planning an income oriented short training course
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De ve lo p a t ra ining p lan
Training provider series: Planning an incomeoriented short training course
© Copyright EOSDP 2006
Published by: PNG EOSDPWritten &developed by: PNG EOSDPProduced by: Uramina and Nelson Ltd.ISBN: 9980-937-14-9National Library Service of Papua New Guinea
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Introd uction 3
Planning an income oriented short training course 5
W hy d o I need a training p lan? 6
H ow d o I develop a training plan? 7
Step 1. W rite a course title 8
Step 2. Select a trainer 11
Step 3. W rite a learning outcome 13Step 4 . W rite a session plan 16
Step 5. W rite a training timetable 23
Step 6 . D etermine total resource needs 25
Step 7. Calculate total resource cost 29
Conclusion 34
A ssessment checklist 35
A ppendix A : Session plan for the jam making course 38
A ppendix B: Blank session plan 4 5
A ppendix C: Training timetable 52
A ppendix D : Blank training timetable 55
A ppendix E: Resource list for the jam making course 58
A ppendix F: Blank resource list 6 0
Contents
Develop a training plan2
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Develop a training plan 3
Introduct ion
This module is part of a series on planning an income oriented short course. It has beenwritten for individuals or groupsinterested in organising and deliveringtraining for people with income earningideas. In particular, this book targets:
• training providers• community leaders• NGOs• church groups
•individuals with some trainingexperience.
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Learning o utcom e
The learning outcome for this module is as follows:
“At the end of this module you should be able to develop a training plan for an incomeoriented short training course using the formats provided.”
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“At the end of this module you should be able todevelop a training plan for an incomeoriented short training course, using the formats provided.” It is only a guide for you to buildon.
Develop a training plan4
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To plan an income oriented short training course you should follow a step by step process. There are eight steps and each step is explained in a module with the same title. The steps
are shown below. Developing a training plan is the second step in this process.
5
Planning an income oriented short training course
Develop a training plan
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6
A training plan helps you to:
• organise the training course
• record the details of the training course• apply for funding to run the course.Before you can develop a training plan you first have to identify training needs for peoplewith income earning ideas. Training needs might include jammaking, cabbage growing orschool uniformsewing. Identifying training needs is covered in detail in the module,Identifying training needs, for people with income earning ideas . The training plan is whatyou need to do to deliver training to meet these needs.
Develop a training plan
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Why d o I need a t ra in ing p lan?
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To develop a training plan it is important to follow these seven steps.
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Develop a training plan
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8 Develop a training plan
Write a co urse tit le
The training course title should be a statement that describes what the courseis about. It must be consistent with the identified income earning idea.
Example
If the income earning idea was to make mango jamand sell it at the local market to earn anincome, the course title could be:
Making mango jamto improve your income
U se this checklist when writing a course title.
Good examples of course t i t lesSewing a meri blouse to earn an income
Baking bread to make a profit
Growing cabbages for the local market
Making jamto increase your income
Bad examples of course t i t les
Aids awareness (not income earning)
Basic carpentry (too general, not consistent with income earning idea and hard to market)
Cabbage gardening (too general and hard to market)
Basic marketing (too general, not consistent with income earning idea and hard to market)
1
Step 1: Write a course title
Course title checklist
The course title is specific
The course title is marketable
The course title is consistent with the identified income learning idea
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Develop a training plan 9
Step 1: Write a course title
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Develop a training plan10
Step 1: Write a course title
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Activity
Use the checklist to re-write the examples of bad titles on page 7.Choose an income earning idea you have identified in your communityand write it in the table below. Then write a course title.
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Develop a training plan 11
Se lect a t raine r
If you want the training to be successful you must choose a good trainer.
What is a good trainer l ike?
The following checklist has been designed to rate potential trainers. Give each person aratingfrom1-5. This is only a guide and should be adapted to suit each course.
The following example could be used to select a trainer for a jammaking course.
Step 2: Select a trainer
2
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Use this checklist to design a checklist to select a trainer for your trainingcourse.
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13
Write a learning o utco m e
A learning outcome is a statement that tells the trainees what they should beable to do at the end of the training course. It must be consistent with thecourse title.
Example
For the course titleMaking mango jamto improve your income,the learning outcome might be:
At the end of this training course trainees should be able to make mango jamto sell at the local market.
U se this checklist when writing a learning outcome.
Go od examp les of learn ing outcom es
Course title: Sewing a meri blouse to earn an income Learning outcome: At the end of the course trainees should be able to sew a meri blouse for sale at the market using a manual sewing machine.
Course title: Chopping firewood for the local community
Learning outcome: At the end of the course trainees should be able to chop firewood for household use with hand tools.
Course title: Baking bread to make a profit Learning outcome: At the end of the course trainees should be able to bake bread in adrumoven and know how to sell it in the community.
Step 3: Write a learning outcome
3
Learning outcome checklist
The learning outcome has a verb
The learning outcome is measurable
The learning outcome is consistent with the course title
Develop a training plan
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Develop a training plan14
Bad exam p les of learning outco m es
Course title: Making mango jamto improve your income Learning outcome: At the end of the course trainees should be able to know the basic steps to make mango jam.
Course title: Sewing a meri blouse to earn an income Learning outcome: At the end of the course trainees should be able to understand how to sew a meri blouse.
Course title: Baking bread to make a profit Learning outcome: Be aware of how bread making can be profitable.
Step 3: Write a learning outcome
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Develop a training plan 15
U se the checklist to help you.
Step 3: Write a learning outcome
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Use the checklist to re-write the bad examples of learning outcomes onpage 13. Write your course title in the table below. Then write a learningoutcome for the course.
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Develop a training plan16
Write a session plan
W hat is a session p lan? A session plan is the notes used by the trainerduring training. The session plan includes all of the information needed bythe trainer including content, resources and timing.
The content should be organised so that it gives the training session structure and to ensureinformation is covered in a way that helps trainees to learn.
H ow d o I write a session plan? Follow these steps:
a) List tasks
b) List steps for each task
c) Write instructions for quality and safety
d) List training resources needed for each task
e) Allocate times for training each task.
a) List tasks
The learning outcome states what trainees must be able to do as a result of the training. Toorganise the training list the tasks that must be done to achieve the learning outcome. An
income oriented short training course would normally have no more then five tasks.Example
Learning outcom e:
At the end of this training course trainees should be able to make mango jam.
Tasks:
1. Sterilise the jars2. Prepare the ingredients
3. Cook the fruit mixture
4. Package and label the fruit
5. Sell the jam.
Step 4: Write a session plan
4
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Develop a training plan 17
U se this checklist when listing tasks for your training course.
Bad examples of tasks:
1. J amrecipes
2. Basic book keeping
3. The history of jam
These are bad examples because they:
• do not contain a verb
• are not measurable
• are not necessary to achieve the learning outcome.
Learning outcom e:
Step 4: Write a session plan
Task checklist
Tasks must include a verb
Tasks are measurable Tasks are necessary to achieve the learning outcome
Tasks are listed in a logical order
Tasks
1.
2.
3.
4.5.
Activity
Write the learning outcome in the space provided, then list the tasks foryour training course.
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Develop a training plan18
b) List steps for each taskFor each task list the steps that must be followed to complete the task.
Example
Learning outcom e:
At the end of this training course trainees should be able to make mango jam.
U se this checklist when writing the steps for each task.
For a complete list of steps for each task in the jammaking course refer to the session planinA p p e n d i x A at the end of these notes.
Step 4: Write a session plan
Tasks
1. Sterilise the jars
Steps
1.1Select jars
1.2Wash the jars and lids
1.3Put the clean jars and the lids on arack in apot with clean water
1.4Put pot on the stove and bring the water to a boil
1.5Stand sterilised jars on a drying rack to air dry
Step checklist
Steps begin with a verb
Steps are measurable
Stepsare necessary to complete the task
Stepsare listed in a logical order
Activity
Turn to the session plan format inA p p e n d i x B and write in the tasks.
Activity
Turn to the session plan format inA p p e n d ix B at the end of these notesand write in the steps for each task.
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c) Write instructio ns fo r q uality and safe ty
When training someone to do something you must instruct themhow to:
• performthe tasks safely
• produce good quality
Example
Tasks Steps Q uality Safety
1. Sterilise 1.1Select jars Jars must be glass Be careful of cuts fromthe jars Use recycled jars as this broken glass
reduces the cost
Inspect the jars carefullyIf jars are cracked orchipped the jamwillspoil
1.2Wash the jarsand lids
1.3Put the clean jars
and the lids on arack in a pot withclean water
1.4Put pot on the Boil jars for 10 minutes Be careful of burnsstove and bring fromhot waterhe water to aboil
1.5Stand sterilised Wash hands before jars on a drying handling sterilised jarsrack to air dry
Develop a training plan 19
Step 4: Write a session plan
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Develop a training plan20
Step 4: Write a session plan
For complete instructions for quality and safety for each task in the jammaking course referto the session plan inA p p e n d i x A at the end of these notes.
d) List training resources needed for each task
W hat training materials d o I need to list? Training materials include those items you needto run the training including:
• raw materials
• equipment• tools
• learning materials such as a work book or handouts
• stationery items such as chalk, whiteboard pens, pins for pin board
• whiteboards, chalkboards, charts, posters, overhead projector.
For a complete list of resources for each task in the jammaking course refer to the session
plan inA p p e n d i x A at the end of these notes.
Activity
Turn to the session plan format inA p p e n d ix B at the end of these notes
and write instructions for quality and safety for each task.
Activity
Turn to the session plan format inA p p e n d ix B at the end of these notesand write in the resources needed for each task.
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Develop a training plan 21
e) Allocate t ime for training each task
H ow d o I know how much time to allocate? Remember you are working out how muchtime you need to teach someone these tasks. When you are training you need to allowtime:
• to demonstrate to the trainees how to do want you want themto do
• for the trainees to practice what you are teaching them.
ExampleIn the mango jammaking course time has been allocated for:
• Thetrainer to demonstrate to the trainees how to
1. sterilise the jars
2. prepare the ingredients
3. cook the fruit mixture
4. package and label the fruit• Thetrainees to practice doing each of these things.
Step 4: Write a session plan
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Develop a training plan22
For a completed session plan for the jammaking course with allocated times for each taskrefer to the example inA p p e nd i x A at the end of these notes.
Step 4: Write a session plan
Activity
Turn to the session plan format inA p p e n d ix B at the end of these notes
and allocate times for each task.
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Develop a training plan 23
Write a t raining t im e tab le
W hy do I need a training timetable? A timetable helps you to show howthe training course will be organised. It shows what tasks will be covered inthe training each day.
Follow these steps:
a) Decide which day of the week the training course should start.
b) Decide what time of the day training should start and finish.
c) Add in times for breaks such as lunch, and morning and afternoon tea.
d) Add an introduction into each day’s program.
e) Transfer the steps you plan to cover fromsession plan for each day of training usingthe times allocated to each fromyour session plan.
f) Add a conclusion at the end of each day’s program.
What is an introduction and conclusion?
Introduct ion
Begin each day of training with an introduction. As a guide you should allow about 15
minutes for an introduction. In your introduction you should:
• outline what you are going to be doing during the training
• tell the trainees the learning outcome
• provide motivation to trainees to learn.
Step 5: Write a training timetable
5
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Develop a training plan24
Conclusion
End each day of training with a conclusion. As a guide you should allow about 15 minutesfor a conclusion. In your conclusion you should:
• summarise the main points covered during the training
• remind trainees of the learning outcomes
• give trainees some feedback.
• tell the trainees what training is next.
Example
Refer to A p p e nd i x C for an example of a training timetable for the jammaking course.
Step 5: Write a training timetable
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Activity
Refer to the blank training timetable in A p p e n d i x D and complete atraining timetable for your training course.
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Develop a training plan 25
Determine total resource needs
You have already listed raw materials, equipment, tools and learningmaterials on your session plan. To complete the resource list you will needto consider the following and add themto the resource list.
• raw materials
• equipment
• tools
• learning materials
• marketing
• professional staff (trainer)
• transport and travelling
• training venue
• refreshments.
Market ing
Some examples of marketing expenses are:
• marketing materials such as brochures or flyers• toksave
• contacting people in your network.
Step 6: Determine total resource needs
6
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Develop a training plan26
Professional staff
Professional staff expenses include:
• wages of trainers
• wages of assistant trainers and administration staff.
Transp o rt an d travelling
Transport and travelling expenses may be incurred by the training provider and the trainees.Examples include:
• vehicles hire
• fuel
• bus fares
Step 6: Determine total resource needs
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Develop a training plan 27
Training venue
This includes any hire fees for use of the training venue. Also included in this expense itemare the following items because they are used as part of the training venue.
• Electricity
• Fuel
• Water
• Firewood.
Step 6: Determine total resource needs
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Calculat e to ta l re so urce co sts
To calculate resource costs there are a number of things you need to do.Follow these steps.
a) Transfer the total resources required into the left hand column (expense item) of the table on page 33.
b) Write the quantity required for each resource.
c) Add in the cost per unit.
d) Multiply the cost per unit by the quantity required to calculate the total cost of eachresource.
e) Total the amounts in this column to determine the total cost of resources for thetraining course.
The following example shows how total resource costs are calculated for the mango jammaking course.
Develop a training plan 29
Step 7: Calculate total resource costs
7
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Develop a training plan30
Step 7: Calculate total resource costs
Title of training course: M aking mango jam to improve your income
Training course duration: 7.5 hours
N umber of participants: 15
Total resource cost
Expense item
1. M arketing
A4 flyer
2. Professional staff
Trainer
3. Transport and travelling
4. Raw materialsMangos
Sugar
Water
Lemons
5. EquipmentWood stove
Pots
J ars with lids
Cutting boards
Measure cups
Q uantityrequired
20
1
80 Mangos
16 Pkts
20 lemons
8
16
80
8
3
Unit Cost
50t
Total
Set fee
Total
Total
1K
K5
Nil
50t
Total
Nil
Nil
Nil
Nil
Nil
Total
Total budget expenseper expense item
K10
K10
K30
K30
Nil
N il
K80
K50
Nil
K15
K145
Nil
Nil
Nil
Nil
Nil
N il
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Step 7: Calculate total resource costs
Expense item
6. Tools
Wooden spoons
TongsKnives
7. Learning materials
Workbooks
8. Training venueVenue hire
Firewood
Electricity
9. Refreshments
Morning tea
Total resource cost
Q uantityrequired
15
515
16
14 bundles
10 units
Unit Cost
Nil
NilNil
Total
Nil
Total
K5
K 1
Total
Set catering costTotal
Total budget expenseper expense item
Nil
NilNil
N il
Nil
N il
K70
K10
K80
K30K30
K295
Activity
Complete the table below to calculate the total cost for the course you
are working on.
Develop a training plan 31
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Develop a training plan32
Step 7: Calculate total resource costs
Title of training course:
Training course duration:
N umber of participants:
Total resource cost
Expense item
1. M arketing
2. Professional staff
3. Transport and travelling
4. Raw materials
5. Equipment
Q uantityrequired
Unit Cost
Total
Total
Total
Total
Total budget expenseper expense item
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Develop a training plan 33
Step 7: Calculate total resource costs
Expense item
6. Tools
7. Learning materials
8. Training venue
9. Refreshments
Total resource costs
Q uantityrequired
Unit Cost
Total
Total
Total
Total
Total
Total budget expenseper expense item
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Develop a training plan34
The training plan is a document that records all of the details you need to run a successfultraining course. The process of putting the plan together will help you to think about all of
the essential details of the training that need to be organised to ensure the training courseachieves the results you expect. Having a record like this makes it much easier to run futuretraining courses because much of the planning is already done.
A training plan is also essential if you want to apply for funding to help you run the trainingas you will have to supply this information as part of the application process as evidencethat you are organised.
Conclusion
Conclusion
This module is a guide to help you to develop a training plan.
Every trainer has their own way of training. Use the formats asa guide and adapt them. We hope this book will give yousome ideas.
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Develop a training plan 35
The following checklist will be used to assess your ability to develop a training plan.
Assessment criteria for developing a training plan1. The course title
Is specific
Is marketable
Is consistent with the identified income earning idea
2 . The trainer
The selection of trainer for the course was based on appropriateselection criteria
The selection criteria is documented
Results of the selection process are documented
3. The learning outcome
Includes a verb
Is measurable
Is consistent with the course titl.
4 a. The session plan includes tasks
The tasks begin with a verb
The tasks are measurable
The tasks are necessary to achieve the learning outcome
The tasks are listed in a logical order
4 b. The session plan includes step s for each task
The steps begin with a verb
The steps are measurable
The steps are necessary to complete the task
The steps are listed in a logical order
Assessment checklist
A sse ssm e nt che ck list
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Develop a training plan36
Assessment criteria for a training plan
4c. Q uality and safety
The session plan includes details about how to ensure quality and safetyfor each task.
4 d . Training resources
The session plan includes resource requirements for each task
4e. Timing
The session plan has time allocated to each task
Allocated times allow for the trainer to demonstrate the task and for
trainees to practice5. Training timetable
The timetable lists tasks to be covered on each day of training
Time allocated to tasks consistent with the session plan
The timetable includes a 15 minute introduction at the start of each dayof training
The timetable includes a 15 minute conclusion at the end of each day of training
6 . Total resource needs
Training resources required for each day’s training are consistent with thesession plan
Additional resources required to support training are listed including:
MarketingProfessional staff
Transport and travelling
Training venue
Refreshments
Assessment checklist
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Develop a training plan 37
7. Total resource costs
The exact quantity of each resource is listed in the required format
The cost per unit for each resource is listed in the required format
The cost for each resource is calculated in the required format
Total resource costs for the training course are calculated in the requiredformat
Assessment checklist
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Develop a training plan38
Appendix A: Session plan
A p p
e n d i x
A : S e s s i o
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p l a n
f o r j a m
m
a k i n g
c o u r s e
S e s s i o n
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c o u r s e
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1 . 1 S e l e c t j a r s .
J a r s m u s t b e g l a s s .
U s e r e c y c l e d j a r s
C u t s
f r o m
G l a s s j a r s w i t h l i d s .
D e m o n s t r a t i o n
t h e j a r s .
a s t h i s r e d u c e s t h e c o s t .
b r o k e n g l a s s
a n d p r a c t i c e .
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j a r s a n d l i d s . I n s p e c t t h e j a r s c a r e f u l l y . I
f j a r s a r e
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c r a c k e d o r c h i p p e d t h e j a m w i l l s p o i l .
h o t w
a t e r
( f o r w a s h i n g j a r s ) .
1 . 3 P u t t h e c l e
a n j a r s a n d
L a r g e p o t
t h e l i d s o n
a r a c k i n a
( f o r s t e r i l i z i n g j a r s ) .
p o t w i t h c l e a n w a t e r .
1 . 4 P u t p o t o n t h e s t o v e
B o i l j a r s f o r 1 0 m
i n u t e s .
W i r e r a c k ( t o p u t o
n
a n d b r i n g
t h e w a t e r t o
t h e b o t t o m o f l a r g e p o t ) .
a b o i l .
1 . 5 S t a n d s t e r i l i s e d j a r s o n a W a s h h a n d s b e f o r e h a n d l i n g s t e r i l i s e d
K i t c h e n t o w e l s ( f o r
d r y i n g r a c k t o a i r d r y .
j a r s .
d r y i n g j a r s ) .
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Appendix A: Session plan
S e s s i o n
p l a n
T i m e
T a s k s
S t e p s
Q
u a l i t y
S a f e t y
T o o l s
, r a w
m a t e r i a
l s ,
T e a c h i n g
M
i n u t e s
e q u i p m e n t , l e a r n i n
g
m e t h o d s
m a t e r i a l s
7 5 m i n s
2 . P r e p a r e
2 . 1 S e l e c t f r u i t .
C h o o s e h i g h q u a l i t y f r u i t . I f y o u u s e
W e a r p r o t e c t i v e
M a n g o e s ( a m o u n t
D e m o n s t r a t i o n
t h e
o v e r r i p e o r p o o r q u a l i t y f r u i t , t h e ,
c l o t h i n g ( a
p r o n , h a i r d e p e n d s o n q u a n t i t y
a n d p r a c t i c e .
i n g r e d i e n t s .
e n t i r e b a t c h c a n b e
r u i n e d .
n e t , r u b b e
r g l o v e s ) . o f f i n i s h e d p r o d u c t )
I f n o r u b b e r g l o v e s
U s e r a t i o 5 : 6 : 1 .
a r e a v a i l a b
l e , w a s h
F o r 5 c u p s m a n g o p
u l p ,
h a n d s b e f o r e a n d
a d d 6 c u p s o f s u g a r ,
a f t e r f o o d
h a n d l i n g . a n d t h e j u i c e o f 1 l e m o n .
2 . 2 W a s h f r u i t .
W a s h f r u i t i n c l e a n w a t e r . I
f t h e
F a l l s ( w e t ,
B a s k e t o r o t h e r
w a t e r i s n o t c l e a n ,
y o u w i l l h a v e t o
s l i p p e r y f l o o r ) .
c o n t a i n e r . K n i f e ,
f i n d s o m e w a y t o p u r i f y i t .
c l e a n , c o l d w a t e r ,
N e v e r w a s h m a n g o e s i n h o t w a t e r
b o w l o r c o l a n d e r ,
H o t w a t e r m a k e s m a n g o e s g o s o f t
k i t c h e n t o w e l .
t o o s o o n .
2 . 3 P e e l a n d s
l i c e f r u i t .
M a k e s u r e t h e p i e c e s a r e t h e s a m e s i z e . C u t s f r o m
u s i n g
S h a r p k n i f e .
R e m o v e a l l s t o n e s , s e e d s , a n d p i t s . P u t k n i v e s .
B o w l .
t h e f r u i t i n a c l e a n b
o w l . U s e w o o d e n ,
C u t t i n g s u r f a c e .
c l a y , p
l a s t i c , s
t a i n l e s s s t e e l , o r e n a m e l l e d
b o w l s a n d u t e n s i l s o
n l y . C o p p e r , b r a s s ,
o r i r o n b o w l s w i l l r e a c t w i t h t h e c i t r i c
a c i d i n t h e f r u i t a n d
s p o i l t h e j a m .
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Appendix A: Session plan
S e s s i o n
p l a n
T i m e
T a s k s
S t e p s
Q
u a l i t y
S a f e t y
T o o l s
, r a w
m a t e r i a
l s ,
T e a c h i n g
M
i n u t e s
e q u i p m e n t , l e a r n i n
g
m e t h o d s
m a t e r i a l s
2 . 4 C r u s h f r u i t .
C r u s h t h e f r u i t p i e c e s w i t h a c l e a n
B r u i s e s ( f r o m
m a s h e r ( m o r t a r a n d
p e s t l e ) o r f r u i t
i m p r o p e r u s e
p r e s s .
o f p e s t l e ) .
2 . 5 A d d s u g a r , l e m o n s S u g a r h e l p s p r e s e r v e t h e j a m f o r a l o n g
B o w l .
a n d p e c t i n .
t i m e . T h e a m o u n t o f s u g a r w i l l d e p e n d
M e a s u r i n g c u p s .
o n t h e s w e e t n e s s o f t h e f r u i t .
S t o r a g e c o n t a i n e r ( f o r
Y o u c a n e x t r a c t p e c t i n f r o m t h e p e e l s
s u g a r ) .
o f t h e m a n g o e s : j u s t b o i l t h e p e e l s i n
L e m o n .
w a t e r . T
h e s t i c k y p e
c t i n w i l l f l o a t t o t h e
M a n g o p e e l s ( i f m a
k i n g
t o p o f t h e w a t e r .
p e c t i n – o p t i o n a l s t e p ) .
T h i s s h o u l d b e d o n e a h e a d o f t i m e .
M e a s u r i n g s p o o n s .
T o a v o i d p o s s i b l e c o n t a m i n a t i o n a n d
L a r g e w o o d e n s p o o n .
f o o d p o i s o n i n g , k e e
p w o r k a r e a
( f o r s t i r r i n g i n g r e d i e n t s ) .
a b s o l u t e l y c l e a n .
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Appendix A: Session plan
S e s s i o n
p l a n
T i m e
T a s k s
S t e p s
Q
u a l i t y
S a f e t y
T o o l s
, r a w
m a t e r i a
l s ,
T e a c h i n g
M
i n u t e s
e q u i p m e n t , l e a r n i n
g
m e t h o d s
m a t e r i a l s
1 2 0
3 . C o o k
3 . 1 B r i n g t h e f r u i t
S t a r t t o c o o k t h e j a m
a s s o o n a s t h e
R i s k o f b u r n s .
L a r g e p o t .
D e m o n s t r a t i o n
m i n s
t h e f r u i t
t o t h e b o i l .
f r u i t h a s b e e n w a s h e d , s
t o n e d , a n d c u t W e a r p r o t e c t i v e n e t , F r u i t m i x t u r e .
a n d p r a c t i c e .
m i x t u r e .
u p . I
t i s n o t g o o d t o
p r e p a r e t h e f r u i t
c l o t h i n g ( a
p r o n , h a i r W o o d e n s p o o n w i t h
a n d l e a v e i t u n t i l y o u c o m e b a c k f r o m
r u b b e r g l o
v e s ) .
l o n g h a n d l e ( f o r s t i r r i n g
t h e f i e l d . T
h e f r u i t w
i l l l o s e i t s g o o d
I f n o r u b b e r g l o v e s
m i x t u r e ) .
c o l o u r a n d f l a v o u r . B o i l t o c o n c e n t r a t e
a r e a v a i l a b
l e , w a s h
K i t c h e n t o w e l .
t h e s u g a r t o t h e r i g h t l e v e l .
y o u r h a n d s f o r a t
S t o v e ( w o o d , g a s ,
l e a s t 3 0 s e c o n d s .
e l e c t r i c , c h a r c o a l ) .
3 . 2 S t i r m i x t u r e .
S t i r t h e m i x t u r e c o n s t a n t l y s o i t d o e s
T a b l e s p o o n o r l a d l e
n o t b u r n . T h i s i s i m p o r t a n t b e c a u s e
( f o r t e s t i n g c o n s i s t e n c y
j a m s b u r n e a s i l y i f y o u d o n ’ t k e e p
a n d t a s t e ) .
s t i r r i n g .
E x t r a s u g a r a n d l e m o n
( f o r c o r r e c t i n g t a s t e ) .
3 . 3 T e s t t h e m
i x t u r e .
T h e j a m i s r e a d y w h e n i t i s t h i c k e n o u g h
b y t a k i n g s p o o n f u l a n d l e a v i n g i t t o c o o l .
I f t h e s u r f a c e o f a t h e j a m w r i n k l e s w h e n
y o u p u s h i t w i t h a f i n g e r , t h e j a m i s
r e a d y . I f i t s n o t t h i c k
e n o u g h , l e a v e i t
t o c o o k a l i t t l e l o n g e r .
3 . 4 R e m o v e t h
e
A f t e r h e a t i n g y o u m a y w a n t t o d o a
m i x t u r e f r o m
t a s t e t e s t t o m a k e s u r e t h e j a m h a s a
t h e h e a t .
g o o d f l a v o u r .
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Appendix A: Session plan
S e s s i o n
p l a n
T i m e
T a s k s
S t e p s
Q
u a l i t y
S a f e t y
T o o l s
, r a w
m a t e r i a
l s ,
T e a c h i n g
M
i n u t e s
e q u i p m e n t , l e a r n i n
g
m e t h o d s
m a t e r i a l s
6 0 m i n s
4 . P a c k a g e
4 . 1 P u t j a m i n t o j a m
U s e a f u n n e l t o p o u
r t h e h o t j a m i n t o
W e a r p r o t e c t i v e n e t , G l a s s j a r s w i t h l i d s .
D e m o n s t r a t i o n
a n d l a b e l
j a r s .
t h e h o t v e r y c o n t a i n e r s u n t i l t h e y a r e
c l o t h i n g ( a p r o n , h a i r L a b e l s .
a n d p r a c t i c e .
t h e j a r s .
f u l l . F i l l i n g t h e j a r s t o
t h e t o p k e e p s t h e
r u b b e r g l o
v e s ) .
G l u e .
a i r o u t . K e e p i n g t h e
a i r o u t w i l l m a k e
I f n o r u b b e r g l o v e s
S c i s s o r s .
t h e j a m k e e p a l o n g t i m e .
a r e a v a i l a b
l e , w a s h
F a b r i c .
y o u r h a n d s f o r a t
l e a s t 3 0 s e c o n d s
b e f o r e a n d a f t e r
f o o d h a n d
l i n g .
4 . 2 S e a l t h e j a
r s .
M a k e s u r e t h a t t h e l i d s o n y o u r j a r s a r e R i s k o f b u r n s f r o m
R u b b e r b a n d s .
s e a l e d p r o p e r l y . I f a n y a i r g e t s i n t o t h e
h o t j a m a n
d c o o k i n g S e a l i n g ( p a r a f f i n ) w
a x .
j a r , t h e j a m w i l l s p o i l q u i c k l y . U s e o n l y u t e n s i l s .
n e w s c r e w o r p u s h - o n l i d s , o r p a r a f f i n
w a x t o s e a l t h e j a r s .
L e t t h e j a r s c o o l
d o w n .
4 . 3 L a b e l t h e j a r s .
L a b e l s h e l p t o i d e n t i f y a n d d e c o r a t e
t h e c o n t a i n e r s . D e c o r a t i v e l a b e l s o r a
c i r c l e o f b r i g h t f a b r i c t i e d o v e r t h e l i d
c a n a t t r a c t c u s t o m e r s .
4 . 4 S t o r e t h e j a m .
S t o r e t h e j a r s i n a c o o l , d a r k , w e l l -
v e n t i l a t e d p l a c e . T h e j a m w i l l k e e p
f o r m a n y m o n t h s .
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Appendix A: Session plan
S e s s i o n
p l a n
T i m e
T a s k s
S t e p s
top related