: Learners will be able to:
Pies and Pastries
 Principles in baking pies and pastries  Apply the principles in baking pies and pastries
 Ingredients used in baking pies and pastries  Use different ingredients in baking pies and pastries
 Different kinds of crusts and its characteristics  Classify the types of crusts
 Methods of making single crust and double crust  Apply the method of making single and double crust pies
pies.
 Different types of fillings and toppings  Differentiate types of fillings and toppings
 Project plan  Prepare project plan
 4 M’s of production  Discuss the 4M’s of production
41

42. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
 Baking of pies and pastries  Bake pies and pastries
• Pineapple pie • Pineapple pie
• Buko pie • Buko pie
• Peanut tarts • Peanut tarts
• Fruit tarts • Fruit tarts
• Others • Others
 Evaluation of baked pies and pastries  Evaluate baked products
 Cost of production/services  Compute cost of production
 Pricing of products/services  Compute for the selling price
 Packaging and marketing of baked products  Adapt appropriate packaging and marketing strategies
• Strategies
• Advertisement
Breads
 Principles in baking breads
 Ingredients used in baking breads  Apply the principles in baking breads
 Methods of baking quick breads  Use quality ingredients
 Basic bread making operation  Apply the methods in baking quick breads
 Causes of failures in baking bread  Apply basic bread making operation
 Project planning  Recognize the failure in baking bread
 4 M’s of production  Prepare project plan
 Baking of breads  Discuss the 4 M’s of production
 Evaluation of baked breads  Bake breads
 Cost of production/services  Evaluate baked products
 Pricing of products  Compute the cost of production and selling price
 Packaging and marketing of baked breads
 Strategies  Adopt appropriate packaging and marketing strategies
 Advertisement
42

43. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Marketable original/new baked products, Learners should be able to demonstrate Assessment of breads, pastries and pies
following the basic concepts and understanding by covering the six (6) based on marketability (quality,
principles underlying the process and facets of understanding: appearance, price) and originality (value-
delivery in baking added, uniqueness)
Explanation:
Demonstration of the process in the Explain the basic concepts and principles Assessment of performance
preparation of marketable baked products underlying the process and delivery in • Compliance with standards (tools,
baking breads, pastries and pies. equipment, materials)
Criteria: • Application of procedure
• Clear • Observance of work habits
• Comprehensive • Speed/Time
• Scientific basis
Interpretation:
Show the significance of the process and
delivery of baking in producing new
products.
Criteria
• Original
• Creative
Application:
Exhibit marketable meal products
following the process and delivery in
baking.
Criteria
• Original
• Creative
• Nutritive Value
• Cost-beneficial
43

44. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Perspective:
Compare and contrast the different
techniques in baking pies, pastries and
breads.
Criteria:
• Clear
• Concise
• Appropriate
Empathy:
Share their thoughts on how it feels to
have gainful returns in baking pies,
pastries and breads.
Criteria:
• Profitable
• Quality
Self-Knowledge:
Self-assess their knowledge in producing
marketable pies, pastries and breads.
Criteria:
• Clear
• Self-Confidence
44

45. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Stage 3
Teaching - Learning Sequence:
1. EXPLORE
• Guide learners in assessing their prior knowledge and understanding in the production of baked pies, pastries and
breads through paper and pencil, performance test and other assessment tools.
• Orient learners in understanding the learning standards (content and performance standards), assessment tools and
criteria.
• Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist
which will focus on:
- types of baked pies, pastries and breads
- presentation of baked products
- ingredients used – indigenous ingredients found in the community/locality.
- demands for a particular product – age, occupation, likes and dislikes
• Provide learners with pictures/ video clip presentation on the production of baked pies, pastries and breads.
• Process learners understanding on the pictures and video clip presentation by asking leading questions focusing on the
production process of baked pies, pastries and breads.
• Guide learners in gaining initial understanding of the concepts and principles of baked pies, pastries and bread
production.
• Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts
and principles underlying the process of delivery in the production of baked pies, pastries and breads.
2. FIRM UP
• Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality baked products.
• Encourage learners gather essential information related to pies, pastries and bread production. Learners can use any of
the following:
- interview with successful baker
- web-based resources
- reading materials (books, bulletins and others)
• Guide learners in preparing a project plan on the production of baked pies, pastries and breads.
• Have learners familiarize themselves with the different processes involved in producing pies, pastries and breads.
• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,
information/learning in the production of pies, pastries and breads.
45

46. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
• Have learners assess themselves on their understanding of the concepts of production of pies, pastries and breads,
Check this against the content standard.
3. DEEPEN
• Have learners translate the project plan into a quality baked products based on the given standard procedure.
• Assists learners in computing for the cost of production and selling price of pies, pastries and breads.
• Engage learners into a guided discussion on the factors that may affect the different practices in baking pies, pastries
and breads.
• Encourage learners to reflect on and revise their project plan.
• Have learners express their understanding and check against the Essential Understanding (EU) and content standard in
baking pies, pastries and breads.
• Have learners assess their understanding. (Refer to Stage 2, Assessment at the Level of Understanding)
4. TRANSFER
• Have learners produce original/new marketable pies, pastries and breads applying the concepts and principles in
baking.
• Encourage learners to exhibit their finished products (bazaar, food fair, etc.).
• Assess learners’ level of performance. (Refer to Stage 2, Assessment at the Level of Performance)
Resources/Materials/Equipment Needed:
• Textbooks
• Magazines/Journals
• KAB Modules
• Cooking utensils/ tools and equipment
• Ingredients
46

47. 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Quarter 4: Baking Cookies and Cakes Topic: Personal Entrepreneurial Time Frame: 2 days
Competencies (PECs)
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that
Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in
attributes, lifestyles, skills, traits, etc. in baking cookies and baked cookies and cakes business.
cakes.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
Essential Understanding(s): Essential Question(s):
Successful entrepreneurs like those engaged in the business How does one ensure success in a chosen entrepreneurial career
cooking, continuously develop and improve their PECs. like baking?
Learners will know: Learners will be able to:
• Personal competencies • Analyze the competencies of PECs
- Characteristics • Interpret the clusters of PECs such as achievement,
- Attributes planning and power
- Lifestyles • Prepare a plan of action
- Skills • Improve areas of strength
- Traits
• Cluster of PECs
- Achievement
- Planning
- Power
47