tvet certificate iv in culinary arts...6. gukoresha i kinyarwanda y umunyamwuga 7. kiswahili katika...

4

TVET CERTIFICATE IV in

CULINARY ARTS

CODE

HOTCUA4001

Kigali January, 2014

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HOTCUA4001-TVET CERTIFICATE IV

Culinary Arts

REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

January, 2014

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Copyright

The Competent Development Body of this Curriculum is © Workforce Development Authority

(WDA). Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with WDA. This work is copyright, but

permission is given to trainers and teachers to make copies by photocopying or other

duplicating processes for use with their own training organizations or in a workplace where the

training is being conducted. This permission does not extend to the making of copies for use

outside the immediate training environment for which they are made, nor the making of copies

for hire or resale to third parties. The views expressed in this version of the work do not

necessarily represent the views of WDA. The competent Body does not give warranty nor

accept any liability.

The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in

full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright

must be included on any reproductions. Learners may copy reasonable portions of the

curriculum for the purpose of study. Any other use of this curriculum must be referred to

theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel : (+250) 255113365

Internet: http:// www.wda.gov.rw

http://www.wda.gov.rw/

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Table of Contents

C o p y r i g h t i i

T a b l e o f C o n t e n t s i i i

L i s t o f a b b r e v i a t i o n s v i i

A c k n o w l e d g m e n t s v i i i

1 . G E N E R A L I N T R O D U C T I O N 1

2 . Q U A L I F I C A T I O N D E T A I L S 2

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 3

2.6 Information about competencies 6

3 . T R A I N I N G P A C K A G E 7

3.1 Course structure 7

3.2Competencies chart 7

3.4 Flowchart 9

4 . A S S E S S M E N T G U I D E L I N E S 1 0

4.1 Assessment Methodology 10

4.2 Portfolio 10

C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 3

LU 1:Describe the operating system 15

LU 2:Customize computer features 23

LU 3: Protect computer system 28

C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 3 3

LU 1: Identify hazardous areas to be improved. 36

LU 2 : Apply SHE practices. 43

LU 3: Assess and control risks. 51

LU 4: Awareness of SHE in working place. 56

C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 6 3

LU 1:Write factual, descriptive, and explanatory texts. 66

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LU 2:Apply a range of listening strategies to understand predictable messages. 75

LU 3:Discuss general and trade-related topics. 81

LU 4:Read medium texts on general and trade-related topics. 87

C C M F T 4 0 1 - A P P L I C A T I O N D E S E L E M E N T S D E L A L A N G U E F R A N C A I S E 9 2

LU 1:Lire les différents textes techniques devant le public 95

LU 2:Rédiger des textes simples et autres écrits techniques. 99

LU 3:Appliquer certains éléments de la littérature en rapport avec son métier 103

LU 4:Utiliser les expressions usuelles de la langue française. 107

Unité d’apprentissage 111

LU 5:Exécuter les accords 111

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 1 8

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 121

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere

ry’umwuga no kugaragaza intêgo y’izina mbonera. 128

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no

kugaragaza amategeko y’igenamajwi mu izina mbonera. 137

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza

ibidukikije. 143

Imbumbe 151

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no

kwandika yubahiriza imyandikire y’Ikinyarwanda. 151

C C M K K 4 0 1 - K I S W A H I L I K A T I K A S E K T A T O F A U T I Z A K A Z I 1 5 9

LU 1: Kutumia kimazungmuzo istilahi/rejesta zinazohusiana na kazi. 161

LU 2:Kutumia kimaandishi istilahi/rejesta zinazohusiana na kazi 166

LU 3:Kutumia istilahi/rejesta za utatuzi wa migogoro katika kampuni. 171

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 7 6

LU 1: Identify elements of business plan. 178

LU 2: Write a business plan in line with the identified elements 185

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 198

LU 4: Present a business plan 205

C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 2 1 1

LU 1: Develop and maintain product, service and market knowledge. 214

LU 2: Provide a quality service experience to customers. 222

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LU 3: Deal with complaints and difficult customer service situations. 229

LU 4: Manage and use information about clients and customers. 238

C C M I A 3 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 4 2

LU 1: Apply for internship/employment 245

LU 2:Demonstrate appropriate workplace behavior and attitudes 249

LU 3: Respect worker’s and employer’s rights and responsibilities 254

LU 4: Organize and evaluate one’s internship 260

G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 6 6

LU 1: Determine and analyze numerical functions 269

nnLU 2: Apply fundamentals of differentiation 275

LU 3: Apply natural logarithmic functions 280

LU 4: Apply exponential functions 286

C U A V P 4 0 1 - V E G E T A B L E S P R E P A R A T I O N 2 9 3

LU 1:Select equipment, tool, and ingredients 296

LU 2:Prepare and cook vegetables 301

LU 3:Store vegetables 306

C U A F S 4 0 1 - H Y G I E N E A N D F O O D S A F E T Y C O N T R O L 3 1 2

LU 1:Apply hygiene procedures 315

LU 2:Apply HACCP 320

LU 3:Prevent food contamination and poisoning 325

C U A B P 4 0 1 - B A K E R Y A N D P A S T R Y P R O D U C T S 3 3 3

LU 1:Prepare pastries 335

LU 2:Prepare and produce bakery products 339

LU 3:Portion and store pastries, cakes and yeast products 342

C U A F P 4 0 1 - F R U I T B A S E D P R O D U C T S P R E P A R A T I O N 3 4 7

LU 1:Select tools and equipment 349

LU 2:Prepare fruits product 353

LU 3:Store fruits product 360

C U A P S 4 0 1 - P A S T A A N D S T A R C H E S 3 6 8

LU 1:Prepare Pasta 370

LU 2:Prepare Starches 376

C U A M F 4 0 1 - P R E P A R I N G M E A T , P O U L T R Y A N D F I S H D I S H E S 3 8 0

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LU 1:Select poultry, meat and fish 382

LU 2:Handle and store meat, poultry and fish 385

LU 3:Cook and present poultry, meat and fish dishes 391

C U A S W 4 0 1 - S A N D W I C H E S A N D W R A P S 3 9 8

LU 1:Prepare ingredients, equipment and tools for a variety of sandwiches and wraps 400

LU 2:Prepare sandwiches and wraps 404

LU 3:Present sandwiches and wraps 407

C U A S W 4 0 1 - S A U C E S A N D S O U P S 4 1 0

LU 1:Prepare sauces required for menu items 412

LU 2:Prepare soup 417

LU 3: Store and reconstitute stocks, sauces and soups 423

G L O S S A R Y a

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List of abbreviations

C Compulsory

CAD Computer Aided Design

CDU Curriculum Development Unit

CI Compulsory Indicator

CM Complementary Modules

HOTCUA Hospitality and Tourism Sector / Culinary arts sub sector

CV Curriculum Vitae

E Essential

ICT Information Communication Technology

IPRC Integrated Polytechnics Regional Centers

NE Non essential

PAFP “Programme d’Appui à la Formation Professionnelle”

PPE Personal Protective Equipment

REQF Rwanda Education Qualification Framework

T Tolerable

TSS Technical Secondary Schools

TVET Technical and Vocational Education and Training

VTC Vocational Education Center

WDA Workforce Development Authority

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Acknowledgments

Workforce Development Authority wishes to thank the following persons who participated in

the development of this curriculum:

Coordination

MUHIRE Jean Marie Vianney,Curriculum Development Unit – WDA

Facilitator

TUMAINI MANIMBI, Curriculum Development Unit - WDA

Curriculum Development Team

# NAMES FUNCTION INSTITUTION/LOCATION

1 HABARUREMA JEAN CLAUDE Chef de partie Bourbon Coffee 2 KERAZI Justine Hospitality Unit WDA 3 GITENGE Claire Hospitality Unit WDA 4 BAGIRE Emmy-B Hospitality Unit WDA 5 UMUGANWA Jackie Hospitality Unit WDA 6 RUTAYISIRE Innocent Lecturer Culinary arts RTUC 7 NKINZINGABO Alexandre cook Gorilla Nest 8 MUKABADEGE Judith Culinary arts trainer VTC Mpanda 9 UWASE CHANTAL cook Gorilla Nest 10 UWIMANA KEVIN Culinary arts trainer VTC Mpanda

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a COOK. It is designed with an approach

that takes into account the training needs, the work situation, as well as the

goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of

training. They have a direct influence on the choice of the theoretical and practical learning

activities. The competencies are the targets of training: the acquisition of each is required for

certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of

learning are developed on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature

and goals of a program and the key concepts and definitions used in the document. The second

part presents the qualification, its level in the qualification framework, its purpose, its rationale

and the list of modules it comprises. The third part deals with the training package. It includes

the competencies chart, the sequencing of module learning, the description of each module

and the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the

module, the length of training, the amount of credits, the context in which the competency is

performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning

outcomes (knowledge, skills and attitude) and the learning contents related to each learning

unit. Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the knowledge,

skills and attitudes for a learner to be

competent in tasks and activities that

require the application of practical skills in a

defined context. Work would be

undertaken in various construction and

building industries where interior design

services including floor, ceiling and wall

design are provided. Learners may work

under minimum supervision.

At the end of this qualification, qualified

learners will be able to:

1. Implement health safety and environment precaution

2. Develop business plan 3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha i Kinyarwanda cy’

umunyamwuga 7. Kiswahili katika sekta tofauti za kazi 8. Application des elements de la langue

francaise 9. Apply basic analysis 10. Control hygiene and food safety 11. Plan and cost a menu 12. Cook vegetable 13. Prepare fruit based products 14. Cook pasta and starches 15. Prepare stocks, sauces and soups 16. Select, prepare and cook meat, poultry

and fish 17. Prepare bakery and pastry products 18. Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally

fit with broad knowledge, skills and attitude

of hosipitality background.

Title: TVET Certificate IV inCulinary arts

Level: REQF Level 4

Credits: 124

Sector: Hospitality and Tourism

Sub-sector: Culinary Arts

Issue date: January, 2014

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the hospitality sector and operate as a cook. This

qualification constitutes a basis for further learning in hospitality, especially in the culinary arts domain.

The individuals with this qualification can enter the TVET Certificate V in hospitality: culinary arts in

order to be equipped with the necessary competencies to function as a cook

Possible jobs related to this qualification

Coook

Preferred pathways for candidates entering

this qualification include:

Any TVET Certificate III in Hospitality

sector

Certificate III or equivalent of General

education

Recognition of prior learning related

to this qualification

Progression route of candidates achieving

this qualification include:

Candidates exiting this qualification

are able to enter TVET Certificate V

in Culinary Arts.

Pathways into the qualification

Pathways from the qualification

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2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and

employability skills to meet the following industry or enterprise requirements:

Communication Communication that contributes to productive and harmonious relations across employees and customers

Listening and understanding Speaking clearly and directly Writing to the needs of the audience Negotiating responsively Reading independently Empathizing Using numeracy effectively Understanding the needs of internal and external customers Persuading effectively Establishing and using networks Being assertive Sharing information

Teamwork

Teamwork that contributes to productive working relationships and outcomes Working across different ages irrespective of gender, race, religion or political persuasion Working as an individual and as a member of a team Define his/her own role as part of the team Applying teamwork to a range of situations e.g. futures planning and crisis problem solving Recognize the strengths and weaknesses of team members

Collecting and giving feedback

Problem solving

Problem solving that contributes to productive outcomes Developing creative, innovative and practical solutions Demonstrating independence and initiative in identifying and solving problems Solving problems in teams Applying a range of strategies to problem solving Using mathematics, including budgeting and financial management to solve problems Applying problem-solving strategies across a range of areas Testing assumptions, taking into account the context of data and circumstances

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Initiative and enterprise

Initiative and enterprise that contribute to innovative outcomes Adapting to new situations

Developing a strategic, creative and long-term vision

Being creative

Identifying opportunities not obvious to others

Translating ideas into action

Generating a range of options

Initiating innovative solutions

Planning and organizing Planning and organizing that contribute to long and short-term strategic planning

Managing time and priorities – setting time lines, coordinating tasks for self and with others Being resourceful Taking initiative and making decisions Adapting resource allocations to cope with contingencies Establishing clear project goals and deliverables Allocating people and other resources to tasks Planning the use of resources, including time management Participating in continuous improvement and planning processes Developing a vision and a proactive plan to accompany it Predicting – weighing up risk, evaluating alternatives and applying evaluation criteria Collecting, analyzing and organizing information Understanding basic business systems and their relationships

Financial fitness

Self-management that contributes to employee satisfaction and growth Understand the importance of saving and reducing expenses;

Having a personal vision and goals

Evaluating and monitoring own performance

Having knowledge and confidence in own ideas and visions

Articulating own ideas and visions

Taking responsibility

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Learning Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes

Managing own learning

Contributing to the learning community at the workplace

Using a range of mediums to learn – mentoring, peer support and networking, IT and courses

Applying learning to technical issues (e.g. learning about products) and people issues (e.g.

interpersonal and cultural aspects of work)

Having enthusiasm for ongoing learning

Being willing to learn in any setting – on and off the job

Being open to new ideas and techniques

Being prepared to invest time and effort in learning new skills

Acknowledging the need to learn in order to accommodate change

Technology

Technology that contributes to the effective carrying out of tasks

Having a range of basic IT skills

Applying IT as a management or operational tool

Using IT to organize data

Being willing to learn new IT skills

Having the OHS knowledge to apply technology

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Number of competencies: 18 Core competencies: 10 Complementary competencies: 8 The total number of Credits: 124

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMCS401 Apply Computer skills 3

2 CCMQS401 Providing quality customer service 3

3 CCMHE401 Implementing SHE policies and procedures 3

4 CCMEN401 Use intermediate English at workplace 3

5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

6 CCMKK401 Kiswahili katika sekta tofauti za kazi 3

7 CCMFT401 Application des elements de la langue francaise 3

8 CCMDB401 Develop business plan 3

Total 24

No Code Core competencies Credit

GEN

ERA

L

1 GENMA301 Apply Basic Analysis 10

2 CUAFS401 Apply Hygiene and food safety control 4

3 CUAVP401 Prepare Vegetable preparation 5

4 CUAPS401 Prepare Pasta and starches 6

5 CUASS401 Prepare Sauces and soups 12

6 CUAMF401 Prepare Meat, poultry and fish 12

7 CUABP401 Prepare Bakery and pastry products 12

8 CUAFP401 Prepare Fruit based products preparation 5

9 CUASW401 PrepareSandwiches and wraps preparation 4

10 CUAIA401 Integrate the workplace 30

Total 100

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3. TRAINING PACKAGE

The training package includes the competencies chart, the flowchart, the

modules, the course structure, and the assessment guidelines.

3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning

outcomes are the essential skills and knowledge to be acquired. The contents to be covered for

each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,

usually with several options, that will guide the learner and the trainer.

3.2Competencies chart

The competencies chart is a table that presents an overview of the specific competencies, the

general competencies, the work process and the time allocated to each competency. This table

provides an overall view of the competencies of the training program and allows identification

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

competencies that are particular to the occupation, as well as the key stages of the work

process. It shows the links between the elements in the horizontal axis and those in the vertical

axis. The symbol (ο) marks a relationship between a general competency and specific

competency. The symbol (∆) indicates a relationship between a specific competency and a step

in the process of work. When the symbols are darkened, it indicates that the link is taken into

account in the description of the specific competency.

The competencies chart allows the trainer to consider the complexity of the competencies in

the organization of the progress of learning. Therefore, the vertical axis shows the specific

competencies in the order they should be acquired.

This is the starting point of the presentation of the competencies in the flowchart presented in

the following pages.

Section

3

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A COOK PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

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(8

60

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3

4

5

6

7

8

11

12

Duration (380 Hrs) 30

30

30

30

30

30

30

30

10

0

40

1 Prepare Vegetable preparation 50

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2 Prepare Pasta and starches 60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

3 Prepare Sauces and soups 120 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

4 Prepare Meat, poultry and fish 120 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

5 Prepare Bakery and pastry products 120

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

6 PrepareSandwiches and wraps preparation 40

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

7 Prepare Fruit based products preparation 50

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

8 Integrate workplace

300 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●

Figure 1: Competencies chart

Between the process and particular competencies| Between general and particular competencies

▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.4 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of

acquisition of the competencies. It provides an overall planning of the entire training

programme and shows the relationship between the modules. This type of planning is to ensure

consistency and progression of learning. For each module, the flowchart shows the learning

that is already in place, the learning that is to take in parallel or later. The positions defined will

have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of

learning of the modules of the training programme is presented on the following page.

Vegetable preparation 5

Industrial Attachment Program (IAP) 30

Figure 2: Flowchart

Computer skills 3 Providing quality customer service 3

Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3

Ikinyarwanda cy’umunyamwuga 3 Kiswahili katika sekta tofauti za kazi 3

Appliquation des éléments de la langue

Française aux domaines techniques3

Business plan development 3

Hygene and safety Control 4 Basic Analysis 10

Sauces and soups 12

Backery and Pastry products 12 Pasta and Starches 6

Meat , Poultry and fish 12 Fruit based Products 5

Sandwiches and wraps 4

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous

evaluation that encourages learners to display understanding of the principles in application to

set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

A portfolio is a collection of learner work representing learner performance. It is a folder (or

binder or even a digital collection) containing the learner’s work as well as the learner’s

evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work

produced (such as papers and assignments, direct demonstration, indirect demonstration,

products, documents), but also it is a record of the activities undertaken over time as part of

learner learning. The portfolio is meant to show learner growth, development, and

achievements in the education system. It also shows that you have met specific learning goals

and requirements. A portfolio is not a project; it is an ongoing process for the formative

assessment. The portfolio output (formative assessment) will be considered only as enough for

complementary and general modules. Besides, it will serve as a verification tool for each

candidate that he/she attended the whole training before he/she undergoes the summative

assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

Assessment). Each assessment has its own rule for passing to be declared competent.

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)

A trainee to be competent for a formative module must have at least 70% on checked

items or “yes” in indicators (e.g. questions, indicators in the checklist)

Each trainee should be competent on all formative assessments to be declared competent

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

All Summative/Integrated assessment should match with the content of the module in the

curriculum.

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of

assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be

carried out, the Trainer/Teacher has the role of developing another one referring to the

task to be carried out in the integrated situation in accordance to the circumstances inside

school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee

can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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Note:The Assessor should check if the 10% indicator (Quality of Process and Relevance) in

which the Trainee was not able to meet during Summative/Integrated Assessment should not

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

1. During assessment, trainees with special needs (e.g. people with disability) should be

assisted accordingly.

2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider

the status (competent/not yet competent) of trainees before delivering the next module

with pre-requisites.

3. Respect of flowchart particularly in considering the delivery of modules which has

prerequisite of a following/subsequent module is considered in issuing TVET certificate,

otherwise other modules can be given anytime.

4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form

that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the

responsibility of School, Class Teacher, and Trainees. It should be given to trainees after

certification.

5. Industrial Attachment Program (IAP)

- All Trainees should finish and declared competent on all modules before taking IAP

module.

- Trainees should finish and declared competent on the 30 hours content of IAP

module written in the curriculum before they go to workplace or industry.

- The school should organize visit for all trainees in the workplace or industry to

confirm and assist IAP especially in filling up the logbook.

- An interview to the trainee should be conducted in the school after the IAP has

been completed and should be documented in the trainee portfolio.

- All completed logbooks should be part of the trainee portfolio.

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C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.

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Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1.Describe the operating system

1.1 Proper description of operating system components

1.2 Proper description of characteristics of an Operating System

1.3 Proper description of operating system types

1.4 Proper description of operating system functions

1.5 proper description of operating system file system

2.Customize the computer

features

2.1 Proper identification of customer requirements for an

operating system

2.2 Proper Identification of Minimum Hardware Requirements

for operating system to be used

2.3 Proper customization of operating system

3. Protect computer system

3.1 Proper installation of software utilities according to the

manufacturer specifications

3.2 Regular scanning of computer and elimination of virus as

per safety standards

3.3 Accurate backup of computer data based on OS installation

3.4 Appropriate restoration of computer data based on OS

installed

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Learning unit

LU 1:Describe the operating system

1

Learning Outcomes:

1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system

15 Hours

Learning Outcome 1.1:Describe components of operating system

User interface Graphical user interface

(GUI). Shell(CLI)

Kernel micro kernel monolithic kernel

File management system Disk-based Network-based Virtual

o Brainstorming on components of operating system

o Demonstration on components of operating system

o Group discussions on

components of operating

system

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet

Formative Assessment 1.1

Performance criterion

Proper description of components of operating system

Resources Learning activities Content

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Assessor may collectamong the following evidences and make judgements on whether the

performance criterion has been achieved.

Types of evidence Portfolio assessment tools

Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )

Checklist Score

Yes No

Indicator: User interface is described

Graphical user interface (GUI).

Shell(CLI)

Indicator: kernel is described

Micro kernel

Monolithic kernel

Indicator : File management system is described

Disk-based

Network-based

Virtual

Observation

Learning Outcome 1.2: Describe the characteristics of operating system

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Multi-user

Multitasking

Multiprocessing

Multithreading

o Brainstorming on

characteristics of operating system


characteristics of operating system

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet -





Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)

Checklist Score

Yes No

Indicator: Multi-user computer is described Indicator: Multitasking computer is described Indicator: Multiprocessing computer is described


Proper description of characteristics of an operating system


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Indicator: Multithreading computer is described

Observation

Learning Outcome 1.3: Describe the types of operating system

Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone

Multi-user, multi-task Unix Lunix

Real Time Operating Systems

Industrial machine Laboratories

machine

Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS

o Demonstration on types of operating system

o Group discussions on types of operating system

- Computer - Projector - software - Text books - Lecture notes - Papers - Internet



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Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Single-user, single task operating system are described

Android

Blackberry iOS(iPhone OS) Windows 8 phone

Indicator : Multi-user, multi-task operating system are described Unix Lunix

Indictor: Real Time Operating Systems operating system are described Industrial machine Laboratories machine

Indicator : Single-user, Multi-tasking operating system are described Windows xp Windows vista Windows 7 Windows 8 Windows 10

Observation


Proper description of operating system types

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Learning Outcome 1.4: Describe the functions of operating system

Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling

o Group discussions on functions of operating system

o Brainstorming on functions of operating system

- Computer - Projector - software - Text books - Internet





Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Indicator: Basic functions of operating system are described

Intermediator Process Management


Proper description of operating system functions


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File Management Memory Management Security Job Scheduling

Observation

Learning Outcome 1.5: Describe the operating system file system

File system role

File system types File Allocation

Table(FAT12,FAT16,FAT32,exFAT)

New Technology File System (NTFS).

Apple file system (APFS) Hierarchical file system(HFS

and HFS Plus) Veritas File System(VFS)

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations

o Practical exercises on

mathematical

function(average, minimum,

maximum and count

numbers

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet



Proper description of operating system file system


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Written evidence

Oral evidence


Checklist Score

Yes No

Indicator : File system types are described

File Allocation Table(FAT12,FAT16,FAT32,exFAT) New Technology File System (NTFS). Apple file system (APFS) Hierarchical file system(HFS and HFS Plus) Veritas File System(VFS)

Observation

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Learning unit

LU 2:Customize computer features

2

Learning Outcomes:

1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system

for operating system to be sued 3. Customize the operating system

10 Hours

Learning Outcome 2.1:Identify the customer requirement for an operating system

Requirements to be

considered

Budget constraints

Compatibility with

current hardware

Compatibility with

new hardware

How the computers

will be used

Compatibility with

existing applications

Types of new

applications to be

used

o Brainstorming on operating system customer requirements

o Group discussions on operating system customer requirements

o Demonstration on operating

system customer requirements

- Computer - Projector - software - Text books


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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation

Checklist Score

Yes No

Indicator: Customer requirement for an operating system are identified

Budget constraints

Compatibility with current hardware

Compatibility with new hardware

How the computers will be used

Compatibility with existing applications

Types of new applications to be used

Observation

Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used



Proper identification of customer requirements for an operating system

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Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and

speed Motherboard


minimum hardware requirements






Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation

Learning Outcome 2.3:Customize the operating system


Proper identification of minimum hardware requirements for operating system to be used

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User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Verify your network shares with Shared Folders

Control panel utilities

o Brainstorming on operating system customization

o Demonstration on operating system customization

o Practical exercises on operating system customization






Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: operating system is customized

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer


Proper customization of the operating system


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Observation

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Learning unit

LU 3: Protect computer system

3

Learning Outcomes:

1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed

5 Hours

Learning Outcome 3.1:Install software utilities

Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus

installation

- Computer Lab - Projector - Computer with OS

installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS

installed - Antivirus





Proper installation of software utilities according to the manufacturer

specifications


29 | P a g e


Written or Oral


Checklist Score

Yes No

Indicator: Software tools utilities are installed

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Observation

Learning Outcome 3.2: Scan and Eliminate virus

Description of scan types Full system scan On demand scan On access scan

Description of san mode Manual Automatic Scheduled

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan


computer virus scan

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers


30 | P a g e





Written


Checklist Score

Yes No

Indicator: Scan type are described

Full system scan

On demand scan

On access scan

Indicator: Scan mode is described

Manual

Automatic

Scheduled

Indicator: Virus are eliminated

Neutralization

Deleting

Quarantine

Observation


Regular computer scan and elimination of virus as per safety standards

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Learning Outcome 3.3: Backup of computer data based on OS

Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups

Selection of common backup devices Tape drive Digital audio

tape(DAT) drives Auto-loader tape

systems Magnetic optical

drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers





Written evidence

Oral

Performance

Matching Sentence completion Ticking Expose (presentation ) Task on backing up data


Accurate backup of computer data based on OS installation


32 | P a g e

Checklist Score

Yes No

Indicator: Backup types are described

Normal/Full backup

Copy backup

Differential backup

Incremental backup

Daily backups

Indicator: Common backup devices are selected

Tape drive

Digital audio tape(DAT) drives

Auto-loader tape systems

Magnetic optical drives

Removable disks

Disk drives

Observation

Learning Outcome 3.4: Restore computer data based on OS installed

Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical

drives CDs DVDs Disc drives

o Brainstorming on backup types

o Practical exercises on data

restore

o Computer Lab with internet access

o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS

installed o Antivirus



33 | P a g e

Competence




Written evidence

Oral

Performance

Matching Expose (presentation ) Task on restoring data

Checklist Score

Yes No

Indicator: Restoring devices are selections

HHD/SSD

USB/ Flash Driver

Tapes drives

Magnetic optical drives

CDs

DVDs

Disc drives

Observation

References:

1. https://www.ctdlc.org/remediation/indexComputer.html

2. https://www.ctdlc.org/remediation/mouse.html

3. https://www.ctdlc.org/remediation/software.html

4. https://www.ctdlc.org/remediation/copypaste.html

5. https://cce.sydney.edu.Sau/course/BCEI

C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES


Appropriate restoring of computer data based on OS installed

34 | P a g e

CCMHE401 Implement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the outcomes required to implement Safety, Health and Environmental

(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure

own safety and that of others; together with protection of the environment. This includes

implementation of recognized environmental care principles.

35 | P a g e


Maintaining SHE at workplace







1. Identify hazardous areas to be

improved

1.1 Proper physical inspection of the working area

1.2 Proper selection of the tools and materials

1.3 Proper marking and reporting of hazardous area

1.4 Proper reporting on the area of weakness according to

company procedure

2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements

2.2 Appropriate instruction to workers to follow safety best practices and enforce health and safety regulations

2.3 Proper establishment and maintenance of

communication with others in line with SHE

requirements

2.4 Proper performance of tasks in a safe manner and in

line with SHE best practices

3. Assess and control risks 3.1 Proper analysis of work practices and processes to

identify areas for improvement in relation to SHE issues

and hazards

3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents

3.3 Proper control of hazard to make them less dangerous

by looking at the most effective options

4. Promote awareness of SHE in working place

4.1 Proper implementation of environmental procedures

4.2 Adequate training of workers to operate tools and

equipment

4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards

36 | P a g e

Learning Outcome 1.1: Select tools and materials

Types of tools, materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer

Types of tools, materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Setting visual aids

o Preparing video and audio

materials with types of

equipment

- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared

Learning unit

LU 1: Identify hazardous areas to be improved.

1

Learning Outcomes:

1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas

5 Hours


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Nails Cement Wire mesh Marking paints Tape measure Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves

thermometer - Strings and ropes - PPEs

Formative Assessment1.1

Assessor may collect among the following evidences and make judgements on whether the



Written evidence

Oral evidence

Performance evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area

identification


Proper selection of the tools and materials

38 | P a g e

Checklist Score

Yes No

Indicator :Tools, materials and equipment used to identify hazards are selected accordingly

Dust sampler

Noise meter

Hammer

Brushes

Crowbar

Ladder

Rock drill

Tape measure

Infrared thermometer

etc

Indicator :Tools, materials and equipment used to control hazards are selected accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Cement

Wire mesh

Marking paints

Tape measure

Level meter

Pick

Shovel

Saw

PPEs

Etc

Observation

Learning Outcome 1.2: Inspect and identify physical feature of dangerous area

39 | P a g e

Tools and equipment for

inspection: Adequate supply of tools

and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area

Environment condition Water Cracks Air Dust

o Presentation on checklists and work place examinations

o Observation of the working place

o Group discussion about qualities of a good working place

o Practical exercises of inspecting o On checklists and work place

examinations o Preparation of visual Aid

materials o Preparation of Video and audio

aids

- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen


40 | P a g e





Written

Performance

Oral

Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place

Checklist Score

Yes No

Indicator : Tools and equipment for inspection are identified and supplied accordingly

Tools and equipment for inspection are identified according to each job specification

PPEs for inspection are supplied according to each job specification

Indicator : Environment conditions are examined accordingly

Water

Cracks

Air

Dust

Observation


Proper physical inspection of the working area

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Learning Outcome 1.3: Mark and report on the hazardous areas

Introduction to tools and

equipment for marking

hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap

(Warning sign) Cones

Use of tools and

equipment for marking

hazardous area

Reporting: Through the

administrative hierarchy

Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Preparation of visual Aid materials

o Preparation of video and audio materials

- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap





Written

Performance

Oral

Multiple choice

True or false question

Matching

Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting


Proper marking of hazardous area and proper reporting on the area of

weakness according to company procedure


42 | P a g e

Checklist Score

Yes No

Indicator : Tools and equipment for marking hazardous area are introduced and used accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Barricade tap (Warning sign)

Cones

Indicator : Hazardous areas are reported according to the situation

Through the administrative hierarchy

Through Emergency reporting

Observation

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Learning unit

LU 2 : Apply SHE practices.

2

Learning Outcomes:

1. Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements

2. Instruct workers to follow safety best practices and enforce health and safety regulations.

3. Establish and maintain communication with others in line with SHE requirements

4. Perform tasks in a safe manner and in line with SHE best practices

10 Hours

Learning Outcome 2.1: Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements

Occupational and

organizational requirements:

Organizational policies

and procedures about

Manual handling

- shifting,

- lifting and

- carrying

Machine guarding Organizational and site

guidelines Own role and

responsibility Quality assurance

and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values Recording and reporting Equipment use,

maintenance and

o Research on OHS,

environmental, legislative and

Organizational requirements.

o Brainstorming on OHS,

environmental, legislative

requirements and

Organizational requirements.

o Group discussion on OHS,

environmental, Legislative and

organizational requirements

- PPEs - Reference books - Work sheet - Markers - Flip charts


44 | P a g e

storage

Healthy and Safety

requirement:

Personal protective

equipment and clothing

First Aid and Firefighting

equipment

Hazard and risk control

equipment

Psychological conditions

control mechanisms

Environment requirement:

Safe forest practices

Waste management: Disposal, Recycling and Re-use guidelines





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety

and Environmental (OHSE) requirements


Proper identification and application of Occupational Health, Safety and

Environmental (OHSE) requirements

45 | P a g e

Checklist Score

Yes No

Indicator : Occupational requirements are properly identified and followed

Organizational policies and procedures about

Manual handling

Machine guarding

Organizational and site guidelines

Own role and responsibility

Quality assurance and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values

Indicator: Health and safety requirements are properly identified and followed

Personal protective equipment and clothing

First Aid and Firefighting equipment

Hazard and risk control equipment

Psychological conditions control mechanisms

Indicator : Environment requirement are properly identified and followed

Safe forest practices

Waste management guidelines

Disposal,

Recycling and

Re-use guidelines

Observation

Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.

46 | P a g e

Appropriate SHE

standards, regulations

to be followed, and

tools and materials to

be used:

Use of PPEs

Use of inspection

checklist

o Observation about the need

of appropriate SHE

standards, regulations to be

followed, and tools and

materials to be used

o Group discussion on role of

appropriate SHE standards,

regulations to be followed,

and tools and materials to be

used


following appropriate SHE

standards, regulations, and

using appropriate tools and

materials

- PPEs - Reference books - Work sheet - Markers - Flip charts





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations

Checklist Score

Yes No

Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations


Appropriate instruction to workers to follow safety best practices and to

enforce health and safety regulations.


47 | P a g e

Use of PPEs Use of inspection checklist

Observation

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Learning Outcome 2.3: Establish and maintain communication with others in line with SHE requirements

Applying basics of effective communinication:

Types of effective communication with others in line with SHE requirements:

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication with others in line with SHE requirements:

Effective oral communication

Effective written communication

Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and

cooperative language Appropriate language

and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

o Group discussion about

communication with others in

line with SHE requirements.

o Role play about effective communication

o Practical exercises of

communication with others in line with SHE requirements

- Public Board notices

- Communication

devices/phones

- Safety signage


49 | P a g e

etc

Types of questions to be asked during a communication process Close-ended

questions Open-ended

questions etc





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE

requirements

Checklist Score

Yes No

Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication

Types of workplace effective communication

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication

Effective oral communication

Effective written communication

Techniques of effective oral communication


Proper establishment and maintenance of communication with others in line

with SHE requirements.

50 | P a g e

Active listening

Constructive feedback

Positive, confident and cooperative language

Appropriate language and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

etc

Types of questioning in oral communication

Close-ended questions

Open-ended questions

etc

Observation

Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices

Environmental policy

content :

Compliance, improvement (where

required to reflect) and

prevention Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices

and systems

o Group discussion on content of the environment policy

o Practical exercises on applying environment policy

- Registration documents

- Regulations

- Safety standards



Proper performance of tasks in a safe manner and in line with SHE best

practices


51 | P a g e




Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Perform tasks in a safe manner and in line with SHE best

practices ( according to their specific trade)

Checklist Score

Yes No

Indicator : Tasks are performed in a safe manner and in line with SHE best practices

Environmental policy content:

Compliance Improvement (where required to reflect) Prevention

Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices and systems

Observation

Learning unit

LU 3: Assess and control risks.

3

Learning Outcomes:

1. Analyze work practices and identify areas for improvement in relation to SHE issues and hazards

2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel

52 | P a g e

10 Hours 3. Control hazard to make them less dangerous by looking at the most

effective options.

Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation to SHE issues and hazards

Applying Continuous Process Improvement

(CPI) concepts and tools: CPI “Musts” and

Principles:

Stop fixing and start improving

The best practices are the ones you already have

Changing behavior is more important than changing processes

If you aren’t failing, you aren’t trying

CPI Methods: Lean Six Sigma Theory of Constraints Business Process

Reengineering

o Small group discussion about Continuous Process Improvement (CPI) concepts and tools

o Individual work about CPI Methods

o Role play about application of CPI musts and principles

o Simulation about roles and responsibilities of CPI

- Role play scenario - Reference books - Online materials - Scholarly materials - Video record






Proper analysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards


https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#three



https://daniellock.com/4-principles-of-continuous-improvement/#four

https://daniellock.com/4-principles-of-continuous-improvement/#four

53 | P a g e

Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyze of work practices and processes to identify areas

for improvement in relation to SHE issues and hazards

Checklist Score

Yes No

Indicator: Work practices and processes are properly analyzed to identify areas for improvement in relation to SHE issues and hazards

Analysis of Work practices and processes according CPI musts and principles

Analysis of Work practices and processes according CPI Methods

Observation

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Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel

Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk

Exposure Threshold Develop Risk Mitigation

Option

Principles for Effective Verbal Intervention

Remain calm. Isolate the individual. Watch your body

language. Keep it simple. Use reflective

questioning. Use silence. Watch your preverbal.

Elements of good quality risk

statement Event or condition,

Consequences on program

objectives, and

Cause

o Group work on observing possible risks

o Presentation about risks assessment findings

o Brainstorming on risks awareness

o Role play about effective verbal intervention

- Role play scenario - Reference books - Online materials - Scholarly materials





Proper detection and assessment of risk, and detailed report and

investigation of all incidents/ accidents.


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Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and

investigating all

Checklist Score

Yes No

Indicator: Risks are properly detected, assessed and reported through

Steps of Risk assessment tool

Principles for Effective Verbal Intervention Elements of good quality risk statement

Observation

Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most effective options.

Methods of Hazard control: prevention, handle, isolation, remove or use of PPE

Practical Problem Solving Model (PPSM):

Clarify & Validate the Problem Break Down the Problem/Identify

Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through

o Group discussion about control of hazards

o Practical exercises on Practical Problem Solving Model (PPSM)

o Brainstorming on control of hazards

Procedural manuals

Environmental policy

Reference books

Checklist

Papers

Pens

Internet


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Confirm Results & Process Standardize Successful Processes





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area

Checklist Score

Yes No

Indicator: Hazards are properly controlled to make them less dangerous by looking at the most effective options through:

Application of methods of Hazard control

Practical Problem Solving Model (PPSM)

Observation

Learning unit

LU 4: Awareness of SHE in working place.


Proper control of hazard to make them less dangerous by looking at the most

effective options.

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4

Learning Outcomes:

1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to

minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Definitions Environmentally sustainable work practices

Environmental Sustainability Strategies Recycling Strategy Waste Reduction

Paper Reduction Photocopiers,

Printers, Faxes & Office Equipment

Travel & Meetings Energy Efficiency &

Conservation Lights Computers and

monitors Air Conditioning

Workers & Business Partner Awareness

o Brainstorming on

Environmental goals

o Research on Environmental

goals

o Group discussion

Environmental Sustainability

Strategies

- Procedural manuals - Organizational policies

and procedures - Environmental policy



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Written evidence

Oral evidence

Performance

Multiple choice

True or false question

Matching

Sentence completion

Ticking

Expose (presentation)

Task: Implementing environmental procedures

Checklist Score

Yes No

Indicator: Environmental procedures are Properly implemented through:

Environmentally sustainable work practices definition

Environmental Sustainability Strategies

Observation

Learning Outcome 4.2: Provide training to workers on SHE and operational control



Proper implementation of environmental procedures

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Design of OH&S package for training:

Program awareness Specific roles in the safety and

health program Hazard identification and

controls skills

Use of best methods in crosscutting issues training On the job training

Off the job training

Apprenticeship Training

Vestibule or Training Center

Training

Training Via Internship

o Brainstorming on types

of trainings

o Group discussion of best

methods of training

o Preparation SHE package

to deliver

- Fire extinguisher - First aid kit - Fire triangle - Personal protective

equipment and clothing

- Safety equipment - First aid equipment - Procedural manuals - Organisational policies

and procedures - Environmental policy





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE

requirements

Checklist Score

Yes No


Adequate training of workers to operate tools and equipments

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Indicator: Workers are adequately trained to operate tools and equipments through:

Design of OH&S package for training Use of best methods in crosscutting issues training

Observation

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Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize or eliminate hazards.

Environmental Impacts awareness: Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding

Remedial actions: Workplace waste management

systems Emissions control of greenhouse

gases Use of non-renewable resources

control Chemical use control Supply chain management

o Research on environmental

impact

o Group discussion on work

sustainability

o Brainstorming on measures

for sustainability

- Environmental policy

- Procedural manuals

- Organisational policies and procedures





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE

requirements


Proactive inspection of the working area and appropriate remedial action to

be taken to minimize or eliminate hazards.


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Checklist Score

Yes No

Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards

Environmental Impacts awareness Remedial actions

Observation

References:

1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—

Principles and guidelines, Switzerland, 2009

2. The Green Workplace: Sustainable Strategies that Leigh Benefit Employees, the Environment

and the Bottom Line, Stringer 2009. New York

3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015

4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)

5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009

6. Safety Management a Comprehensive Approach To developing A Sustainable System, Chitram Lutchman, 2012, Taylor & Francis Group,NY

7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776

https://ecu.on.worldcat.org/oclc/271786642?databaseList=638

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

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Competence

C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH

CCMEN401 Use intermediate English at the workplace


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explanation and stating facts , use tenses Accurately, write structured factual, descriptive, and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening strategy depending on the listening

64 | P a g e

purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.


Not applicable







1. Write factual, descriptive, and

explanatory texts

1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state

facts accurately 1.3 Clear distinction of factual, description and

explanatory paragraphs 1.4 Appropriate writing of well-structured factual,

descriptive, and explanatory texts on a range of topics

1.5 Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)

2. Apply a range of listening strategies

to understand predictable

messages

2.1 Accurate identification of different listening strategies

2.2 Proper selection of a listening strategy depending on the listening purpose

2.3 Active application of listening strategies while listening to audio messages

2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker

3. Discuss general and trade-related

topics

3.1 Presentations of personal ideas and opinions during discussions selected topics of interest

3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions

3.3 Proper use of functional language to support of refute ideas in a debate or discussion

3.4 Convincing building of arguments to support or

65 | P a g e

refute an opinion (elements and types of an argument


4. Read medium texts on general and

trade-related topics

4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)

4.2 Proper selection of a reading technique depending on the reading purpose and material

4.3 Active application of reading techniques while reading different texts messages

4.4 Demonstration of the ability to understand the inferences made in a range of medium length texts

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Learning unit

LU 1:Write factual, descriptive, and explanatory texts.

1

Learning Outcomes:

1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a

range of topics 5. Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,

industrial attachments)

10 Hours

Learning Outcome 1.1:Use proper terminology to report facts

Expressing facts

Expressions used in

outlining facts

The fact is that…

The (main) point is

that …

This proves that …

What it comes down to

is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt that …

Comparing and reporting facts

Using comparatives and

superlatives

Quantifiers and modifiers

o Group discussions

o Dialogues

o Role plays

o Short presentations

o Practical writing exercises

o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee

manuals

Stationeries

Lesson plans

Reference

books

Written

speeches

Newspaper

reports


67 | P a g e





Written evidence


Presentations

Sentence completion

Matching

Writing practice

Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Indicator : Expressions are well used in outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt

Indicator : Comparing and reporting facts are well used

Using comparatives and superlatives

Quantifiers and modifiers

Observation


Use proper terminology to report facts

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Learning Outcome 1.2: Describe, explain and state facts using tenses accurately

Using present tenses to

describe, explain and

state present facts

Using past tenses to

describe, explain and

state past facts

o Dialogues

o Storytelling


o Practical writing exercises

o Modelling

o Brainstorming

o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written

Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

Indicator : Tenses are well used to describe , to explain and state facts


Describe, explain and state facts using tenses accurately


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Present tenses

Past tenses

Observation

Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Factual paragraph Title Introduction Describe in detail Additional info conclusion

Descriptive paragraph Sensory details Precise language Dominant impression Careful organization

Explanatory paragraph Organization Transitions Evidences and examples conclusion

o Group discussions

o Brainstorming

o Group works

-





Written

Performance

Writing practice

Discussions

Matching

True or false questions

Task: Classify the paragraphs given to you by the teacher according


Distinguish factual, description and explanatory paragraphs


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to their types

Checklist Score

Yes No

Indicator: Paragraphs are well classified and distinguished

Factual paragraphs

Descriptive paragraphs

Explanatory paragraphs

Observation

Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a range of topics

Sentence structure

Compound sentences

Coordinative

conjunction

Complex sentences

Main clauses

Subordinate clause

Subordinate

conjunctions

Compound complex

sentences

Structure of narrative,

argumentative, descriptive,

and explanatory texts

Present and past tenses

o Group works

o Pair work

o Jumbled paragraphs

o Gap-fill

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures



71 | P a g e




Written

Performance

Matching

Writing practice Presentation Task: Write a short essay describing your career dreams

Checklist Score

Yes No

Indictor: An eassy is well written

Text is well structured

Types of texts is identified

Tense is well used

Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

Introduction to business

letters

Parts of a business letter

Introduction to email

correspondence

Parts of an email

Strategies for writing a

good email

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback

o Practical exercises on email

writing


business letters

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings



Write well-structured factual, descriptive, and explanatory texts on a

range of topics

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Reference books

Photos or pictures

Letter samples





Written

Performance

Writing practice Task: Compose an email outlining some of the challenges you

face at work.

Checklist Score

Yes No

Indicator: Parts of an email

Recipient's Address

Cc and Bcc

Subject Line

Body

Sender’s address

Send

Indicator :Parts of letters are well placed and recognized

The heading

Addresses are well placed

The salutation

The body

The complimentary close

The signature

Observation


Produce correspondence texts (letters, emails) stating, explaining, or

describing facts at the workplace

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Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits, industrial attachments)

Writing small-scale reports

Structure of a formal

report

Layout

Introduction

Body

Conclusion

o Report Writing practice

o Peer feedback

o Group work

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports





Written

Performance

Writing practice

Presentation Task: Produce a short report on your recent field visit

Checklist Score

Yes No

Indicator : Formal reports is well structured

Layout

Introduction

Body

Conclusion

Language is well used

Observation


Produce small-scale reports on trade-related issues (field visits,

industrial attachments)


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Learning unit

LU 2:Apply a range of listening strategies to understand predictable messages.

2

Learning Outcomes:

1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening

purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker

7 Hours

Learning Outcome 2.1:Identify different listening strategies

Listening strategies

Listening for details

listening for the gist

note taking

Active listening and

response

Listening for specific

information

predicting

drawing inferences

summarizing

recognizing cognates

recognizing word-

order patterns

o Dialogues

o Role plays


o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios



Identify different listening strategies


76 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Indicator :Listening strategies are explained

Listening for details

listening for the gist

note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences

recognizing cognates

recognizing word-order patterns

Observation

Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1



77 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice Task: Which listening strategy would you use to get the main

idea of a recording?

Checklist Score

Yes No

Indicator : Listening strategies are well selected Listening for details listening for the gist note taking Active listening and response Listening for specific information Summarizing predicting drawing inferences recognizing cognates recognizing word-order patterns

Observation

Learning Outcome 2.3: Apply listening strategies while listening to audio messages



Select appropriate listening strategy depending on the listening purpose

78 | P a g e

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1





Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice Task: listen to the audio and find out the main idea and answer

question of comprehension on it

Checklist Score

Yes No

Indicator : The audio is well interpreted Main points are given Questions of comprehension are answered The message from the audio is clear and focus on the topic

Observation

Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker

Understanding non-verbal

clues

Voice clues Intonation

o role play o video watching o note taking o modelling o drilling

video materials

posters/banners

wallpapers

audiovisual materials



Apply listening strategies while listening to audio messages

79 | P a g e

Voice tone Body movement

facial expressions gestures

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Scenarios

Trainee manuals





Written evidence

Oral evidence

Performance

Multiple choice Discussions

Audio-visual practice Task: Watch a video shown by the teacher and say what the

speaker’s gestures mean.

Checklist Score

Yes No

Indicator : Non -verbal clues are used to detect the message implied by the speaker Voice clues Body movement Message is fully detected

Observation


Use non-verbal clues to detect messages implied by the speaker

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.

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Learning unit

LU 3:Discuss general and trade-related topics.

3

Learning Outcomes:

1. Present personal ideas and opinions during discussions on selected topics of interest

2. Use functional language to support or refute ideas in a debate or discussion

3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 7 Hours

Learning Outcome 3.1:Present personal ideas and opinions during discussions on selected topics of interest

Expressing opinion in English

Agreeing with an opinion

Full agreement with an

opinion

Partial agreement with

an opinion

Disagreeing with an opinion

Forms of disagreement

When to disagree

Disagreeing politely

Using functional language in

argument building

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be

refuted

Sequencing ideas

Predicting ideas

o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual


82 | P a g e





Oral evidence

Performance

Presentation practice

Writing practice

Discussions Task: Prepare a short presentation on a topic of interest and

share it with your class.

Checklist Score

Yes No

Indicator : Ideas and opinions are well presented during discussions

Agreeing with an opinion

Disagreeing with an opinion

Indicator : Functional language in argument building are well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation


Present personal ideas and opinions during discussions on selected topics of

interest

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Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or discussion

Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1





Oral evidence

Performance

Discussions Presentations Task: Following instructions given by your teacher, use

functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

Indicator : Functional language in supporting or refuting ideas in a group discussion are well used Persuasion Asking questions Cause and effect Summarizing ideas to be refuted Sequencing ideas Predicting ideas

Observation


Use functional language to support of refute ideas in a debate or

discussion


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Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions

Dealing with argumentation fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies

Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books





Written evidence

Oral evidence

Performance

Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and

tell which argumentation fallacies the speaker is using then respond to them.


Detect and avoid argumentation fallacies in debates and discussions


https://en.wikipedia.org/wiki/List_of_fallacies#Propositional_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Quantification_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Faulty_generalizations

https://en.wikipedia.org/wiki/List_of_fallacies#Red_herring_fallacies

85 | P a g e

Checklist Score

Yes No

Indicator: Argumentation fallacies are well identified and respond to them during listening Formal Fallacies Informal Fallacies

Observation

Learning Outcome 3.4: Build convincing arguments to support or refute an opinion

Building a convincing argument Definition of an argument Elements of an argument

Claims Counterclaims Reasons Evidence

Types of arguments Deductive Argument Inductive Argument Abductive

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples





Written evidence

Oral evidence

Performance

Discussions Writing practice Presentation Task: After drafting your argument on the role of TVET on

Rwanda’s development, indicate all the elements of an argument in it.


Build convincing arguments to support or refute an opinion


86 | P a g e

Checklist Score

Yes No

Indicator : Elements of an arguments are indicated Claims

Counterclaims

Reasons

Evidence

Indicator : Types of arguments are considered

Deductive Argument

Inductive Argument

Abductive

Observation

.

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Learning unit

LU 4:Read medium texts on general and trade-related topics.

4

Learning Outcomes:

1. Identify different reading techniques

2. Select a reading technique depending on the reading purpose

and material

3. Apply reading techniques while reading different texts

4. Demonstrate ability to understand the inferences made in a

range of medium length texts

6 Hours

Learning Outcome 4.1:Identify different reading techniques

Reading techniques

Skimming

Scanning

Deep reading

Critical reading

o Practical exercises

o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials





Identify different reading techniques


88 | P a g e


Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Differentiate reading techniques

Checklist Score

Yes No

Indicator: Reading techniques are differentiated

Skimming

Scanning

Deep reading

Critical reading

Observation

Learning Outcome 4.2: Select a reading technique depending on the reading purpose and material






Adequate training of workers to operate tools and equipment


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Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Select an appropriate reading strategy based on the

reading task given to you by the teacher.

Checklist Score

Yes No

Indicator: Selection of reading strategy is understood due to its purpose Skimming

Scanning

Deep reading

Critical reading

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to

texts

General texts

Trade-related texts

o Practical exercises

o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper

reports

Reading materials

Reference books


90 | P a g e





Written evidence

Performance

Reading practice

Presentations Task: Read a text and apply reading strategy based on the task

given to you by the teacher.

Checklist Score

Yes No

Indicator : Reading strategies are applied according to the purpose Look only for a specific fact or piece of information without reading everything

(scanning)

Looking only for the general or main ideas (skimming) Read a text thoroughly to understand and remember what you’ve read (deep

reading)

Involves analysis, interpretation, and evaluation. (Critical reading)

Observation

Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of medium length texts




Apply reading techniques while reading different texts

91 | P a g e





Written evidence

Performance

Reading practice

Presentations Task: Read the text given by the teacher and identify what the

writer implies. How did you come up with such inferences?

Checklist Score

Yes No

Inferences are developed Inferences are justified

Observation

References: 1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-

speeding-up-your-reading/

2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.

2004.

3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),

4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.

Cambridge: Cambridge University Press.

5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:

Heinemann Education.

6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and

Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.

7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy

25 (Winter 1989): 121–139.

8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:

Broadman& Holman Publishers

9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.

10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.


Demonstrate ability to understand the inferences made in a range of medium

length texts

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Competence

C C M F T 4 0 1 - APPLICATION DES ELEMENTS DE LA LANGUE FRANCAISE

CCMFT401 Communiquer en appliquant les elements de la langue francaise

Niveau: 4 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration: Décembre, 2016

But visé

Ce module décrit l’application des éléments de la langue aux domaines techniques. A la fin de

ce module, l’apprenant sera capable de lire les différents textes techniques devant le public,

rédiger des textes simples et autres écrits techniques, appliquer certains éléments de la

littérature en rapport avec le métier, utiliser les expressions usuelles de la langue française tels

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que jeux de rôles, devinettes, humours, proverbes et dictons et rédiger des lettres en rapport

avec le métier.

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Prérequis pour le nouvel apprentissage

Non appliqué

Elements de compétence et les Critères de performance

Les unités d’apprentissage décrivent les résultats essentiels d’une compétence

A la fin de ce module, l’apprenant sera capable de:

Elements de competence Critères de performance

1. Lire les différents textes techniques

devant le public.

1.1. Lecture correcte du texte en prose respectant la

ponctuation, la liaison et les accents ;

1.2. Application correcte des règles d’intonation et

d’accentuation dans un texte donné

1.3. Déclamation rythmée d’un poème sur le métier

2. Rédiger des textes simples et autres

écrits techniques.

2.1. Composition propre d’un texte sur le thème du

règlement intérieur du centre de

formation

2.2. Description précise des traits caractéristiques de son

métier

2.3. Exposition méthodique de son expérience personnelle

dans le métier

3. Appliquer certains éléments de la

littérature en rapport avec le métier.

3.1. Interprétation adéquate de jeux de rôle sur le métier

3.2. Interprétation adéquate de chansons sur le métier

3.3. Exploitation correcte du vocabulaire technique d’un

texte sur les transports des

matériels et produits de son métier

4. Utiliser les expressions usuelles de la

langue française jeux de rôles,

devinettes, humours liés au métier

4.1. Utilisation correcte des proverbes et des dictons de la

langue française en rapport avec le métier

4.2. Interprétation correcte des devinettes en rapport avec

le métier

4.3. Utilisation correcte des locutions et des maximes de la

langue française en rapport avec le métier

5. Rédiger les lettres en rapport avec le

métier.

5.1. Adaptation correcte des formules aux destinataires

5.2. Application correcte des formules de politesse

5.3. Structuration appropriée d’un écrit épistolaire

5.4. Organisation correcte de la mise en page d’une lettre

et le curriculum vitae

95 | P a g e

Unité

d’apprentissage

LU 1:Lire les différents textes techniques devant le public

1

Résultats d’apprentissage:

1. Lire le texte en prose respectant la ponctuation, la liaison et les accents.

2. Appliquer des règles d’intonation et d’accentuation dans un texte donné.

3. Déclamer un poème sur le métier. 6 Heures

Résultats d’apprentissage 1.1:Lire le texte en prose respectant la ponctuation, la liaison et les accents.

Lecture du texte en

prose

Ponctuation

Liaison

Accents

o Lire un texte en respectant la

ponctuation, la liaison et les accents.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles

Evaluation Formative 1.1

Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de

performance à observer atteint ou a atteint le résultat escompté

Critère de performance

Lecture correcte du texte en prose respectant la ponctuation, la liaison

et les accents.

Ressources Activités d’Apprentissage Contenus

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Types de preuves Instruments d’evaluation du portfolio

Preuves écrites

Preuves orales

Dictée

Texte écrit

Lire le paragraphe donné

Liste de contrôle Résultat

Oui Non

Indicateur : Lecture d’un texte en respectant :

La ponctuation

La liaison

Les accents

Observations

Résultats d’apprentissage 1.2:Appliquer des règles d’intonation et d’accentuation dans un

texte donné..

Règles d’intonation.

Règles d’accentuation.

o Lire un texte en appliquant les règles

d’intonation et d’accentuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles


97 | P a g e



performance à observer atteint ou a atteint le résultat escompté.

Types de preuves Instruments d’evaluation du portfolio

Preuves écrites

Preuves orales

Dictée. Texte écrit. Lire le paragraphe donné


Oui Non

Indicateur : Lecture d’un texte en appliquant les règles:

D’intonation

D’accentuation

Observations

Résultats d’apprentissage 1.3:Déclamer un poème sur le métier.

Rythmée d’un poème

Liaison

Pause

Ponctuation

o Déclamer un poème en respectant le rythme en particulier la liaison, la pause et la ponctuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et tableaux

feutres



Application correcte des règles d’intonation et d’accentuation dans un

texte donné.

98 | P a g e

- Projecteurs

- Matériels tactiles




Types de preuves Outils d’evaluation Portfolio

Preuves écrites

Preuves orales

Poème écrit Déclamation d’un poème


Oui Non

Indicateur : Déclamation d’un poème en respectant le rythme, en particulier :

La liaison

La pause

La ponctuation

Observations


Déclamation rythmée d’un poème sur le métier

99 | P a g e

Unité

d’apprentissage

LU 2:Rédiger des textes simples et autres écrits techniques.

2


1. Composer un texte sur le thème du règlement intérieur du centre de formation.

2. Décrire les traits caractéristiques de son métier. 3. Exposer de son expérience personnelle dans le métier.

6 Heures

Résultats d’apprentissage 2.1:Composer un texte sur le thème du règlement intérieur ducentre

de formation.

Composition d’un texte

sur le règlement

intérieur du centre de

formation :

L’introduction

Le corps

La Conclusion

o Composer un texte en respectant les

parties d’un texte.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Précision nette de sa réponse relative au texte.


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Preuves ecrites

Preuves orales

Rédiger un texte Présentation du texte.


Oui Non

Indicateur: Composition d’un texte en dégageant:

L’introduction

Le corps

La Conclusion

Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.

Observations

Résultats d’apprentissage 2.2:Décrire les traits caractéristiques de son métier

Traits caractéristiques

de son métier :

L’introduction

Le corps

La Conclusion

o Composer un texte sur les caractéristiques de son métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles


101 | P a g e





Preuves écrites

Preuves orales

Rédiger un texte. Présentation du texte.


Oui Non

Indicateur : Composition d’un texte en dégageant :

L’introduction

Le corps

La conclusion

Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.

Observations

Résultats d’apprentissage 2.3:Exposer de son expérience personnelle dans le métier

Son expérience

personnelle dans le

métier.

o Composer et exposer un texte sur son

expérience dans le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et



Précision nette de sa réponse relative au texte.

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tableaux feutres

- Projecteurs

- Flash Disk






Preuves ecrites

Preuves orales

Rédiger un texte et l’exposer Présentation du texte.


Oui Non

Indicateur : Composition et exposition d’un texte décrivant son expérience :

Professionnelle

Economique

Socio-culturelle dans le métier

Observations


Articulation convenable tenant compte de la ponctuation.

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Résultats d’apprentissage 3.1: Interpréter les jeux de rôle sur le métier

Jeux de rôle sur le métier

Scènes

Humour

o Interpréter un jeu de rôle

humoristique sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels

tactiles


Unité

d’apprentissage

LU 3:Appliquer certains éléments de la littérature en rapport avec son métier

3


1. Interpréter les jeux de rôle sur le métier. 2. Interpréter les chansons sur le métier. 3. Exploiter le vocabulaire technique d’un texte sur les transports

des matériels et produits de son métier.

6 Heures


Production effective d’avis personnels dans son argumentation devant

l’auditoire.


104 | P a g e




Preuves écrites

Preuves orales

Rédiger un texte du jeu de rôle. Préparer par écrit les arguments à exposer.


Oui Non

Indicateur : Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant l’humour et le comique par :

Les mots

Les gestes

Les répétitions

Les situations

Observations

Résultats d’apprentissage 3.2:Interpréter les chansons sur le métier.

Chansons sur le métier

Scènes

Les mots

Les gestes

Les répétitions

o Interpréter des chansons sur le métier. - Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles


105 | P a g e





Preuves écrites

Preuves orales

Rédiger une chanson du jeu de rôle. Présentation du chanson.


Oui Non

Indicateur : Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant l’humour et le comique par :

Les mots

Les gestes

Les répétitions

Les situations

Observations

Résultats d’apprentissage 3.3:Exploiter le vocabulaire technique d’un texte sur les transports

des matériels et produits de son métier.

Vocabulaire technique

d’un texte

Transports des

matériels de son

o Identifier et définir le vocabulaire technique à travers un texte sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies



Appliquer certains éléments de la littérature en rapport avec son métier.

106 | P a g e

métier

Transports des

produits de son métier

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Preuves écrites

Preuves orales

Texte écrit. Présentation du texte.


Oui Non

Indicateur: Application correcte de vocabulaire technique à travers un texte sur le métier :

Vocabulaire technique d’un texte :

Transports des matériels de son métier

Transports des produits de son métier

Observations


Application correcte de vocabulaire technique à travers un texte sur le métier.

107 | P a g e

Unité

d’apprentissage

LU 4:Utiliser les expressions usuelles de la langue française.

4


1. Utiliser des proverbes et des dictons de la langue française en rapport avec le métier.

2. Interpréter des devinettes en rapport avec le métier. 3. Utiliser des locutions et des maximes de la langue française en

rapport avec le métier. 6 Heures

Résultats d’apprentissage 4.1 : Utiliser des proverbes et des dictons de la langue française en

rapport avec le métier.

Proverbes de la langue

française liés au

métier ;

Dictons de la langue

française liés au métier.

o Insérer les expressions usuelles liées au

métier dans son discours.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles



Utiliser les expressions usuelles de la langue en rapport avec le métier.


108 | P a g e




Preuves écrites

Preuves orales

Rédiger un texte et l’exposer. Présentation du texte avec des expressions usuelles


Oui Non

Indicateur:Insertion d’expressions usuelles liées au métier :

3 Proverbes

3 Dictons

Idiomes

Observations

Résultats d’apprentissage 4.2 Interpréter des devinettes en rapport avec le métier

Devinettes liées au

métier.

o Répondre aux devinettes liées au métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs




109 | P a g e




Preuves écrites

Preuves orales

Rédiger un texte de jeu de rôle. Présentation des devinettes.


Oui Non

Indicateur : Analyser des Devinettes liées au métier

Déchiffrement de 5 devinettes liées au métier

Observations

Résultats d’apprentissage 4.3 Utiliser des locutions et des maximes de la langue française en

rapport avec le métier

Locutions de la langue

française liées au

métier.

Maximes de la langue

française liées au

métier.

o Interpréter un jeu de rôle en utilisant

des locutions et maximes de la langue

française en rapport métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs





Répondre aux devinettes liées au métier

110 | P a g e




Preuves ecrites

Preuves orales

Rédiger un texte de jeu de rôle.

Présentation de jeu de rôle.


Oui Non

Indicateur : Production effective des messages personnels liés à son métier

Interprétation d’un jeu de rôles en utilisant :

2 locutions ὰ rapport avec le métier

Maximes de la langue française liées au métier

Observations


Production effective des messages personnels liés à son métier.

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Unité d’apprentissage

LU 5:Exécuter les accords

5

Résultats d’apprentissage

1. Adaptation correcte des formules aux destinataires. 2. Application correcte des formules de politesse. 3. Structurer d’un écrit épistolaire. 4. Organiser la mise en page d’une lettre et le curriculum vitae.

6 Heures

Résultats d’apprentissage 5.1:Adaptation correcte des formules aux destinataires.

Formules aux

destinataires.

Au début

Au milieu

A la fin.

o Rédiger des lettres en faisant

correspondre les formules requises aux

destinataires.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles



Adaptation correcte des formules aux destinataires.


112 | P a g e




Preuves écrites

Preuves orales

Rédiger une lecture. Présentation.


Oui Non

Indicateur : Rédaction d’une lettre ordinaire en faisant correspondre les formules requises aux destinataires :

Au début

Au milieu

A la fin.

Observations

Résultats d’apprentissage 5.2 : Application correcte des formules de politesse.

Formules de politesse


formelles pour un

supérieur hiérarchique

ou un client.


formelles pour une

lettre de motivation.

Formules de

o Rédiger une lettre en y appliquant les formules de politesse.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs



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politesse classiques

pour la fin d’un email.


pour les nobles.





Preuves écrites

Preuves orales

Rédiger une lettre Présentation


Oui Non

Indicateur: Rédiger une lettre en y appliquant les formules de politesse.

Formules de politesse formelles pour un supérieur hiérarchique ou un client.

Formules de politesseformelles pour une lettre de motivation.

Formules de politesse classiques pour la fin d’un email.

Observations


Application correcte des formules de politesse.

114 | P a g e

Résultats d’apprentissage 5.3 : Structurer d’un écrit épistolaire

Ecrit épistolaire.

Les caractéristiques

de la lettre.

L’objet distribué.

L’objectif prioritaire

de la lettre.

o Structurer un écrit épistolaire.

o Distinguer Les caractéristiques de la

lettre épistolaire.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs






Preuves écrites

Preuves orales

Rédiger d’un écrit épistolaire

Présentation d’un écrit épistolaire


Oui Non

Indicateur : Structuration appropriée d’un écrit épistolaire en respectant 5 éléments caractéristiques.

Les caractéristiques de la lettre.

L’objet distribué.

L’objectif prioritaire de la lettre.

Observations


Structuration appropriée d’un écrit épistolaire.


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Résultats d’apprentissage 5.4 : Organiser la mise en page d’une lettre et le curriculum vitae.

Mise en page

Lettre

Curriculum vitae.

o Organiser la mise en page d’une

lettre.

o Etablir un curriculum vitae.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs






Preuves écrites

Preuves orales

Composition d’une lettre.

Etablissement d’un curriculum vitae.


Oui Non

Indicateur: Composition d’une lettre en indiquant:

Le lieu

La date

L’auteur

Le destinataire


Organisation correcte de la mise en page d’une lettre et le curriculum vitae


116 | P a g e

Les paragraphes dans le corps de la lettre

La signature

Le post-scriptum

Etablissement d’un curriculum vitae en en dégageant :

L’identification

Les études faites

Les diplômes obtenus

L’expérience professionnelle

Les préférences La certification

La signature

Observations

117 | P a g e

Références:

1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.

2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.

3. GREVISSE MAURICE (1990). Précis de grammaire Française.

4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs

5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de

Français pour les écoles primaires. 5ème, Livre du maître.

6. Bardin, Laurence. 1996. L'analyse de contenu. Paris: Presses Universitaires de France. 291 p.

7. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de Français.

ISBN : 978-2-7531-0103-6.

8. Y.DELATOUR et al. , (1991). Grammaire du Français. HACHETTE, Paris.

9. Achille, Alice, Odile Deveme, Michel Gellereau et Evelyne Thoizet. 1992. La lettre et le récit. Paris:

Bertrand-Lacoste. 127 p.

118 | P a g e

Competence

C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Mutarama, 2017

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda; Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura intego n’

119 | P a g e

amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika yubahiriza

ifatana n’itandukana ry’amagambo.

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda kiboneye

Ingingo n’ibipimo by’ubushobozi

Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.

Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo

gakondo bufatiye ku mwuga.

1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye

ku mwuga

yubahiriza utwatuzo n’isesekaza.

1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

1.5. Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

2.5. Kumurika ingero zifatika zihamya uruhare

rw’ikoranabuhanga mu iterambere ry’umwuga.

2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.

120 | P a g e

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

mbonera.

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye

uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo

n’isesekaza.

4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo.

4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

4.6. Gukoresha neza indangahantu.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye

avuga ibice n’ingingo by’umubiri.

5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

121 | P a g e

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.

1

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.

3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.

4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.

5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

inyunguramagambo ingingo z’umuco

n’amateka inshoza n’uturango

by’Urwenya Ihimbamwandiko

Urwenya

o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu

matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo

o Gutera urwenya baranguruye o Guhuza ibivugwa mu

nshoberane n’indangagaciro o Gusobanura ingingo z’umuco

n’amateka o Gusobanura inshoza

n’uturango by’ urwenya

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

122 | P a g e

Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

(Ibikurikira)

Ubuvanganzo

gakondo bufatiye ku

mwuga

Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza

n’utwatuzo

Igitaramo gishingiye

ku buvanganzo

gakondo

Umwitozo wo gusoma

ubuvanganzo gakondo bufatiye ku

mwuga

o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo

bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.

o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye

o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi

o Gusobanura ingingo z’umuco n’amateka

o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Gutahura isomo ry’ingenzi o Gutarama

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga


activities

Ibyigwa

123 | P a g e

Isuzuma Mbonezanyigisho 1.1

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Ikitabwaho 2:Urwenya:

uwiga yateye urwenya aranguruye

uwiga yateye urwenya ahuza ibivugwa n’indangagaciro

uwiga yateye urwenya asobanura ingingo z’umuco n’amateka

uwiga yateye urwenya anasobanura uturango tw’urwenya

Umwanzuro

Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo

bufatiye ku mwuga.

Reba

Umusaruro w’inyigisho 1.1

Reba Umusaruro w’inyigisho 1.1

Reba



activities

Ibyigwa

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

124 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga

Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi

Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo

bwitwa”Amasare”

Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku

buvanganzo bwitwa “Ibyidogo”

Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa

“Amahamba”

Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

125 | P a g e

Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku

mwuga yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo

Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo

n’isesekaza

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.


activities

Ibyigwa

126 | P a g e

Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

Reba



Reba




Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko

Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi

akurikiza amategeko y’ihimbamwandiko

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

127 | P a g e

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo

Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

128 | P a g e

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza

ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

2


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.

2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.

Amasaha 6


umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda

umurimo (umurimo unoze, kubahiriza igihe…);

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;

o Gusoma bucece;

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;


activities

Ibyigwa

129 | P a g e



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga niterambere

ry’umwuga

Uwiga yasubije ibibazo ku mwandiko

Uwiga yavumbuye insanganyamatsiko iri mu mwandiko

Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku

nsanganyamatsiko

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije

mu ngiro zinyuranye

130 | P a g e

Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga

abinyujije mu ngiro zinyuranye. (Ibikurikira).

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

Intego y’izina mbonera.

o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;

o Gusoma aranguruye agaragaza isesekaza;

o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

o Gukora inshamake y’umwandiko;

o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;

o Kugaragaza intego y’izina mbonera.

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma




ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije

mu ngiro zinyuranye


activities

Ibyigwa

131 | P a g e


Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere

ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.3 : Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yashubije ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

132 | P a g e


Yego Oya

Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga

Uwiga yagaragaje Insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu

mwandiko(Inyunguramagambo)

Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko

Umwanzuro

Umusaruro w’inyigisho 2.4 : Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

133 | P a g e


Yego Oya



n’isesekaza

Umwanzuro

Umusaruro w’inyigisho 2.5 : Guhina no guhimba umwandiko akurikiranya ingingo.

Reba



Reba




Gihamya Isuzuma

Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

134 | P a g e


Yego Oya

Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko

y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza

amategeko y’ihangamwandiko

Umwanzuro

Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.

Reba



Reba




Gihamya Isuzuma

Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga


activities

Ibyigwa

135 | P a g e


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.

Reba



Reba




Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yagaragaje intêgo y’izina mbonera


activities

Ibyigwa

136 | P a g e


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba

zafatwa mu kubirwanya;

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Ikitabwaho 2:Intego y’izina mbonera

Uwiga yasobanuye icyo izina mbonera ari cyo

Uwiga yagaragaje indomo y’izina mbonera

Uwiga yagaragaje indanganteko y’izina mbonera

Uwiga yagaragaje igicumbi cy’izina mbonera

Umwanzuro

137 | P a g e

Imbumbe

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.

3


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

abinyujije mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;

ingingo z’amateka; indangagaciro zo kubaha

ubuzima (kwiyitaho);

Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.

o Gusoma bucece.

- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga.


activities

Ibyigwa

138 | P a g e

Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Reba



Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi

bw’ibiyobyabwenge

Uwiga yasobanuye amagambo akomeye mu

mwandikoInyunguramagambo

Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka

Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

139 | P a g e

Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma



Yego Oya


Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

140 | P a g e

Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.

Reba



Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko

y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko

y’ihangamwandiko

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

141 | P a g e

Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

Reba



Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu

rubyiruko

Umwanzuro


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko


activities

Ibyigwa

142 | P a g e

Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Reba



Reba




Gihamya Isuzuma

Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera


Yego Oya

Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera

Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza

amategeko y’igenamajwi

Umwanzuro


Yagaragaje amategeko y’igenamajwi mu izina mbonera


activities

Ibyigwa

143 | P a g e

Imbumbe

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.

4


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora

kwangiza ibidukikije. 6. Gukoresha neza indangahantu

Amasaha 6


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.

Inyunguramagambo ku mwandiko uvuga ku bidukikije

Insanganyamatsiko y’umwandiko ushingiye ku bidukikije

Ihimbamwandiko

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.


o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza

isesekaza. o Gukorera mu matsinda,

bungurana ibitekerezo ngamba

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Amafoto.


activities

Ibyigwa

144 | P a g e

Isesekaza n’utwatuzo;

Indangahantu.

zo kurengera ibidukikije. o Gukora inshamake

y’umwandiko. o Kujya impaka ku ngaruka zo

kwangiza ibidukikije. o Gukoresha neza indangahantu.



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije

Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye

Uwiga yagaragaje insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu mwandiko

Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga

we

Umwanzuro



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza

ibidukikije mu ngiro zitandukanye

145 | P a g e

Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho:Gusubiza ibibazo ku mwandiko

Uwiga yasubije yasobanuye amagambo akomeye

Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

146 | P a g e

Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya



n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

147 | P a g e

Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko

Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza

ingingo

Umwanzuro


Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Ibyigwa

148 | P a g e

Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije


Yego Oya

Ikitabwaho: ihimbamwandiko

Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza

ibidukikije

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

149 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.

Reba


Reba


Reba



activities

Ibyigwa

150 | P a g e



Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ikitabwaho: kumenya no gukoresha indangahantu

Umwanzuro


Yakoresheje neza indangahantu

151 | P a g e

Imbumbe

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.

2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.


o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.

o Gusoma bucece ikinamico. o Gusoma bakuramwa

baranguruye bigana abakinankuru.

o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri

N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.


activities

Ibyigwa

152 | P a g e

kaga. o Kubahiriza ifatana n’itandukana

ry’amagambo. o Gutahura no gukosora amakosa

yubahiriza itandukana n’ifatana ry’amagambo.



Gihamya Isuzuma



Yego Oya

Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Uwiga yasomye ikinamico neza

Uwiga yagaragaje uturango tw’ikinamico

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi

bw’ibanze mu ngiro zitandukanye

153 | P a g e

Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.

Reba



Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Ibyigwa

154 | P a g e

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yego Oya

Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico

Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Reba



Reba



activities

Ibyigwa


Yasomye ikinamico yubahiriza uturango twayo


activities

Ibyigwa

155 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Ikitabwaho :ihangakinamico

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro

Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga

ibice n’ingingo by’umubiri.

Reba



Reba



activities

Ibyigwa


Yahimbye anakina ikinamico ahuza imvugo n’ingiro

156 | P a g e



Gihamya Isuzuma

Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri


Yego Oya

Ikitabwaho: Ikeshamvugo

Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Reba



Reba



activities

Ibyigwa


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri

157 | P a g e



Gihamya Isuzuma

Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo


Yego Oya

Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda

Uwiga yafatanije amagambo aho bikwiye

Uwiga yatandukanije amagambo aho bikwiye

Umwanzuro


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

158 | P a g e

Ibitabo n’inyandiko byifashishijwe:

1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,

Edition

2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,

1ère Edition

3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.

4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré

Champion, Paris.

5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura

6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.

7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,

Kigali

8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,

Fountain Publishers, Kigali

9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain

Publishers, Kigali

10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain

Publishers, Kigali

11. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions

actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck

Université, Bruxelles.

12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF

13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u

Rwanda, Imfashanyigisho ibanza, Kigali

14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS

15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,

Kigali

16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo

mu Cyiciro cya Gatatu, Kigali

17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo

Nyarwanda , Kigali.

18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

159 | P a g e

Competence

C C M K K 4 0 1 - KISWAHILI KATIKA SEKTA TOFAUTI ZA KAZI

CCMKK401 Kutumia Kiswahili katika sekta tofauti za kazi

Daraja: 4 Masaa yanayofaa

Idadi ya vipindi: 3 30

Idara: Zote

Mikondo: Yote

Wakati ilipoandaliwa:Januari, 2017

Lengo

Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:

Kutumia Kiswahili kwa kusikiliza, kusoma, kuzungumza na kuandika katika sekta

tofauti za kazi;

Kutumia istilahi/rejesta kimazungumzo, kwa kuhudumia wateja na wageni wa

kampuni;

Kutumia istilahi/rejesta zitumikazo kimaandishi katika idara mbalimbali za kazi;

Kutumia istilahi/rejesta za utatuzi wa migogoro kazini.

160 | P a g e

Ujuzi wa awali

Ustadi wa kutumia kiswahili wastani

Kitengo na vigezo vya kitengo

Kitengo kinaeleza mategemeo muhimu yanayohitajiwa.

Vigezo vya kitengo vimepangwa kupima ikiwa mwanafunzi anazingatia kitengo ifaavyo.

Mwishoni mwa moduli hii mwanafunzi atakuwa na uwezo wa:

Kitengo Vigezo vya kitengo

1. Kutumia kimazungumzo

istilahi/rejesta zinazohusiana na

kazi.

1.1 Uwezo wa kujitambulisha na kueleza kampuni na

shughuli zake;

1.2 Uwezo wa kupokea wageni/wateja kimazungumzo

kwa kutumia rejesta mahususi;

1.3 Uwezo wa kuambatanisha ishara za mwili na istilahi

mahususi katika lugha ya Kiswhili.

2. Kutumia kimaandishi

istilahi/rejesta zinazohusiana na

kazi.

2.1 Uwezo wa kujaza fomu na kuandaa orodha kama

inavyotakiwa katika idara fulani za kampuni;

2.2 Uwezo wa kuandika na kufahamu maelekeo na

miongozo inayohitajika katika warsha au kampuni

2.3 Uwezo wa kueleza kazi na majina ya nafasi za kazi

katika kampuni.

3. Kutumia istilahi/rejesta za utatuzi wa

migogoro katika kampuni.

3.1 Uwezo wa kueleza migogoro inayoweza kujitokeza

ndani ya kampuni;

3.2 Zingatio la wadau;

3.3 Matumizi ya istilahi za lugha zinazohusiana na utatuzi

wa migogoro ya kampuni.

161 | P a g e

Kitengo

LU 1: Kutumia kimazungmuzo istilahi/rejesta zinazohusiana na kazi.

1

Yanayotegemewa:

4. Uwezo wa kujitambulisha na kueleza kampuni na shughuli zake. 5. Uwezo wa kupokea wageni/wateja kimazungumzo kwa kutumia

rejesta mahususi. 6. Uwezo wa kuambatanisha lugha ya ishara na istilahi mahususi.

Masaa 10

Yanayotegemewa 1.1:Uwezo wa kujitambulisha na kueleza kampuni na shughuli zake

Zoezi la kuigiza:

Msamiati wa

kujitambulisha;

Uchambuzi wa lugha

ya wahusika na tabia

zao;

Muundo wa zoezi la

kujitambulisha na

kuieleza kampuni.

o Kutazama zoezi la kuigiza;

o Kujadili katika makundi;

o Kuigiza mchezo mwenyewe;

o Kutoa mifano ya kujitambulisha na kueleza

kampuni.

- Kanda (CD);

- Mtandao;

- Kamusi ya

Kiswahili;

- Kipazasuti;

- Kinasa-sauti;

- Projekta.

Tathimini Endelezi/Arifu1.1

Vifaa Kazi ya mwanafunzi Yaliyomo

162 | P a g e

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu

Aina za thibitisho Vifaa

Thibitisho simulizi

Kanda ya filamu

Majibizano

Uwasilishaji

Yatakayochunguzwa Matokeo

Ndiyo Bado

Maonyesho: Kujitambulisha na kueleza kampuni na shughuli zake

Tawasifu

Kampuni yake

Shughuli za kampuni

Maoni

Vigezo vya kitengo

Kujitabulisha na kueleza kampuni na shughuli zake

163 | P a g e

Yanayotegemewa 1.2:Uwezo wa kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi.

Majibizano katika uwanja wa

kazi (Mazungumzo):

Msamiati wa kupokea

wateja;

Uchambuzi wa muundo

wa mazungumzo.

o Kufuata mazungumzo;

o Kubishana juu ya muundo katika

mazungumzo;

o Kuigiza mchezo mwenyewe;

o Kutoa mifano ya kupokea wageni/wateja;

- Kanda (CD);

- Mtandao;

- Kamusi ya Kiswahili;

- Ubao;

- Chaki.

Tathimini Endelezi/Arifu1.2



Thibitisho simulizi

Kanda ya filamu

Majibizano

Usaili


Ndiyo Bado

Maonyesho: Kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi

Msamiati wa mapokezi

Misemo ya nidhamu

Ishara za mwili

Maoni

Vigezo vya kitengo

Kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi


164 | P a g e

Yanayotegemewa 1.3:Uwezo wa kuambatanisha ishara za mwili na istilahi mahususi katika lugha ya Kiswahili.

Hotuba zilizohifadhiwa:

Msamiati kuhusu istilahi

maalumu;

Uchunguzi wa ishara

zinazotumiwa na mhusika

na zinazoambatanishwa na

masimulizi;

Maoni kulingana na ishara

za mhusika.

o Kufuata hotuba;

o Kuvumbua ishara zinazoambatanishwa

na masimulizi;

o Kutoa maoni kuhusu ishara za mhusika

o Kuwakilisha hotuba kwa kutumia ishara

iwezekanavyo.

- Kanda (CD);

- Mtandao

- Kamusi

- Ubao;

- Chaki.

Tathimini Endelezi /Arifu1.3



Thibitisho simulizi

Kanda ya filamu

Ishara kulingana na wageni

Uchangamfu kulingana na mazingira

Rejesta maalum


Ndiyo Bado

Maonyesho : Kuambatanisha ishara za mwili na istilahi mahususi katika lugha ya Kiswahili.

Ishara kulingana na wageni

Uchangamfu kulingana na mazingira

Rejesta maalum

Maoni

Vigezo vya kitengo

Kuambatanisha ishara za mwili na istilahi mahususi katika lugha ya

Kiswahili.


165 | P a g e

166 | P a g e

Kintengo

LU 2:Kutumia kimaandishi istilahi/rejesta zinazohusiana na kazi

2 Masaa 10

Yanayotegemewa:

1. Uwezo wa kujaza fomu na kuandaa orodha kama inavyotakiwa kwenye idara fulani za kampuni.

2. Ufahamu wa maelekeo na miongozo inayohitajika katika warsha/kampuni.

3. Uwezo wa kueleza kazi na majina ya nafasi za kazi

Yanayotegemewa 2.1:Uwezo wa kujaza fomu na kuandaa orodha kama inavyotakiwa kwenye idara fulani za kampuni

Makala kuhusu ushirikiano wa

idara tofauti katika kampuni:

Msamiati unaofaa;

Uchambuzi wa makala;

Istilahi mbalimbali katika

makala.

o Kusoma makala;

o Kutambua istilahi za kazi katika makundi;

o Kujaza fomu zinazoshirikisha idara tofauti

katika kampuni.

- Kanda (CD);

- Mtandao

- Kamusi ya

Kiswahili;

- Kipazasauti;

- Kinasa-sauti;

- Ubao na chaki;

- Projekta.

Tathimini Endelezi/Arifu 2.1


167 | P a g e



Thibitisho andishi

Kanda ya filamu

Maswali yakinifu


Ndiyo Bado

Maonyesho : Kujaza fomu na kuandaa orodha kama inavyotakiwa

Rejesta zinazofaa

Walengwa

Maoni

Yanayotegemewa 2.2:Ufahamu wa maelekeo na miongozo inayohitajika katika warsha/kampuni

Uchunguzi kuhusu

vifaa katika kampuni:

Msamiati;

Utunzaji wa kifaa;

Uhusiano wa kifaa

na maelekeo au

miongozo;

Maelezo ya kifaa

o Kuchunguza vifaa vya kampuni;

o Kusoma utunzaji wa kifaa;

o Kupatanisha maelekeo, miongozo na

utunzaji;

o Kuhitimisha na kuwasilisha utunzaji wa

kifaa fulani.

- Kanda (CD);

- Mtandao ;

- Kamusi ya

kiswahili;

- Ubao;

- Chaki.


Vigezo vya kitengo

Kujaza fomu na kuandaa orodha kama inavyotakiwa

168 | P a g e

na jinsi

kinavyotumika.

169 | P a g e




Thibitisho andishi

Kanda ya filamu

Maswali yakinifu


Ndiyo Bado

Maonyesho: Kuandika na kufahamu maelekeo na miongozo inayohitajika katika warsha

Rejesta zinazofaa

Lugha sanifu

Maoni

Yanayotegemewa 2.2:Kueleza kazi na majina ya nafasi za kazi katika kampuni

Makala ya kazi

mbalimbali :

Msamiati;

Kazi zipatikanapo;

Majina ya kazi;

Majina ya nafasi za

kazi.

o Kusoma makala kwa kimya;

o Kusoma katika makundi;

o Kusoma kwa sauti;

o Kueleza kazi zipatikapo;

o Kutoa majina ya wafanyakazi.

- Vitabu vya habari za

kiswahili;

- Kanda (CD);

- projekta;

- Mtandao ;

- Kamusi ya

kiswahili;

- Ubao;

- Chaki;


Vigezo vya kitengo

Kuandika na kufahamu maelekeo na miongozo inayohitajika katika

warsha/kampuni

170 | P a g e




Thibitisho simulizi

Thibitisho andishi

Kanda ya filamu

Maswali yakinifu

Uwasilishaji


Ndiyo Bado

Maonyesho :Kueleza kazi na majina ya nafasi za kazi katika kampuni.

Kazi muhimu katika kampuni fulani

Majina ya nafasi za kazi katika kampuni

Maoni

Vigezo vya kitengo

Kueleza kazi na majina ya nafasi za kazi katika kampuni.

171 | P a g e

Kitengo

LU 3:Kutumia istilahi/rejesta za utatuzi wa migogoro katika kampuni.

3

Yanayotegemewa:

1. Uwezo wa kueleza migogoro inayoweza kujitokeza katika kampuni

2. Zingatio la wadau. 3. Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa

migogoro kampuni. Masaa 10

Yanayotegemewa 3.1:Uwezo wa kueleza migogoro inayoweza kujitokeza katika kampuni

Tabaka mbalimbali

katika kampuni:

Viongozi;

Wafanyakazi;

Wateja/wageni;

o Kutoa migogoro inayoweza kujitokeza

baina ya tabaka hizo;

o Kutoa wajibu wa kila wadau;

o Kutoa mbinu za utatuzi;

- Kanda (CD) ;

- Mtandao ;

- Kamusi ya Kiswahili ;

- Kipazasuti ;

- Kinasa-sauti ;

- Projekta.

Tathimini Endelezi /Arifu 3.1



Vigezo vya kitengo

Kueleza migogoro inayoweza kujitokeza katika kampuni


172 | P a g e

Thibitisho simulizi

Kanda ya filamu

Majibizano

Usaili

Uwasilishaji


Ndiyo Bado

Maonyesho : Kueleza migogoro inayoweza kujitokeza katika kampuni

Aina za migogoro

Majina ya migogoro

Maoni

Yanayotegemewa 3.2:Zingatio la wadau

Kifungu cha habari

kuhusu wadau:

Msamiati;

Wadau;

Mazingira ya wadau

(mahali na wakati).

o Kutoa tabia za wadau;

o Kutoa hisia za wadau;

o Uchambuzi wa mandhari.

- Vitabu vya vifungu

vya habari;

- Kanda (CD);

- Mtandao ;

- Kamusi ya Kiswahili;

- Ubao

- Chaki




Vigezo vya kitengo

Zingatio la wadau


173 | P a g e

Thibitisho simulizi

Thibitisho andishi

Kanda ya filamu

Majibizano

Uwasilishaji


Ndiyo Bado

Maonyesho : Zingatio la wadau

Istilahi ya hisia za wadau

Istilahi ya tabia za wadau

Maoni

Yanayotegemewa 3.3:Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro ya kampuni.

Kifungu cha habari (kuhusu

migogoro au ajali kazini):

Msamiati;

Istilahi kuhusu migogoro;

Istilahi kuhusu utatuzi wa

migogoro.

o Kusoma kifungu cha habari;

o Kutoa jedwali la migogoro na istilahi

zinazotumiwa;

o Kutoa istilahi kuhusu utatuzi wa

migogoro;

o Kuigiza utatuzi wa migogoro kwa

kutumia istilahi zinazofaa.

- Kifungu cha habari;

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki




Vigezo vya kitengo

Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro ya

kampuni


174 | P a g e

Thibitisho simulizi

Kanda ya filamu

Majibizano

Uwasilishaji


Ndiyo Bado

Maonyesho : Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro kampuni

Istilahi za kueleza migogoro

Istilahi za utatuzi wa migogoro

Maoni

Marejeo:

1. BAKITA (2005) Istilahi za Kiswahili: Dar-es- Salaam

2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press

3. Wamitila,K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book

4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University

Press.

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5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili, kitabu cha mwanafunzi, Kidato cha tano,

fountain Publisher Rwanda Kigali

6. Sager.J.C. (1990) Practical course in Terminology Processing: Amsterdam and

Philadelphia.

7. Niyomugabo.C. (2013) Mafunzo ya Kiswahili, Kitabu cha mwanafunzi, kidato cha sita,

Fountain Publisher Rwanda, Kigali

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Competence

C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT

CCMBP401 Develop a business plan


Credits: 3

Sector: All 30

Sub-sector: All


Purpose statement

This module covers the skills, knowledge and attitude to develop a business plan which is

linked to organizational strategic outcomes and facilitates the achievement of service

delivery. The module will allow the learner to identify elements of business plan, develop

business plan in line with the identified elements, establish strategies to monitor, evaluate

and update the business plan (Contingency plan) and present a business plan.

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Not applicable







1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance with identified business idea.

1.2 Appropriate conduct of business feasibility study in line with business environment analysis results

1.3 Correct definition of business plan elements

2. Write a business plan in line with the identified elements

2.1 Proper description of the business in accordance with business environment analysis results

2.2 Proper design of business production plan in line with results from business environment analysis

2.3 Clear design of marketing plan in line with market feasibility study and business products

2.4 Accurate develop of business staffing requirement plan in line with business activities

2.5 Proper design of business financial plan in line with business needs

2. Establish strategies to monitor, evaluate and update the business plan- contingency plan

3.1 Clear identification of risk in accordance with business environment

3.2 Accurate assessment of risk associated to the business in line with the business plan developed

3.3 Clear explanation of business contingency plan concepts

3.4 Accurate development of contingency plan in accordance of assessed risks

4. Present a business plan

1.1 Accurate preparation of business plan presentation in accordance with business plan Clearly explain Clear different ways to present the business plan

1.2 Appropriate presentation of a business plan 1.3 Present a business plan

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Learning Outcome 1.1: Analyse business environment in accordance with identified business idea.

Meaning of business environment

Meaning of business situation

Types of business environment.

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

o Brainstorming

o Questions and answers

o Story telling

o Problem solving

o Role play

o Practical exercise

- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis

template

- Industry trends

analysis

template

Learning unit

LU 1: Identify elements of business plan.

1

Learning Outcomes:

1. Analyze business environment in accordance with identified business idea.

2. Conduct business feasibility study in line with business environment analysis results

3. Define elements of business plan 4 Hours


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Technical environment

Demographical environment

Natural environment

Learning Outcome 1.1: Analyse business environment in accordance with identified business idea. (Cont’d)

Current industrial trends analysis:

Industry rivalry (Degree of

competition among existing

firms)

Treat of substitutes (products

or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new

entrants)

SWOT analysis of the business

o Brainstorming


o Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis template

- Industry trends analysis

template





Written evidence

Oral evidence

Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis


Proper analysis of business environment in accordance with identified

business idea.


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Checklist Score

Yes No

Indicator: Business environment in accordance with identified business idea is analyzed

Meaning of business environment explained

Meaning of business situation

Indicator: Types of business environment explained

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

Indicator: Current industrial trends analysis applied

Industry rivalry (Degree of competition among existing firms)

Treat of substitutes (products or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new entrants)

Indicator: SWOT analysis of the business explained

Observation

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Learning Outcome 1.2: Conduct business feasibility study in line with business environment analysis results

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility

study

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Steps involved in feasibility analysis

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected income

statement

Step 3. Conduct a market survey

Step 4. Plan business organization

and operations

Step 5. Prepare an opening day

balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

o Brainstorming


o Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template





Written Multiple choice exercises


Appropriately conduct business feasibility study in line with business

environment analysis results


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Product evidence

Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.

Checklist Score

Yes No

Indicator: business feasibility study in line with business environment analysis results are conducted

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility study identified

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Performing steps involved in feasibility analysis explained Steps involved in feasibility analysis

Step 1. Conduct a preliminary analysis

Step 2. Prepare a projected income statement

Step 3. Conduct a market survey

Step 4. Plan business organization and operations

Step 5. Prepare an opening day balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

Observation

Learning Outcome 1.3: Define elements of business plan


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Meaning of the term business plan

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan Internal use External use

Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan

Risk associated to the business Meaning of business risk Types of risks associated to

the business activities

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios





Written

Performance

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion

Checklist Score

Yes No

Indicator: elements of business plan are defined

Meaning of the term business plan

Importance of the business plan

The needs of the business plan

Internal use


Correctly define elements of business plan

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External use

Indicator: Elements of business plan identified

Title/cover Page

Executive Summary Description of the business

Production plan

Marketing plan

Business staff plan Financial plan

Risk associated to the business identified

Meaning of business risk Types of risks associated to the business activities

Observation

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Learning unit

LU 2: Write a business plan in line with the identified elements

2

Learning Outcomes:

1. Describe the business 2. Design business production plan in line with results from business

environment analysis 3. Design marketing plan in line with market feasibility study and

business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs

20 Hours

Learning Outcome 2.1: Describe the business

Title Page Business name Business logo Product mark Address Name of person who developed the

business In which month and year plan is

issued.

Executive summary the name and location of the

business Type of business to be done the industry/market of the business the uniqueness of the

products/services and what proprietary rights of the business

the current stage of development for the venture

the legal form of the organization and why

the key management personnel

o Oral presentation o Brainstorming o Questions and answers o Practical exercise

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan


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and what skills do they have that will help the business

Learning Outcome 2.1: Describe the business (Cont’d)

Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds

being requested the expected benefits of this

investment to your company funds repayment collateral to be used to secure a

loan the business financial milestones

Description of the business The rationale of the business idea Structure of the business What is the type of the business

(Manufacturing? Services? Construction?

Business mission Business vision Business objectives Competitive advantage of the

business


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan





Proper description of the business in accordance with business environment

analysis results


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Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.

Checklist Score

Yes No

Indicator: business is described

Title Page

Business name

Business logo

Product mark

Address

Name of person who developed the business

In which month and year plan is issued.

Executive summary

the name and location of the business

Type of business to be done

the industry/market of the business

the uniqueness of the products/services and what proprietary rights of the business



the legal form of the organization and why

the key management personnel and what skills do they have that will help the business

Projection of sales

the break-even

Who is requesting the funds

For what purpose are the funds being requested

the expected benefits of this investment to your company

funds repayment

collateral to be used to secure a loan

the business financial milestones

Description of the business are identified

The rationale of the business idea

Structure of the business

What is the type of the business (Manufacturing? Services? Construction?

Business mission

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Business vision

Business objectives

Competitive advantage of the business

Observation

Learning Outcome 2.2: Design business production plan in line with results from business environment analysis

Product design Branding and Packaging

Business premises and plant location Location and reason of the choice House or land for the production

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the

production will pass through

Raw materials The amount of raw materials

needed to produce a given quantity of product

Amount of each ingredient that will be needed to formulate a batch/set of product

Competing technologies the technology to be used during

the production process technologies that should be

developed by other and affect your business


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan

template Including questions that guiding trainee to write a business plan

Learning Outcome 2.2: Design business production plan in line with results from business environment analysis (Cont’d)


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Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost

Quality control and ongoing service plan to avoid defects or imperfections

of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

production process the required skills of each workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the

production

Packaging equipment required Types of materials that you will use to

package your product Source of supply and the quantity

needed The terms and conditions of suppliers

Importance of business product








Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning


Proper designing of business production plan in line with results from

business environment analysis


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Sentence completion Observation checklist A produced production plan of the business.

Checklist Score

Yes No

Indicator : Design business production plan in line with results from business environment analysis are designed

Product design Identification of business premises and plant location Estimation of equipment and machinery required Designing production planning Estimation of raw materials Setting competing technologies Manufacturing and operations Quality control and ongoing service Labour requirements Operations Utilities and office consumables Packaging equipment required Importance of business product

Observation

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products

Market research (Customer description)

Market Analysis Geographical location of the customers The size of the different market

segments?

o Oral presentation

o Brainstorming


- Flipchart

- Marker pen

- Pen


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The current and past trends affecting the market you plan to enter

Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats

Target market core customer group of customers that made you to start

your business

Marketing objectives market share The level of sales Market intermediaries

Product description Product positioning the proportions of sales revenue for each

type of product/service Economic value of your products/services

Price of products/services

Place Where will you locate your business and

why At which market will you sell your

product? What is channel of distribution of your

product

Promotion How will you communicate to customers

the availability of your product How will you offer discount to customer

o Practical exercise - Internet

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products (Cont’d)

Market Strategies What will be the partners of your

business How will you manage your

customers How will you increase market

share

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books


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Ongoing marketing evaluation What methods will you use to

track customer satisfaction What methods will you use to

track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

- Case studies

- Business plan

template Including

questions that guiding

trainee to write a

business plan





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.

Checklist Score

Yes No

Indicator: Marketing plan in line with market feasibility study and business products are designed

Market research Target market Marketing objectives Product description Price Place Promotion


Clearly design marketing plan in line with market feasibility study and

business products

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Market Strategies Ongoing marketing evaluation Marketing budget

Observation

Learning Outcome 2.4: Design business staff in line with business activities

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the

performance requirements to a specific task

Organizational structure What is the hierarchy of

the staff








Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion


Accurately develop business requirements in terms of staffing in line with

business activities


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Observation checklist A produced developed business staff.

Checklist Score

Yes No

Indicator: business staff in line with business activities are designed

Job analysis designed

Job description designed

Job specifications designed

Organizational structure designed

Observation

Learning Outcome 2.5: Develop business financial plan in line with business needs

Total cost

Start-up requirements plan Cost items (What are the cost

items your business will need in its first year of implementation

Cost : how much each item cost Source of funds: what are the

source of fund: What is the share owner

Projected cash flow statement for the first three years what is the estimated profit in three years?)


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan

template Including questions that guiding


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Details Period of twelve months

Projected Income: Profit & Loss statement for the first three years How your business will vary in

term of income for 3 years

Projected balance sheet for the first three years What will be the financial

position of your business in the first three years

Liquidity ration What is the business ability to

pay its short term obligations

Debt Equity ratio

Return of investment ratio What is profitability percentages

on business performance How efficiently the company will

use their total assets base to generate sales

Breakeven point At which point your business,

product will become financially viable

Payback period At which period the business

will cover cash invested on its asset

Projected sales plan

Loan payment plan

trainee to write a business plan





Properly design business financial plan in line with business needs

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Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.

Checklist Score

Yes No

Indicator: business financial plan in line with business needs are developed Total cost Start-up requirements plan Projected Income (Profit & Loss) statement for the first three years Projected balance sheet for the first three years Projected cash flow statement for the first three years Liquidity ration Debt Equity ratio Return of investment ratio Breakeven point Payback period Projected sales plan Loan payment plan

Observation

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Learning Outcome 3.1: Analyse risk in accordance with business environment

Meaning of Monitoring, Evaluation and Updating business plan

Important tools used in updating business plan CANVAS model Marketing plan review

Importance of Monitoring and Evaluation

Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification

tools: SWOT Analysis PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).

3

Learning Outcomes:

1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan

developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks

3 Hours


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Risk estimation tools: Risk impact chart Probability chart





Written evidence

Oral

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: risk in accordance with business environment is analyzed

Meaning of monitoring, evaluation and updating business plan

Important tools used in updating business plan

Meaning of risk analysis

Importance of risk analysis

Steps involved in risk analysis

Steps involved in risk analysis

Observation


Clearly identified risk in accordance with business environment

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Learning Outcome 3.2: Assess identified risks in accordance with business plan developed

Factors influencing risks assessment

SWOT analysis

What factors are critical for

the success of your plan?

What risk does your plan

should face?

Analyze the source of the

risk, the probability of it

happening and the effects

What measures can you

take to avoid these risks?

Define operational plan

PESTEL analysis

What factors are critical

for the success of your

plan in relation with

politics, economy, social,

technological,

environment and legal

What measures can you

take to avoid these risks


o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Accurately assess risk associated to the business in line with the business

plan developed


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Written evidence

Oral


Checklist Score

Yes No

Indicator: Assess identified risks in accordance with business plan are developed

Factors influencing risks assessment identified

SWOT analysis

What factors are critical for the success of your plan? What risk does your plan should face?

Analyze the source of the risk, the probability of it happening and the effects What measures can you take to avoid these risks?


PESTEL analysis

What factors are critical for the success of your plan in relation with politics,

economy, social, technological, environment and legal

What measures can you take to avoid these risks

operational plan defined

Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies


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o Internet research - Business plan

- Computer





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule

Checklist Score

Yes No

Indicator : business contingency plan concepts are explained Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

Observation


Briefly explain business contingency plan concepts

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Learning Outcome 3.4: Development contingency plan in accordance of assessed risks

Steps involved in contingency plan

Identifying requirements related to

specific contingency plan

Cost Calculation of requirements

identified

Appreciation of company capacity

to cover risks identified

Decide choice to undertake

Adaptation

Complementarity

Abandon

Specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

o Brainstorming

o Oral presentation

o Group discussion


o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency


Accurate development of contingency plan in accordance of assessed risks


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Checklist Score

Yes No

Indicator: A Development contingency plan in accordance of assessed risks are explained

Steps involved in contingency plan

Identifying requirements related to specific contingency plan

Cost Calculation of requirements identified

Appreciation of company capacity to cover risks identified

Decide choice to undertake

Specific strategies to make the contingency plan operational

the risk statement described

the protocol defined

Observation

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Learning unit

LU 4: Present a business plan

4

Learning Outcomes:

1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan

3 Hours

Learning Outcome 4.1: Explain different ways to present the business plan

Purpose of business plan presentation

Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience Select a topic Define the objective of the presentation

of business plan. Prepare the body of the business plan to

be presented and anticipate the questions from audience

Prepare the suggestions and conclusion. Practice delivering the presentation of

business plan

Presentation content Business idea Market Marketing strategy

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


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Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan

Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

Purpose of business plan presentation

Financing support

Strategic orientation

Attracting investors Types of preparation required

Content preparation Material preparation

Psychological preparation

Steps involved in preparation of business plan presentation Analyze your audience

Select a topic Define the objective of the presentation of business plan

Prepare the body of the business plan to be presented and anticipate the questions from audience

Prepare the suggestions and conclusion.

Practice delivering the presentation of business plan Presentation content explained

Business idea Market

Marketing strategy


Accurately prepare of business plan presentation in accordance with business

plan

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Observation




Learning Outcome 4.2: Explain different ways to present the business plan

The business plan shall be presented

shareholder

stakeholder

Procedures involved in business plan

presentation

Connect with your audience Business like

Simple language

Presentation touch at a

personal level

Paint a picture in your audience’ minds Pick out great images and

visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Graph

o Brainstorming Questions

and answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet


Clearly explain different ways to present the business plan


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Written evidence

Oral


Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

The business plan shall be presented Shareholder

stakeholder

Procedures involved in business plan presentation Connect with your audience

Business like

Simple language

Presentation touch at a personal level

Paint a picture in your audience’ minds Pick out great images and visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Observation

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Learning Outcome 4.3: Present a business plan

Techniques to present your business plan Only write key points Don’t read them, speak about

them Use visualization, pictures,

symbols, colours, tables Short, concise, come to the point,

not more than 10 min. React positive to questions Use body language, voice,

appearance Try to convince

Integrating comments, suggestions and remarks in the business plan

Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration

o Brainstorming o Group discussion o Questions and answers o Role play

o Internet o Reference books o Case studies o scenarios o Computer o Internet





Written evidence

Oral

Performance

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos


Appropriately present a business plan


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Checklist Score

Yes No

Indicator: Present a business plan explained Techniques to present your business plan explained

Integrating comments, suggestions and remarks in the business plan explained

Planning to maintain and enforce relationship with stakeholders (audience) for

further collaboration explained

Observation

References:

1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,

third edition. Uganda: Kyambogo University.

3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.

4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html

http://www.businessdictionary.com/definition/breakeven-point.html

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Competence

C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE

CCMQS401 Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies.

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Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.


Not applicable

Elements of competency and perfomance criteria






1. Develop and maintain product, service and market knowledge.

1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.

1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.

1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

2. Provide a quality service experience to customers.

1.1. Determination and clarification of customer preferences, needs and expectations.

1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.

1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.

1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling

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3. Deal with complaints

and difficult customer

service situations.

3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.

3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.

3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.

3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.

3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.

4. Manage and use

information about

clients and customers

3.1 Proper determination and record of customer information where appropriate to provide personalized service.

3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.

3.3 Proactive provision of enhanced products and services to clients and customers based on client information.

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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

Products and services knowledge and its importance

Opportunities to develop and maintain knowledge of products and services Membership of

industry associations and networks

Conventional and creative sources of information

o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer


Learning unit

LU 1: Develop and maintain product, service and market knowledge.

1

Learning Outcomes:

1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

5 Hours


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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services. (Cont.)

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires







Written evidence

Multiple choice True or false question Matching Sentence completion Ticking


Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.


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Essay (short responses / extended responses)

Checklist Score

Yes No

Products and services are identified

Opportunities to develop and maintain knowledge of products and services are

identified

Use of formal research techniques

Use of informal research techniques

Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

Products, services and promotional initiatives Tours and transport Conferences and

conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or

packages.




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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations. (Cont.)


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Ways to determine customer preferences, needs and expectations:

Active listening Questioning Observation Recognition of non-

verbal signs

Factors influencing customer preferences, needs and expectations:

Age Gender Social and cultural

characteristics Prior knowledge Special needs

Ways to satisfy customer preferences, needs and expectations:

Friendliness

Courtesy

Value for money

Prompt or timely

service

Assistance

Empathy and support

Comfort

New experience

Basic needs for food,

shelter, transport or

other services.







Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify

changes in customer preferences, needs and expectations.

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Written

Performance

Oral

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)

Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and

expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation

Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation




Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.


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Written evidence

Practical task of a team

Checklist Score

Yes No

Identification of reasons to share knowledge of market, product and service

Application of methods and techniques of sharing knowledge at workplace

Observation

Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

o Individual reflection o Brainstorming o Large group discussion o Role play






Suggestion of ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to

organization policy.


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Written evidence

Oral

Performance

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play

Checklist Score

Yes No

Application of product and Service adjustment procedure

Identification of the importance of product and Service adjustment procedure on customer satisfaction

Observation

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Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.

Customer needs and preferences

The importance of researching your customers needs and preferences

o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play



Learnin unit

LU 2: Provide a quality service experience to customers.

2

Learning Outcomes:

1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services

to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate

5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase

10 Hours



Proper determination and clarification of customer preferences, needs

and expectations.

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Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and

preferences

Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers to meet their needs and expectations.

Needs and expectations of customers on products and services

General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or

order

o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play



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Written evidence

Oral evidence



Checklist Score

Yes No

Information about products and services to customers

Observation

Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming




Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.

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Written evidence

Oral evidence



Checklist Score

Yes No

Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service

Observation


Anticipation of customer preferences needs and expectations throughout

the service experience and provide products and services in a timely

manner, appropriate to individual needs and preferences, and according

to organization standards.

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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.

o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate

- Reference books - Online materials - Scholarly materials





Written evidence

Oral evidence



Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.


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Checklist Score

Yes No

Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services

Observation

Learning Outcome 2.5: Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers arousing interest.

o Large group discussion o Question and answer o Debate o Observation o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario



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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of methods to promote products and services Application of selling techniques

Observation


Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and

appropriate employment of selling

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Learning unit

LU 3: Deal with complaints and difficult customer service situations.

3

Learning Outcomes:

1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints

4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

9 Hours

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

o Small group discussion o Individual work o Role play o Simulation




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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer

service situations

Observation


Proper use of questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer service

situation with the customer and assessment of the impact on the customer

of the situation.

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Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

Communication techniques Listening and active

listening Asking questions to

gain information, clarify ambiguities and adequately understand requirements

Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

Ability to speak clearly, be understood and use appropriate language, style and tone.

o Group work o Presentation o Brainstorming o Role play



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Role play

Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints..

Organisation

constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play




Effective use of communication techniques to assist in the management of

the complaint and handle the situation sensitively, courteously and discreetly

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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

Methods of transforming complaints into additional service opportunities

High quality customer

o Individual work o Debate o Discussion o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario



Proper determination of possible options to resolve the complaint and

prompt analysis and decision on the best solution, taking into account any

organization constraints.

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service





Written evidence

Oral evidence



Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to avoid future occurrence


Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.

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The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play






Written evidence

Oral evidence



Checklist Score

Yes No

Identification of the importance of feedback on customer complaints Effective feedback giving

Observation

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.


Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.


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Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work






Written evidence

Oral evidence

Product evidence


Checklist Score

Yes No

Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints

or difficult service situations

Observation


Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.


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Learning Outcome 4.1: Determine and record customer information where appropriate to provide personalised service.

Customer information

Collecting customer information

Storing information

Maintaining customer information

o Brainstorming o Large group discussion o Individual reflection o Pair work





Learning unit

LU 4: Manage and use information about clients and customers.

4

Learning Outcomes:

1. Determine and record customer information where appropriate to provide personalised service

2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate

3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours


Proper determination and record of customer information where

appropriate to provide personalized service.


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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate.

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity




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Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional

initiatives

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and customers based on client information.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing

- - Reference books - Online materials - Scholarly materials



Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.

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Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and

services

Observation

References:

2. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company

Profits"

3. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice

(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.

4. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

5. https://www.customersure.com/blog/customer-complaints-online/


Proactive provision of enhanced products and services to clients and

customers based on client information.

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/0-9753719-0-8

https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

https://www.customersure.com/blog/customer-complaints-online/

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Competence

C C M I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA301 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: July, 2019

Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are

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familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.

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All the modules covered at REQF level 3.

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence


of the learning unit.By the end of the module, the trainee will be able to:

Elements of competence Performance criteria

1. Apply for internship/employment

1.1. Appropriate use of resources in the community or nationwide to find internship/employment information

1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills

2. Demonstrate workplace behavior and attitudes

2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time

effectively 2.3. Efficient management of personal and work lives

3. Respect worker’s and employer’s rights and responsibilities

a. Respect of universal human rights b. Respect of worker’s and employer’s obligations according

to the Rwandan Labour code c. Respect of worker’s rights and responsibilities at the

workplace d. Respect of employer’s rights and responsibilities at the

workplace e. Appropriate reaction when the labor code is broken

4. Organize and evaluate one’s internship

a. Appropriate securing of the internship agreement with the enterprise

b. Adequate outlining of findings and experience c. Proper writing of the internship report that contains all

the required elements as well as one’s own findings and

experience

d. Active participation in the assessment of one’s internship

5. Develop one’s competences on the workplace

5.1. Adequate performance of tasks assigned according to the agreement with the enterprise

5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)

5.3. Adequate demonstration of work behaviour and attitudes

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Learning Outcome 1.1:Identify and use resources to find a job.

Resources to find employment in the community and at national level

- Job announcements

- Newspapers

advertisements

- From recruitment

agencies

- Internet websites

Identify contact persons

o Small group work o Panel discussion o Large group discussion o Speakers

- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…


Learning unit

LU 1: Apply for internship/employment

1

Learning Outcomes:

1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview

10 Hours


Appropriate use of resources in the community or nationwide to find internship/employment information


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Written evidences Perfomance

Essay

Scenarios

Checklist Score

Yes No

Indicator: Resources to find a job are identified

Job announcements

From recruitment agencies

Newspaper advertisements

Internet websites

Observation

Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

o Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter



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Written evidence

Observation checklist

Questions and answers

Checklist Score

Yes No

Indicator: difference between CV and letter is explained

A letter is more concise

A letter express interest

CV gives detailed information

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview

Interviewing tips: what to do before, during and after the interview

Typical questions asked during an interview

o Small group work o Interview role plays o Large group discussion

- Interview observation tool




Proper writing of a basic accurate and neat CV

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written

oral

performance

questionnaires and answers

scenarios

True or false questioning

Checklist Score

Yes No

Indicator : Main parts of the interview are identified

- The body of the interview

- The opening

- The closing

Indicator: Typical questions asked during an interview are identified

Tell me about yourself.

Describe a difficult work situation or project and how.

How do you handle stress and pressure?




Why do you want this job?

What are your salary expectations?

Why are you leaving or why have you left your job?

What is your greatest weakness?

What is your greatest strength?

Why should we hire you?

Observation


Proper demonstration of effective interviewing skills

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Learning unit

LU 2:Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

1. Identify appropriate workplace behaviors and attitudes 2. Manage time 2. Balance work and personal life

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)

Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory



Appropriate application of workplace habits and attitudes


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Written evidence

Oral evidence

Performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator1: appropriate workplace behaviors and attitudes are identified

dress code

time management

respect

honesty

integrity

work as a team member

Indicator2: Appropriate working habits are identified

Cooperation

Initiative

Courtesy

Constructive criticism

Supervision, accuracy

Pace of work

Adaptability

Personal appearance

Punctuality

Attendance

Observation

Learning Outcome 2.2: Manage time.


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Importance of task planning and managing time

Strategies to better manage time

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking. Review your day.

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory





pPerformance

Product

Scenarios Different workplace documents


Adequate implementation of strategies to manage time effectively

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Checklist Score

Yes No

Indicator: Effective management of time

Plan activities on time

Attend regularly

Promote effective work

Indicator Strategies to better manage time are mentioned

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking.

Review your day.

Observation

Learning Outcome 2.3: Balance work and personal life.

Common situations that make it challenging to balance work & personal life

Tips to manage personal and work lives

o Large group discussion o Individual work o Self-assessment o Pair sharing

- Scenarios: “did she/he do the right thing?”





Efficient management of personal and work lives


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Written

Workplace documents

Checklist Score

Yes No

Indicator : Challenging to balance work and personal life are mentioned

Lack of control.

Unrealistic demands.

Unsupportive relationships

Lack of resources.

Unhelpful attitude

High-stress levels.

Indicator : Tips to manage personal and work lives are identified

Prioritize your time

Know your peaks and troughs

Have set work hours and stick to them

Find time for your finances

Manage your time, long term

Make your workspace work for you

Observation

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Learning unit

LU 3: Respect worker’s and employer’s rights and responsibilities

3

Learning Outcomes:

1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan Labour

Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken

5Hours

Learning Outcome 3.1:Get familiar with the universal human rights.

Definition of “right” and “human rights.

Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of Human Rights - Plain language version





Appropriate of universal human rights


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written

oral

performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator: Universal declaration is explained

know about your right

be informed touniversal declaration human rights

Observation

Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.

Legal obligations of employers Duty to pay worker Plan for work To have managerial skills

Legal obligations of workers Control of the workplace Provide information Take reasonable care

o Large group activity o Discussion o Small group work o Observation

- Statements and answers for Agree/Disagree game on Rwandan labour law

- Articles 47 and 48 of the labour code





Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code


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writtten evidence

oral evidence

Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation

Checklist Score

Yes No

Indicator :Legal obligations of employers are identified

Duty to pay worker

Plan for work

To have managerial skills

Indicator : Legal obligations of workers are mentioned

Provide information

Control of the workplace

Take reasonable care

Observation

Learning Outcome 3.3: Identify one’s rights and responsibilities at work.

‘Rights’ (what you can expect your employer to provide)

‘Responsibilities’ (what your employer can expect that you will do)

o Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.



Appropriate respect of worker’s rights and responsibilities at the workplace


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writtten

oral

Perfornce


Expose

Discussion

Scenarios

Checklist Score

Yes No

Indicator: one’s rights and responsibilities at work are identified.

- Understanding the conditions of your employment.

- Working in a way that is not harmful to the health and safety of yourself or

others

Observation

Learning Outcome 3.4: Explore one’s personal rights and responsibilities.

Definition of “responsibility”

Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming and

discussion

- Worksheet on rights and responsibilities at work.



Appropriate respect of employer’s rights and responsibilities at the workplace


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writtten evidence

oral evidence

Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation

Checklist Score

Yes No

Indicator: Definition of responsibility is well understood

- the state or fact of having a duty to deal with something or of having control

over someone.

Indicator: Relationship between rights and responsibilities is indicated.

- Right is a freedom that is protected, such as the right to free speech and religion.

- A responsibility is a duty or something you should do, such as recycling or doing

your homework.

- Voting is both a right and a responsibility

Observation

Learning Outcome 3.5: React appropriately when the labour code is broken.

Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts



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Writtten

oral

Perfornce

Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: possible solutions when the labour code is broken are identified

Dismiss the work

Reduction to a lower post

Stoppage of promotion

Suspension without wages

Withholding of increment

Observation


Appropriate reaction when the labour code is broken

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Learning unit

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

1. Conclude an internship agreement 2 Outline one’s findings and experience 3. Write and present the report of the internship 4. Participate actively to the assessment of one’s internship

270 Hours

Learning Outcome 4.1:Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement





Appropriate securing of the internship agreement with the enterprise


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Writtten

Oral

Perfornce

Essay (short responses /extended responses) Role play Questionnaire and answers. Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: Definition of internship is well understood

- A structured work experience related to a student's major and/or career goal. An

experience that should enhance a student's academic, career, and personal

development.

Indicator: Objectives of the internship are mentioned

- Gain valuable work experience

Explore a career path.

Develop and refine skills.

Receive financial compensation

Network with professionals in the field.

Gain confidence

Transition into a job

Indicator :Presentation of internship agreement is indicated

Number your slides and give them a title

Prepare an Agenda or Table of Contents slide.

Tell a story

Prepare a company logo slide for your presentation

You can add a logo and other graphics to every slide using the slide master feature or by adding them to the footer

Observation

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Learning Outcome 4.2: Outline one’s findings and experience.

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook





writtten

oral

Expose


Checklist Score

Yes No

Indicator: presentation of the logbook is identified

IAP list of competencies to be developed

sheet

IAP agreement

IAP report form

IAP interview form

IAP Evaluation form

Indicator: Tips to fill in the logbook are mentioned

Take Time to Write Your Log.

Use a Rough Book.

Have One Logbook Per Project

Keep a Summary List


Adequate outlining of findings and experience


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Computer Filing

Be Consistent

Write a Conclusion.

Observation

Learning Outcome 4.3: Write and present the report of the internship.

Presentation techniques Contents of the internship report

o Group discussion o Role play

- Sample internship report





writtten

oral


present

oral questions and their answers


Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience


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Checklist Score

Yes No

Indicator: contents of the internship report

- Declaration

- Approval

- Acknowledgement

- Abbreviations and acronyms

- General introduction

- Presentation of the institution where internship took place

- achievements

- conclusion and recommendation

Indicator 2: Presentation techniques

Students-centered approach

make a structure

Observation

Learning Outcome 4.4: Participate actively to the assessment of one’s internship.

Internship assessment and self-assessment packages

o Group discussion o Presentation by the trainer



Active participation in the assessment of one’s internship


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writtten

oral

Perfornce

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule

Checklist Score

Yes No

Indicator:Internship assessment and self-assessment packages are indicated

Internship data

Educational and professional aspects

Relational and management aspects

Future perspective

Observation

Reference books:

1. Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project

2. https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities

3. https://www.slideshare.net/ranobiswas/labour-law-case-solutions

4. https://fremont.edu/8-benefits-of-an-internship/

5. https://internsdc.com/internship-opportunities/its-all-in-the-presentation/

6. https://mef.unimi.it/wp-content/uploads/Non-COSP

7. https://canadiangis.com

8. https://www.lifecoach-directory.org.uk

9. https://www.roche.com/careers/country/

10. https://www.collinsdictionary.com

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwie14WTke3hAhWDxIUKHZXDC9YQFjABegQICxAF&url=https%3A%2F%2Fwww.jobjumpstart.gov.au%2Farticle%2Fknow-your-workplace-rights-and-responsibilities&usg=AOvVaw0awznx0iIart86lOnqp25U

https://fremont.edu/8-benefits-of-an-internship/

https://mef.unimi.it/wp-content/uploads/Non-COSP

https://canadiangis.com/

https://www.lifecoach-directory.org.uk/

https://www.roche.com/careers/country/

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Competence

G E N A M 4 0 1 - BASIC ANALYSIS

GENAM401 Apply Basic Analysis


Credits: 10 100

Sector: All

Sub-sector: All

Issue date: August, 2019

Purpose statement

This general module describes the knowledge, skills and attitude required to apply basic analysis.

Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday

mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other

fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)

of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply

analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential

functions. This module will be useful to trainee as a means of both measuring and improving their

understanding of Mathematics and he/she will be equipped to perform well in any fields that require

some knowledge of mathematics as well as working in design, demography, solving real problems, good

performance in critical thinking and so on.

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Not applicable


Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.



1. Determine and analyze numerical functions

1.1. Accurate determination of the domain and range of numerical function based on existence condition.

1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).

1.3. Perfect determination of limits of a function based on theory of calculating limits.

1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.

2. Apply fundamentals of differentiation

2.1. Proper determination of derivative from given definition.

2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.

2.3. Appropriate application of derivative based on definitions and calculation of derivatives.

2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.

3. Apply natural logarithmic functions

3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.

3.2. Accurate calculation of limits of natural logarithmic functions based on logarithmic properties.

3.3. Appropriate solving of equations involving logarithms based on domain of validity.

3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.

3.5. Accurate curve sketching of logarithmic functions

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based on table of variation.

4. Apply exponential functions

4.1. Accurate determination of the domain of definition of function based on existence condition.

4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.

4.3. Appropriate determination of solutions of exponential equations according to domain of validity.

4.4. Perfect differentiation of exponential functions based on definition of derivative.

4.5. Adequate curve sketching of exponential functions according to the table of variation.

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Learning unit LU 1: Determine and analyze numerical functions

1

Learning Outcomes:

1. Determine the domain and range of numerical function

2. Identify the symmetry of numerical function

3. Determine limits of a function

4. Determine the asymptotes to the rational and polynomial functions 20 Hours

Learning Outcome 1.1: Determine the domain and range of numerical function

Definitions Existence

condition Domain of

definition of a function

Range of a function

Calculations Domain of

definition of a function

Range of a function

o Group discussion on existence condition

o Practical exercises determination of domain and range of a function

o Documentary Research

- Reference Books - Didactic materials such as

manila paper, … - Hand-out notes - Internet



Accurate determination of the domain and range of numerical function based on

existence condition


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Written evidence Short questions Open questions Matching

Checklist Score

Yes No

Indicator: Definition is well given

Concept of existence condition is properly given

Concept of domain of definition (all allowed inputs) is properly given

Concept of range (all possible outcomes) is properly given

Indicator: Calculation is accurately done

Launch of existence condition is appropriately given

Determination of domain of definition is appropriately done

Determination of range is accurately found

Observation

Learning Outcome 1.2:Identify the symmetry of numerical function

Even function

Odd function

o Group discussion symmetry of

numerical function

o Pairing work

o Practical exercises o Documentary Research

- Reference Books - Didactic materials

such as manila paper, …

- Hand-out notes - Internet


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Written evidence Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function

Checklist Score

Yes No

Indicator: Identification of Parameters that influence symmetry

Definition of even function is well given

Definition of odd function is well given

Identification of even function is correctly done

Identification of odd function is appropriately done

Observation

Learning Outcome 1.3:Determine limits of a function

Finite limits

Infinite limits

Limit at infinity

Indeterminate case

0

0

0

o Group discussion on

calculation of limits

o Pairing work

o Practical exercises on calculation of limits


- Reference Books - Hand-out notes - Didactic materials


- Internet



Adequate identification of symmetry (parity) of numerical function based on

definitions of key words (even and odd)

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Written evidence

Open questions Short questions

Checklist Score

Yes No

Indicator: Perfect determination of limit

Finite limits are accurately determined

Infinite limits are accurately determined

Limit at infinity are accurately determined

Indeterminate cases are accurately determined

Indicator: Good performance in Determination of limit for indeterminate case

0

0

0

Observation


Perfect determination of limits of a function based on theory of calculating limits

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Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial functions

Definitions

Boundaries of

domain of definition

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

Calculations

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

o Pairing work on boundaries of

domain of definition

o Practical exercises on different

types of asymptotes


- Reference Books - Didactic materials


- Hand-out notes - internet





Written evidence

Open questions

Short questions


Accurate determination of the asymptotes to the rational and irrational

functions based on limits calculation


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Checklist Score

Yes No

Indicator: Definition is well given

Definition of Boundaries of domain of definition is properly given

Definition of Horizontal asymptote is perfectly given

Definition of Vertical asymptote is perfectly given

Definition of Oblique asymptote is perfectly given

Indicator: Calculation/ determination of related asymptote is accurately done

Determination of Horizontal asymptote is appropriately done

Determination of Vertical asymptote is perfectly done

Determination of Oblique asymptote is appropriately done

Observation

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Learning unit nnLU 2: Apply fundamentals of differentiation

2

Learning Outcomes:

1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function

20 Hours

Learning Outcome 2.1:Determine derivative of a function

Definition of derivative

Calculation of derivatives Derivative of function at a given point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives

o Group discussion on derivative of function


- Reference Books - Didactic

materials such as manila paper, …

- Hand-out notes - internet


Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.


Proper determination of derivative from given definition


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Written evidence

Short questions Open questions all based on definition or determination of derivative

Checklist Score

Yes No

Indicator:Definition is given

Definition of derivative is correctly given

Indicator : Calculation is well performed

Calculation of derivative of a function at a given point is accurately done

Calculation of derivative of a polynomial function is accurately done

Calculation of derivative of a rational function is accurately done

Calculation of derivative of an irrational function is accurately done

Calculation of successive derivative is accurately done

Observation

Learning Outcome 2.2 :Interpret derivative of a function

Geometric interpretation of a derivative of a function at a point

Kinematical meaning of a derivative

o Group discussion on derivative function


- Reference Books - Geometric

instruments - Didactic materials





Adequate interpretation of derivative of a function by illustrating a curve with its

tangent and secant line


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Written evidence

Short questions based on interpretation of derivative Open questions based on interpretation of derivative

Checklist Score

Yes No

Indicator: Interpretation of derivative is correctly given

Geometric interpretation of a derivative is correctly given

Kinematical meaning of a derivative is correctly given

Observation

Learning Outcome 2.3:Apply derivative

Tangent and normal at a point of a function

Increasing and decreasing function

Maximum and minimum points of a function

Concavity, inflection point on a curve

o Group discussion on differentiation of function

o Practical exercises on different applications of derivative



instruments - Didactic materials


- Hand-out notes




Appropriate application of derivative based on definitions and calculation of

derivatives


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Written evidence

Short questions Open questions

Checklist Score

Yes No

Indicator : Application of derivative is accuratelydone

Determination of tangent at a point of a function is properly done

Determination of increasing interval is appropriately done

Determination of decreasing interval is appropriately done

Calculation of Minimum point of a function is accurately done

Calculation of Maximum point of a function is accurately done

Determination of concavity of a curve is appropriately done

Determination of inflexion point on a curve is accurately done

Observation

Learning Outcome 2.4: Sketch an accurate curve of a given function

Parameters required Variation table Additional points

Curve sketching Curve sketching of

polynomial function Curve sketching of rational

function Curve sketching of

irrational function

o Group discussion on different types of function

o Practical exercises on curves sketching


- Scientific calculator


instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …



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Written evidence

Short questions based on derivative Open questions based on derivative and table of variation Curve sketched

Checklist Score

Yes No

Indicator : Parameters that influence curve skecthing are well established

Construction of table of variation is appropriately done

Choice of additional points is appropriately done

Indicator : Curve sketching is accurately done

Curve sketching of polynomial function is properly done

Curve sketching of rational function is properly done

Curve sketching of irrational function is properly done

Observation


Accurate curve sketching of a numerical function from the table of variation of

the given function

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Learning unit LU 3: Apply natural logarithmic functions

3

Learning Outcomes:

1. Determine the domain of definition of natural logarithmic

functions

2. Calculate limits of natural logarithmic functions

3. Solve equations involving logarithms

4. Differentiate natural logarithmic functions

5. Sketch the curve of logarithmic functions 20 Hours

Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming on existence condition

o Pairing in determining the boundaries of domain of definition

o Group work on determination of domain of definition

- Hand-out notes - Reference books - Didactic materials such as

manila paper, … - Internet





Proper determination of the domain of natural logarithmic functions based on

existence conditions


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Written evidence

Short questions related to existence condition

Open questions related to determination of domain of definition of logarithmic functions.

Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Determination of existence conditions is well given

Indicator: Determination of domain is accurate

Determination of boundaries of domain of definition is perfectly done

Deduction of domain of definition is correctly done

Observation

Learning Outcome 3.2: Calculate limit of natural logarithmic functions

Properties of logarithms

Finite limits

Limits at infinity

Deduction of Asymptotes

o Brainstorming on calculation of limits

o Documentary Research o Group work in determining

asymptotes equations

- Reference books - Didactic materials such as






Written evidence

Short questions based on logarithmic properties Open questions related to limits calculation of natural

logarithmic function


Accurate calculation of limit of natural logarithmic functions based on

logarithmic properties


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Checklist Score

Yes No

Indicator: Calculation is perfectly done


Limits at infinity are well identified

Indicator: Deduction/ Calculation of asymptotes is appropriately done

Vertical asymptotes are appropriately determined

Horizontal asymptotes are appropriately determined

Oblique asymptotes are appropriately determined

Observation

Learning Outcome 3.3: Solve equations involving logarithms

Domain of validity

Solving logarithmic equations

Set of solutions

o Brainstorming on domain of validity and solution set of logarithmic equation

o Group discussion on solving logarithmic equations








Written evidence

Short questions Open questions Solving equations


Appropriate solving of equations involving logarithms based on domain of validity


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Checklist Score

Yes No

Indicator: Application of properties of logarithms is well performed

Application of properties of logarithms is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is accurately done

Indicator: Solving logarithmic equation is well done

Solutions of logarithmic equations are accurately given

Identification of domain of validity and set of solutions is accurately done

Observation

Learning Outcome 3.4: Differentiate natural logarithmic functions

Differentiation

Increasing and decreasing intervals

Concavity

o Brainstorming on differentiation o Group discussion on

differentiating natural logarithmic functions

o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.







Perfect differentiation of natural logarithmic functions according to

differentiation definition


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Written evidence

Short questions Open questio

Checklist Score

Yes No

Indicator: Determination/ calculation is well performed

Calculation of First derivative

Identification of increasing intervals

Identification of decreasing intervals

Determination of maximum points

Determination of minimum points

Calculation of second derivative

Identification of concavity

Determination of inflection points

Observation

Learning Outcome 3.5: Sketch the curve of logarithmic functions


Curve sketching

o Brainstorming variation table o Group discussion on how to

choose additional points o Pairing work on curve sketching o Documentary Research

- Hand-out notes - Reference books - Geometric instruments

(Ruler, T-square,..) - Didactic materials such as




Accurate curve sketching of logarithmic functions based on table of variation


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Written evidence

Short questions Open questions Curve sketched

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table is properly done

Selection of additional points is properly done

Indicator: Curve sketched is accurate

Presentation of asymptotes if any is properly done

Plotting the curve is properly done

Observation

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Learning unit LU 4: Apply exponential functions

4

Learning Outcomes:

1. Determine the domain of exponential functions

2. Calculate limit of exponential functions

3. Solve equations involving exponentials

4. Differentiate exponential functions

5. Sketch the curve of exponential functions 40 Hours

Learning Outcome 4.1: Determine the domain of exponential functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming domain and range of exponential function

o Group work on determination of domain of definition of exponential function



manila paper, … - Internet - Hand-out notes





Written evidence

Short questions related to existence condition Open questions related to determination of domain of definition

of exponential functions.


Accurate determination of the domain of definition of function based on

existence condition


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Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Existence conditions are appropriately indicated

Indicator: Determined domain is appropriate

Determination of boundaries of domain of definition is properly done

Deduction of domain of definition is perfectly done

Observation

Learning Outcome 4.2: Calculate limit of exponential functions

Finite limits

Limits at infinity

Deduction/ calculation of Asymptotes

o Brainstorming on calculating limits

o Documentary Research o Group work on determination

of asymptotes

- Hand-out notes - Reference books - Didactic materials such as






Written evidence

Short questions Open questions


Adequate calculation of limit of exponential functions based on properties of

exponentials


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Checklist Score

Yes No

Indicator: Limits calculation is perfectly done


Limits at infinity are properly found

Indicator: Deduction/ Calculation of asymptotes is appropriate

Horizontal asymptotes are appropriately determined

Vertical asymptotes are appropriately determined

Oblique asymptotes are accurately determined

Observation

Learning Outcome 4.3: Solve equations involving exponentials

Properties of exponentials

Domain of validity

Solving equations involving exponentials

Set of solutions

o Discussion on domain of validity o Group work on solving

exponential equations o Documentary Research

Hand-out notes

Reference books

Didactic materials such as manila paper, …

Internet





Written evidence

Short questions Open questions Solving equations


Appropriate determination of solutions of exponential equations according to

domain of validity


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Checklist Score

Yes No

Indicator: Application of properties of exponentials is well performed

Application of properties of exponentials is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is appropriately done

Indicator: Solving exponential equation is well done

Solutions of exponential equations are appropriately found

Identification of domain of validity is properly done

Determination of solutions set is appropriately done

Observation

Learning Outcome 4.4: Differentiate exponentials functions

Differentiation


Concavity

o Brainstorming differentiation o Group discussion on increasing

and decreasing intervals o Pairing work on concavity o Documentary Research

Hand-out notes

Reference books


Internet





Written evidence

Short questions related to derivative Open questions related to derivative


Perfect differentiation of exponential functions based on definition of derivative


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Checklist Score

Yes No

Indicator: Calculation/determination is well performed

First derivative


Maximum or minimum points

Second derivative

Concavity

Inflection points

Observation

Learning Outcome 4.5: Sketch the curve of exponential functions


Curve sketching

o Brainstorming on variation table

o Group discussion on curve sketching


Hand-out notes

Reference books

Geometric instruments (Ruler, T-square,..)


Internet





Adequate curve sketching of exponential functions according to the table of

variation


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Written evidence

Open questions related to table of variation Sketching curve

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table

Selection of additional points

Indicator: Curve sketched is accurate

Presentation of asymptotes if any

Plotting the curve

Observation

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Reference books:

1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.

2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd

edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.

4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.

5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.

6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.

7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.

8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.

9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.

10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.

11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.

12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board

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C U A V P 4 0 1 - VEGETABLES PREPARATION

CUASW401 Prepare vegetables

RTQF Level: 4 Learning hours

Credits: 5 50

Sector: Hospitality and tourism

Sub-sector: Hospitality

Issue date: February, 2014

Purpose statement

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CUAFS401 Hygiene and food safety







1. Select equipment,

stools and ingredients

1.1. Proper identification of equipment, tools used in preparing

vegetables

1.2. Appropriate application of basic maintenance of equipment and

tools

1.3. Proper cleaning and sterilization of equipment and tools

1.4. Proper identification of the six categories of vegetables

1.5. Appropriate identification of good qualities of vegetables and

consideration of purchasing fresh vegetables

1.6. Proper selection of raw materials to use that are fresh

according to the recipe guide

2. Prepare vegetables 2.1 Proper cleaning of raw materials including trimming and peeling

off the loose skins

2.2 Respect of nutritional value while cleaning, preparing and

storing vegetables

2.3 Regularly examination of quality signs of freshness of the

vegetables

2.4 Proper setting up of work table basing on the work plan while

respecting three system

container

2.5 Accurate measurements of raw materials in terms of quantity

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according to the recipe

standards

2.6 Relevant cutting of vegetables in accordance with the recipe

standards (e.g.: Brunoise, macedoine, juliene, batonettes,

chiffonade, etc.)

3. Cook vegetables 3.1. Respect of hygiene standards while preparing vegetables

3.2. Appropriate application of cooking method according to the

recipe

3.3. Correct cooking timing to avoid vegetables change of color,

texture and loss of nutrients

3.4. Proper presentation of vegetable dishes and at recommended

temperature

4. Store vegetables 4.1. Adequate check of cleanliness of vegetable store

4.2. Appropriate adjustment of storage temperature as required for

vegetables

4.3. Appropriate labelling of the storage containers with the

indication of items, life span of the dish and preparation date.

4.4. Proper cleaning and covering of storage container and the store

area all the time in order to avoid insects and parasites

4.5. Proper packing of vegetables in containers while avoiding the

overload

4.6. Correct conservation of vegetables

4.7. Proper arrangement of storage per item in the fridge for the

purpose of enhancing the storage procedures (FIFO-LIFO)

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LU 1:Select equipment, tool, and ingredients

1

Learning Outcomes:

1. Identify equipment and tools used in preparing vegetables 2. Perform basic maintenance tools and equipment 3. Identify vegetables

20 Hours

Learning Outcome1.1 Identify equipment and tools used in preparing vegetables

Type of equipment and tools in preparing vegetables for: Washing Cutting Cooking Presenting Storing Peeling

o Research on different types of equipment and tools

o Presentation on different types of equipment and tools

o Demonstration on handling equipment and tools

o Brainstorming on equipment and tools

o Practical exercise on handling equipment and tools

o Study tour to the Hotel/supermarket

- Reference books - Flip Chart - Boards - Markers - Video aids - Knives - internet - Cutting board - Melon baller - Cookers - strainers - wooden spatula - Internet - Ladles - Carrot peeler - Vegetable slicer - Grater - Pots/pans - Perforated container - User’s manual - Cleaning and

sanitizing products


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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Perform basic maintenance tools and equipment

Maintenance materials

Maintenance procedures: Dismantling and assembling

techniques of equipment and tools Cleaning and sterilizing techniques Greasing techniques

o Demonstration on dismantling and assembling techniques of equipment and tools

o Practical exercise Dismantling and assembling techniques of equipment and tools

o Brainstorming on dismantling and

- Video aids - Reference - Internet - Catalogue - Water - Chemical

products - Paper rolls - Oil



Proper identification of equipment, tools used in preparing vegetables

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assembling techniques of equipment and tools

o Group work on Dismantling and assembling techniques of equipment and tools

Observation on Dismantling and assembling techniques of equipment and tools





Checklist Score

Yes No

Observation

Learning Outcome 1.3: Identify vegetables

Categories of vegetables: Bulbs Roots/Tubers Leaves/Shoots Flowers Fruits

o Observation on categories of vegetables

o Demonstration on categories of vegetables

o Practical exercise on categories of vegetable

- Reference books - Video aids - Internet - Different categories of

vegetables. - Pictures



Appropriate application of basic maintenance of equipment and tools

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Fungi Pulses Grains

o Presentation on categories of vegetables

o Brainstorming on categories of vegetables

o Group work on categories of vegetable

o Study tour nearest market

- Flip chart. - Boards - Markers





Checklist Score

Yes No

Observation

Learning Outcome 1.4: Identify freshness of vegetables

Characteristics of good quality(fresh) of vegetables:

Crispy Firm Not wilted

Other Specific characteristics

o Research on good qualities of vegetables

o Demonstration on good quality of vegetables

o Practical exercise on good quality of vegetables

o Brainstorming on good

- Reference books - Video aids - Internet - Pictures - Flip chart - Markers - Boards



Proper identification of the six categories of vegetables

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quality of vegetables o Observation on good

quality of vegetables o Site visit o Examination of quality

signs of vegetables.

- Vegetables





Checklist Score

Yes No

Observation


Appropriate identification of good qualities of vegetables and consideration of

purchasing fresh vegetables

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LU 2:Prepare and cook vegetables

2

Learning Outcomes:

1. Clean vegetables 2. Cut vegetables 3. Apply cooking method and presentation of vegetable dishes 4. Present vegetable dishes

20 Hours

Learning Outcome 2.1:Clean vegetables

Vegetables cleaning procedures

Safe practices in washing vegetables for nutritional value purpose

o Research on cleaning procedures

o Presentation on cleaning procedures

o Demonstration on cleaning vegetables respecting procedures

o Practical exercise on cleaning vegetables respecting procedures

- Reference books - Flip Chart - Boards - Markers - Video aids - Vegetables - Internet - Sinks - Running water - Knives - Colander - Containers



Proper cleaning of raw materials including trimming and peeling off the loose

skins


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Cut vegetables

The types of vegetables cuts: Brunoise Macedoine Julienne Batonettes Slice Chiffonade Paysanne Turn vegetables Strips Final chopping

o Demonstration on vegetables cutting and different cuts

o Display of vegetables cuts o Practical exercise on

vegetables cutting and different cuts

o Observation o Individual practice on cutting

techniques o Presentation of the

vegetables cutting

- Reference books - Video aids - Internet - Vegetables - Vegetable cuts - Chopping/cutting

boards - Knives - Slicer



Relevant cutting of vegetables in accordance with the recipe standards (e.g.:

Brunoise, macedoine, juliene, batonettes, chiffonade, etc.)


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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Apply cooking method and presentation of vegetable dishes

Vegetable cooking methods: Boiling Frying Roasting Grilling Poaching Steaming

Presentation techniques

o Demonstration on cooking vegetables

o Practical exercise on cooking vegetables

o Presentation of cooking vegetables

o Observation on vegetables dishes presentation

o Practical exercises on vegetables dishes presentation

- Reference books - Video aids - Pots - Pans - Cookers - Vegetables - Ladles - Wooden spatulas - Strainers - Containers - Pictures






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Checklist Score

Yes No

Observation

Learning Outcome 2.4: Present vegetable dishes

Vegetable cooking methods: Boiling Frying Roasting Grilling Poaching Steaming


o Demonstration on cooking vegetables

o Practical exercise on cooking vegetables

o Presentation of cooking vegetables

o Observation on vegetables dishes presentation

o Practical exercises on vegetables dishes presentation

- Reference books - Video aids - Pots - Pans - Cookers - Vegetables - Ladles - Wooden spatulas - Strainers - Containers - Pictures






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Checklist Score

Yes No

Observation

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LU 3:Store vegetables

3

Learning Outcomes:

1. Identify store 2. Label storage containers 3. Conserve vegetable products 4. Apply storage procedures

20 Hours

Learning Outcome 3.1: Identify store

Types of storage Dry store Perishable store

Storage tools: Containers Plastic Stainless steel Porcelain

Shelves Wooden Stainless

Cleaning techniques and procedures according to the type of store

o Research on types of storage and tools

o Presentation on types storage and tools

o Brainstorming on types of storage and tools

o Demonstration on types of storage and tools Study tour of a nearby hotel

o Practical exercise on classification on types storage and tools

o Demonstration on cleaning store and tools

o Practical exercise on cleaning store and tools while following procedures

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Fridge - Freezer - Containers - Cold room - Detergents - Cleaning tools - Water - Sanitizer - Wiping pads


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Label storage containers

Labelling techniques: label information writing rules position of label/ products logo

on the storage container

Importance of labelling

o Research on labelling techniques

o Demonstration on labelling o Practical exercise on

labelling o Brainstorming on labelling

techniques o Presentation on labelling o Group work on importance

of labelling and techniques

- Video aids - Internet - Labels - Logos - Storage

containers - Boards - Markers - Reference books - pictures



Adequate check of cleanliness of vegetable store

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Performance

Simulation

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Label storage containers













Appropriate storage of sandwiches and wrapsas per procedures

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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Conserve vegetable products

Importance of conservation.

Conservation methods and techniques while:

Freezing Canning Drying Cooking Chilling Cooling

o Demonstration on conservation methods and techniques

o Practical exercise on conservation methods and techniques

o Research on conservation methods and techniques

o Presentation on conservation methods and techniques

- Reference books - Video aids - Internet - Conservation

products - Cans - Freezer - Fridge - Pots - Boards - Markers



Appropriate labelling of the storage containers with the indication of items, life

span of the dish and preparation date.

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o Brainstorming on importance of conservation

- Conservation containers





Checklist Score

Yes No

Observation

Learning Outcome 3.4: Apply storage procedures

Storage procedures: LIFO FIFO Temperature.

o Research on storage procedures

o Demonstration on storing while respecting storage procedures

o Presentation on storage procedures

o Practical exercise on storing

- Reference books - Video aids - Procedural

pictures - Internet - Products - Freezer - Fridge



Proper cleaning and covering of storage container and the store area all

the time in order

to avoid insects and parasites

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while respecting storage procedures

o Brainstorming on storage procedures

- Boards - Markers - Containers - Shelves





Checklist Score

Yes No

Observation


Adequate check of cleanliness of vegetable store

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C U A F S 4 0 1 - HYGIENE AND FOOD SAFETY CONTROL

CUAFS401 Apply food hygiene and safety control measures


Credits: 4 40


Sub-sector: Culinary arts


Purpose statement

This module describes the skills and knowledge required to apply hazards critical control

points principles while handling food and beverage following all the stages of food

preparation.

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Not Applicable







1. Apply hygiene control measures when handling food

1.1 Proper identification of various types of food contamination 1.2 Accurate recognition of food poisoning symptoms 1.3 Precise description of causes of food poisoning 1.4 Proper identification of food safety 1.5 Appropriate usage of equipment and tools while handling food. 1.6 Suitable techniques when handling food 1.7 Proper use of clean equipment and tools while handling food 1.8 Appropriate application of personal hygiene procedures while handling food 1.9 Proper application personal health guidelines and

procedures while handling food

2. Apply HACCP 2.1 Proper identification of Hazard Analysis Critical Control Point (HACCP) 2.2 Proper application of HACCP while purchasing, delivering and receiving supplies 2.3 Appropriate application of HACCP while preparing, cooking, hot holding, reheating, presenting and serving food and beverage. 2.4 Correct application of HACCP when dealing chilled storage

3. Prevent food contamination and poisoning

3.1 Correct selection of required temperature and time while storing, cooling, reheating and/or handling food in order to prevent and control food contamination

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3.2 Respect of hygienic practices while handling and storing food and beverage to prevent food contamination and poisoning

3.3 Correct storing process when handling raw and cooked food

3.4 Methodical sanitization of workplace in order to avoid cross contamination

3.5 Appropriate application of pests control measures to avoid food contamination and poisoning

1. Document the work done 4.1 Accurate documentation of review process 4.2 Effective reporting procedures of the task

accomplished are in place and used 4.3 Methodical Writing of the technical journal and

recommendation

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LU 1:Apply hygiene procedures

1

Learning Outcomes:

1. Maintain personal hygiene 2. Use clean equipment and tools 3. Maintain good health

10 Hours

Learning Outcome1.1Maintain personal hygiene

Body hygiene

Work attire hygiene

o Brainstorming on hygiene and good health

o Group discussion on hygiene and good health

o Presentation on hygiene and good health

o Site visit o Demonstration on sanitizing,

sterilizing equipment and tools

o Practical on sanitizing, sterilizing equipment and tools

o Observation

- Sanitizers - Sterilizing products

and tools - Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart


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Written

Essay (short responses/ extended responses) Essay (short or

extended responses)

Checklist Score

Yes No

Personal hygiene measures:

Regular washing hands

Cutting nails

Cutting beards

Professional attire hygiene

measures:

Observation

Learning Outcome 1.2Use clean equipment and tools

Cleaning techniques

Cleaning detergents/chemicals

Sanitizers

Sterilization techniques




o Site visit o Demonstration on

- Sanitizers - Sterilizing

products and tools

- Soap - Hand soap - Pictures - Video aids



Appropriate application of personal hygiene procedures while handling food

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sanitizing, sterilizing equipment and tools


o Observation

- Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart






Simulation


Proper use of clean equipment and tools while handling food

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Checklist Score

Yes No

Types of materials and tools used while storing food:

Plastic foil

Plastic gloves

Paper foil

Container

Tongs

Cleaning detergents, chemicals, sanitizers

Types of materials and tools used while storing food:

Plastic foil

Learning Outcome 1.3: Maintain good health

Personal health guidelines and procedures

Common contamination diseases




o Site visit o Demonstration on

sanitizing, sterilizing equipment and tools


o Observation

- Sanitizers - Sterilizing products and

tools - Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart



Proper application personal health guidelines and procedures while handling

food


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Written

Multiple choice


Essay (short responses/ extended responses)

Checklist Score

Yes No

Personal health habits;

Taking enough diets

Enough sleep

Body exercises(sport)

Personal health habits;

Taking enough diets

Enough sleep

Body exercises(sport)

Observation

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LU 2:Apply HACCP

2

Learning Outcomes:

5. Identify HACCP 6. Apply HACCP 7. Apply HACCP in storage

20 Hours

Learning Outcome 2.1Identify HACCP

Principles of Hazard Analysis Critical Control Point (HACCP)

Food Safety Management System

Benefits of HACCP




o Site visit o Demonstration on sanitizing,

sterilizing equipment and tools


o Observation





SProper identification of Hazard Analysis Critical Control Point (HACCP)


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Written evidence

Oral evidence


Matching

Sentence completion

Ticking

Presentation

Checklist Score

Yes No


Benefits of HACCP

Save your business money in the long run

Avoid your poisoning your customers

Food safety standards increase

Organize your staff promoting team work and efficiency


Benefits of HACCP






Benefits of HACCP





Observation

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Learning Outcome 2.2 Apply HACCP

Application of principles of HACCP while:

purchasing,

delivering and receiving supplies

preparing,

cooking,

hot holding,

reheating,

Presenting and serving food and beverage.

Challenges of implementing HACCP Demonstration on selecting a system based on the principles of HACCP that suits his/her business

Practical exercises on selecting a system based on the principles of HACCP that suits his/her business.

Demonstration on applying principles of HACCP

Practical exercises on application of HACCP principles

Case study on HACCP

Types of input devices

Techniques to function input

o Brainstorming o Group discussion o Demonstration o Video watching o Individual practical exercises o Role plays o Documentary research o Simulation







PProper application of HACCP while purchasing, delivering and receiving supplies


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Written evidence



Multiple choice

Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No

HACCP principles while;

Purchasing principles

Delivering principles

Receiving principles


Purchasing principles

Observation

Learning Outcome 2.3 Apply HACCP in storage

o Strategies for Distribution System Monitoring, Hazard Assessment and Control

o HACCP when dealing with chilled storage

o HACCP approach for documentation and record keeping

o Documentary research on strategies for distribution system monitoring, hazard assessment and control

o Demonstration on application of principles of HACCP while storing

o Practical exercises on application of HACCP principles when storing

- Videos - References

books - Internet - Projector - Storage - Food


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Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No


Preparing

Cooking

Reheating

Presenting and serving food and beverage

Observation


Appropriate application of HACCP while preparing, cooking, hot holding,

reheating, presenting and serving food and beverage

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LU 3:Prevent food contamination and poisoning

3

Learning Outcomes:

5. Select required temperature for food 6. Apply hygiene rules in storage 7. Apply the storage procedures.

10 Hours

Learning Outcome 3.1Select required temperature for food

Causes of food poisoning

Symptoms of food poisoning

Conditions that are conducive to bacteria:

Storage of foods according to their needs temperature and time while

storing, cooling, reheating

Preventive measures of food contamination and poisoning Hygienic practices while

handling and storing food and beverage

Time and temperature control practices

Storing process when handling raw and cooked food

Techniques of sanitization of workplace and equipment

Pests control measures

o Brainstorming on food contamination and poisoning measures and causes

o Group discussion on food contamination and poisoning measures and causes

o Documentary research on

food contamination and

poisoning measures and

causes

o Demonstration on

application of food

contamination and poisoning

preventive and control

measures


application of food



measures

- Cleaning

detergents

- Shelves

- Food

- Refrigerator

- Fridge

- Cooker

- Gas

- Utensils


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Written evidence


Multiple choice


Matching

Sentence completion

Simulation

Matching

Checklist Score

Yes No

Temperature levels and time while;

storing

cooling

reheating

Observation


Correct selection of required temperature and time while storing, cooling,

reheating and/or handling food in order to prevent and control food

contamination

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Learning Outcome 3.2 Apply hygiene rules in storage

Refer to content on Learning

outcome 3.1






causes

o Demonstration on

application of food

contamination and

poisoning preventive and

control measures


application of food

contamination and

poisoning preventive and

control measures

- Cleaning

detergents

- Shelves

- Food

- Refrigerator

- Fridge

- Cooker

- Gas

- Utensils





Performance

Simulation


Respect of hygienic practices while handling and storing food and beverage to

prevent food contamination and poisoning


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Checklist Score

Yes No

Hygienic practices while handling and Storing food;

Clean surface before preparing food

use separate utensils

Wash hands

Cover wounds with waterproof high visibility dressings

Observation

Learning Outcome 3.3.Apply the storage procedures


outcome 3.1






causes

o Demonstration on

application of food



measures


application of food



measures

- Cleaning

detergents

- Shelves

- Food

- Refrigerator

- Fridge

- Cooker

- Gas

- Utensils


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Performance Simulation

Checklist Score

Yes No

Storing procedures:

When handling raw food

When handling cooked food

Observation

Learning Outcome 3.4.Apply pests control measures to avoid to avoid food contamination

and poisoning


outcome 3.1





- Cleaning

detergents

- Shelves

- Food

- Refrigerator

- Fridge

- Cooker



Correct storing process when handling raw and cooked food

330 | P a g e


causes

o Demonstration on

application of food



measures


application of food



measures

- Gas

- Utensils






Checklist Score

Yes No

Causes of pests at workplace:

Chopped food or paper

Droppings

Live/ dead bodies of insects

Holes

Observation


Appropriate application of pests control measures to avoid food contamination

and poisoning

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Learning Outcome 3.5.sanitize workplace in order to avoid cross contamination


outcome 3.1






causes

o Demonstration on

application of food



measures


application of food



measures

- Cleaning

detergents

- Shelves

- Food

- Refrigerator

- Fridge

- Cooker

- Gas

- Utensils






and poisoning


332 | P a g e



Checklist Score

Yes No

Types of sanitizers in kitchen:

Chlorine

Iodine

quats

workplace, tools and equipment sanitization procedures;

Make sanitizing solution

Check the concentration with test kit

Use with food and surface contacts

pots

pans,

dishes,

chopping boards

utensils

Observation

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C U A B P 4 0 1 - BAKERY AND PASTRY PRODUCTS

CUABP401Prepare bakery and pastry products


Credits: 12 120



Issue date:January, 2014

Purpose statement

This module d describes the performance outcomes, skills and knowledge required to prepare

and produce a variety of high-quality bakery products.

Bakery products to be produced may be of varied cultural and ethnic origins and derived from

classical or contemporary recipes; to produce a range of pastries, cakes and yeast-based

foods in a commercial kitchen or catering operation. Pastries, cakes and yeast-based goods

may include foods from varying cultural origins and may be derived from classical or

contemporary recipes..

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1. Prepare pastries and cakes. 1.1 Proper selection of tools and equipment for the preparation of pastries and cakes

1.2 Appropriate choice of ingredients for preparing pastries and cakes products.

1.3 Appropriate preparation of variety of pastries and cakes.

1.4 Proper decoration of variety of pastries and cakes. 1.5 Suitable selection and use of equipment safely and efficiently.

2. Prepare and produce bakery products.

2.1 Appropriate preparation of a range of yeast-based dough according to standard recipes.

2.2 Suitable selection and use of equipment safely and efficiently.

3. Portion and store pastries, cakes and yeast products.

3.1 Appropriate portioning control to minimize wastage. 3.2 Suitable storage of cakes, pastry and bakery products to

minimize spoilage and wastage.

4. Document the work done 4.4 Accurate documentation of review process 4.5 Effective reporting procedures of the task

accomplished are in place and used 4.6 Methodical Writing of the technical journal and

recommendation

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LU 1:Prepare pastries

1

Learning Outcomes:

1. Identify different types of pastries 2. Prepare pastry products 3. Decorate pastries and cakes

50 Hours

Learning Outcome1.1Identify different types of pastries

Types of pastry products Sponge cakes Choux paste Sugar paste Sweet bread Cookies Mousses Ice cream doughnuts

o Research o Presentation o Brainstorming

- Reference books





Proper identification of equipment, tools and utensils used in preparing

vegetables


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Written

Performance

Sort and label tools, utensils and equipment used in preparing vegetables (displayed and mixed)

List out all equipment; tools and utensils used in preparation of

vegetables (preparation of ingredients, cooking, serving and

storing)Essay (short responses/ extended responses) Essay (short or

extended responses)

Checklist Score

Yes No

Tools, utensils and equipment while:

Preparing ingredients

Cooking equipment, utensils and tools

Serving utensils and tools

Storing utensils, tools and equipment

Observation

Learning Outcome 1.2Prepare pastry products

Sponge cakes

Choux paste

Sugar paste

Sweet bread

Cookies

Mousses

Ice cream

doughnuts Preparation techniques Cooking / Baking techniques

o Demonstration o Individual practices

- Rolling pins - Baking trays - Baking Ovens - Baking Moulds - Required

ingredients - Cooking pans - Mixing machine - Flip chart - Markers - Boards - Spoons


337 | P a g e






Simulation

observation checklist on procedures

Checklist Score

Yes No

Learning Outcome 1.3 Decorate pastries and cakes

Fillings Butter cream Fruit Jam

Sauces Chocolate sauce Custard Sauce Strawberry Vanilla


- Rolling pins - Baking trays - Baking Ovens - Baking Moulds - Required

ingredients - Cooking pans - Mixing machine - Flip chart - Markers - Boards



Appropriate dismantling and assembling, cleaning and sterilization of equipment

and tools

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- Spoons






Simulation


Checklist Score

Yes No



and tools

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LU 2:Prepare and produce bakery products

2

Learning Outcomes:

1. Identify different types of bakery products 2. Prepare bakery Products

60 Hours

Learning Outcome 2.1Identify different types of bakery products

Types of bakery Products Yeast products

White bread Brown bread French bread Rolls

Non Yeast products Puff paste and products

(Croissant) Pizza dough Chapatti dough Samosa dough

o Research o Presentation o Brainstorming

- Reference books





Proper cleaning of raw materials like: trimming and peeling off the loose skins


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Written evidence

Oral evidence


Matching

Sentence completion

Simulation

Presentation

Checklist Score

Yes No

Selection criteria:

Quality signs

Recipe

Safe practices in washing vegetables for nutritional value purpose :

Washing

Trimming

Peeling/off loose skin

Observation

Learning Outcome 2.2 Prepare bakery Products

White bread

Brown bread

French bread

Rolls

Puff paste and products (Croissant)

Pizza dough

Chapatti dough

Samosa dough Preparation techniques Cooking / Baking techniques

o Demonstration o Individual practices o Presentation

- Rolling pins - Baking trays - Baking Ovens - Baking Moulds - Required ingredients - Cooking pans - Mixing machine - Flip chart - Markers - Boards - Spoons - Baking ovens


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Written evidence



Multiple choice

Matching

Sentence completion

Simulation

Simulation

Checklist Score

Yes No

Vegetables cuts:

Shape

Size

hygiene standards to be followed while preparing vegetables

Sanitization of workplace equipment and tools

Sterilization equipment and tools

Personal hygiene

Food hygiene



Personal hygiene

Food hygiene

Measurements of raw materials in terms of quantity according to the recipe standards

Quantity on recipe

Number of people to be prepared for

Observation


Relevant cutting of vegetables in accordance with the recipe standards such as

brunoise, macedoine, juliene, batonettes, chiffonade

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LU 3:Portion and store pastries, cakes and yeast products

3

Learning Outcomes:

1. Portion a cake 2. Store pastries, cakes and yeast products

10 Hours

Learning Outcome 3.1Portion a cake

Cutting techniques for rectangular and round cakes


- Knife set - Pie lifter



performance criterion has been achieve.


Written evidence


Multiple choice


Matching

Sentence completion

Simulation


Correct selection of storage temperature requirements for vegetables to be

stored


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Matching

Checklist Score

Yes No

Observation

Learning Outcome 3.2 Store pastries, cakes and yeast products

Storing methods

Health regulations

o Brainstorming o Presentation o Demonstration o Individual practices

- Board - Foil - Plastic wrap - Container - Fridge - Cupboard





Appropriate labelling of the storage containers with indication of items life span

of the dish and preparation date


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Performance

Simulation

Checklist Score

Yes No

Labelling procedures:

label information

writing rules

position of label on the storage container

Observation

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Proper identification of tools and equipment to be used while preparing egg dishes.

Ingredients are selected according to the recipe

tools are selected as per recipe

Indicator: Proper choice of the raw materials to use in preparation of egg dishes

Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedoine.

Careful breaking of eggshell before cooking processProper selection of cooking methods according to the recipe

Indicator:Right measurements of ingredients to be used.

Portioning standards are applied

Ingredients are measured using correct measuring tools (scale, measuring spoon, jug or cup) and units (weight; kg, capacity; l, ml or cl )

Indicator:Proper selection of cooking methods according to the recipe

cooking techniques are followed according to the recipe

Recipe preparation procedures are respected (washing, peeling, cutting, frying, turning)

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Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Dish is well presented and garnished according to standards

Fresh ingredients are used while garnishing

Prepared dishes is presented attractively (texture, colour, taste, flavour and shape)

The final product is presented accordingly (type of plate, garnishing)

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Cooking time according to the recipe

Cooking degrees requested are respected (lightly-done, well-done).

Time is respected

Right ingredients for recipe are used

Requested dishes is prepared

Appropriate tools and equipment are used

Observation

Assesment Criterion 4: Hygiene

Checklist Score

Yes No

Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe standards

Ingredients are washed properly using running water/or pre-boiled water

Three-system container is used

Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s

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hat or cap apron


Indicator: Equipment and tools after use are properly sterilized

The work place is well cleaned and sanitized

Indicator: Personal hygiene is observed

Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron

Observation

Assesment Criterion 5: Safety

Checklist Score

Yes No

Indicator: Right temperature of working area.

the workplace is aerated

Indicator: Equipment and tools and ingredients are properly arranged on the workstation

Correct use of tools and equipment is respected (good status of tools, use of tools and equipment according to the instructions

Tools and equipment are handled and used safely (washing, cleaning and cooking)

Ingredients are handled safely

Ingredients, tools and equipment are arranged on working station safely according to the food safety procedures to prevent cross-contamination.

Spoiled ingredients are sorted to prevent food cross-contamination



Observation

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C U A F P 4 0 1 - FRUIT BASED PRODUCTS PREPARATION

CUABP401Prepare fruits


Credits: 5 50




Purpose statement

This module d describes the performance outcomes, skills and knowledge required to

application of cutting and preparation techniques for the particular style and dish, selecting,

using and maintaining specialised equipment and tableware for preparing and serving fruit

food items, evaluating quality of dishes and food items, including blending and balancing

flavour and aromatics, correct flavour structure, correct acid balance, correct colour and plate

presentation.

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1. Select tools and equipment

1.1 Proper identification of tools and equipment used in fruit based products preparation

1.2 Proper selection of tools and equipment according to the recipe 1.3 Appropriate maintenance of tools and equipment used in preparing fruit based products

2. Prepare fruits product 2.1 Correct preparation of workplace, tools and equipment as per recipe 2.2 Proper choice of fresh fruits according to the fruit based products 2.3 Careful cleaning, peeling, cutting and/or cooking of ingredients 2.4 Appropriate application of preparation techniques according to the

fruit based products to be prepared 2.5 Proper presentation and well garnished of the fruit based product

3. Store fruits product 3.1 Proper identification of container and the type of store 3.2 Correct conservation of fruits 3.3 Appropriate labelling of product container 3.4 Proper arrangement of fruits in store in accordance with storage

procedures 3.5 Appropriate storage and respecting the required temperature

4. Select tools and equipment

4.1 Proper identification of tools and equipment used in fruit based products preparation

1.2 Proper selection of tools and equipment according to the recipe 1.3 Appropriate maintenance of tools and equipment used in preparing fruit based products

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LU 1:Select tools and equipment

1

Learning Outcomes:

1. Identify fruits. 2. Select tools and equipment 3. Maintain tools and equipment used in fruit based products

20 Hours

Learning Outcome1.1Identify fruits

The types of fruits. soft

hard

Stone

Tropical

Exotic

Melons

Selection of quality signs: Crispy

Firm

Not wilted

Specific quality criteria

o Display of different types of fruits

o Research on the quality of fresh fruits

o Presentation on classification of fruits

o Observation of fruits o Group discussion on fruits o Brainstorming on fruits

- Fruits - Reference books - Flip Chart - Boards - Markers - Video aids - Pictures


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Written

Performance

Matching questions

Simulation


Essay (short or extended responses)

Checklist Score

Yes No

Freshingredients

texture

colour

taste

flavour

Observation


Proper choice of fresh fruits to use as per requirements

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Learning Outcome 1.2Select tools and equipment

Types of equipment and tools used

Selection Criteria Recipe Quantity Preparation method Usage of tools and equipment

o Brainstorming on tools and equipment

o Research on tools and equipment usage

o Group work on tools and equipment

o Presentation on tools and equipment

o

- Reference books - Knives - Cutting boards (

Green and White colour)

- Fruit Blender - Containers - Pans - Plates - Strainers - Wire Whisk - Video aids






Simulation


Checklist Score

Yes No

peeling

deseeding,


Appropriate cleaning of ingredients


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Learning Outcome 1.3: Maintain tools and equipment used in fruit based products

Basic maintenance of tools and equipment

o Demonstration on how to handle tools and equipment

o Practical exercise on how to handle tools and equipment

- Greasing - Reference books





Written

Match pictures of different types of fruits with respective categories

Label different types of fruits displayed

Multiple choice


Checklist Score

Yes No

Describe the categories of fruits:

soft

hard

Stone

Tropical

Exotic

Melons

soft

hard

Stone

Nutritional value

Observation


Proper identification of the six categories/ types of vegetables


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LU 2:Prepare fruits product

2

Learning Outcomes:

1. Prepare workplace, tools and equipment 2. Identify fruit based products 3. Perform mise en place of fruits 4. Prepare fruit based products 5. Present fruit based products

20 Hours

Learning Outcome 2.1Prepare workplace, tools and equipment

Hygienic procedures of workplace, tools and equipment:

Cleaning Sterilizing Sanitizing

o Demonstration on cleaning, sterilizing and sanitizing.

o Practical exercise on hygienic procedures and workplace arrangement

o Brainstorming on preparation of the workplace, tools and equipment

- Reference books - Flip Chart - Boards - Markers - Video aids - Different types of

tools - Internet - Different Chemical

products







354 | P a g e


Written evidence

Oral evidence


Matching

Sentence completion

Simulation

Presentation

Checklist Score

Yes No

Selection criteria:

Quality signs

Recipe

Safe practices in washing fruits for nutritional value purpose :

Washing

Trimming


Observation

Learning Outcome 2.2 Identify fruit based product

Products types Jams Juices Sauces Salads Desserts Flavours

o Research on fruit based products

o Presentation on fruit based products

o Display of fruit based products

o Observation o Group work on fruit based

products o Brainstorming on fruit based

products

- Fruit based products

- Boards - Video aids - Pictures - Markers - Internet - Reference books


355 | P a g e





Written evidence



Multiple choice

Matching

Sentence completion

Simulation

Simulation

Checklist Score

Yes No

Fruits cuts:

Shape

Size

hygiene standards to be followed while preparing fruits



Personal hygiene

Food hygiene



Personal hygiene

Food hygiene


Quantity on recipe


Observation




356 | P a g e

Learning Outcome 2.3 Perform mise en place of fruits

Peeling techniques of fruits

Cutting techniques of fruits

Cooking methods: Frying roasting boiling

Cleaning techniques: Washing fruits by

using three system containers

Wiping the fruits.

o Research on peeling and cutting techniques

o Presentation on peeling and cutting techniques

o Demonstration on and cutting peeling techniques

o Individual practice on peeling and cutting techniques

o Demonstration on cleaning fruits o Practical exercise on cleaning fruits o Presentation on cleaning fruits

- Video aids - Reference books - Internet - Knives - Cutting boards - Pots - Pans - Wire whisk - Containers - Paper roll(wiping

materials) - Clean Water - Video aids






Multiple choice


Matching

Sentence completion

Ticking

Simulation


Appropriate application cooking method according to recipe


357 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.4 Prepare fruit based products

Preparation techniques for: Jams Compote Juices Sauces Salads Desserts

o Demonstration on how to prepare fruit products

o Practical exercises on preparing different fruit fruits products

o Brainstorming on preparation techniques

- Reference books - Video aids - Knives - Cutting boards - Pots - Pans - Wire whisk - Containers - Video aids - Drinking water - Blender - Strainer






Multiple choice


Matching

Sentence completion

Ticking

Simulation




358 | P a g e

Checklist Score

Yes No

Different cooking methods and procedures:

Boiling

Steaming

Stewing

Poaching

Grilling

Baking

Roasting

Correct timing to avoid fruits change of color, texture and loss of nutrients

Method

Timing

Proper presentation of vegetable dishes

Serving tool

Garnish

Observation

Learning Outcome 2.5 Present fruit based products

Presentation techniques: Garnishing

Presentation tools Plates Jugs Glasses Bowls Platters

o Demonstration on garnishing and presentation

o Practical exercise on garnishing and presentation

o Presentation on fruit based products presentation and garnishing

o Brainstorming on fruit based products presentation and garnishing

- Reference books - Video aids - Boards - Markers - Plates - Jugs - Glasses - Bowls - Platters - Internet - Fruit products - Pictures


359 | P a g e






Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No

Correct timing to avoid fruits change of color, texture and loss of nutrients

Method

Timing


Serving tool

Garnish

Observation


360 | P a g e

LU 3:Store fruits product

3

Learning Outcomes:

1. Identify container and the type of store 2. Label storage container 3. Conserve fruit products 4. Apply storage procedures

20 Hours

Learning Outcome 3.1Identify container and the type of store

Types of storage Dry store Perishable store

Storage tools: Plastic containers Stainless steel Porcelain

o Research on types of storage and containers

o Presentation on types containers

o Brainstorming on types of storage and containers

o Demonstration on types of storage and containers

o Study tour of a nearby hotel o Practical exercise on

classification on types of containers

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Fridge - Freezer - Containers - Cold room






stored


361 | P a g e


Written evidence


Multiple choice


Matching

Sentence completion

Simulation

Matching

Checklist Score

Yes No

Storage temperature

Storage equipment

Selection criteria of storage temperature

Life span

Type of dish

Observation

Learning Outcome 3.2 Label storage containers












362 | P a g e





Performance

Simulation

Checklist Score

Yes No


label information

writing rules


Observation

Learning Outcome 3.3.Conserve fruit products

Importance of conservation.

Conservation methods and techniques while:

Freezing

o Demonstration on conservation methods and techniques

o Practical exercise on conservation methods and

- Reference books - Video aids - Internet - Conservation

products





363 | P a g e

Canning Drying Cooking Chilling Cooling

techniques o Research on conservation

methods and techniques o Presentation on conservation

methods and techniques o Brainstorming on importance

of conservation

- Cans - Freezer - Fridge - Pots - Boards - Markers - Conservation

containers






Checklist Score

Yes No

Hygiene standards in vegetable storage

storage containers

storage area

Equipment relevant to the methods

Conservation products

Observation


Correct storing process when handling raw and cooked food

364 | P a g e

Learning Outcome 3.4.Apply storage procedures

Storage procedures: LIFO FIFO Temperature.

o Research on storage procedures

o Demonstration on storing while respecting storage procedures

o Presentation on storage procedures

o Practical exercise on storing while respecting storage procedures

o Brainstorming on storage procedures

- Reference books - Video aids - Procedural

pictures - Internet - Products - Freezer - Fridge - Boards - Markers - Containers - Shelves






Checklist Score

Yes No

Storage procedures:

FIFO

LIFO

Observation



and poisoning


365 | P a g e


Checklist Score

Yes No





Observation


Checklist Score

Yes No





366 | P a g e

Observation


Checklist Score

Yes No



Time is respected




Observation


Checklist Score

Yes No










Observation


367 | P a g e

Checklist Score

Yes No











Observation

368 | P a g e

C U A P S 4 0 1 - PASTA AND STARCHES

CUAPS401Cook pasta and starches


Credits: 6 60




Purpose statement

Thismodule describes the skills and knowledge required to prepare and present pastas and

starches..

369 | P a g e









1. Prepare pasta 1. The different types of pasta are identified. 2. Various pasta are prepared using appropriate methods to ensure

optimum quality. 3. Appropriate sauces and accompaniments are selected.

2. Prepare starches 1. The different types of starches are identified. 2. Various starches are prepared using appropriate methods to ensure

optimum quality. 3. Appropriate sauces and accompaniments are selected.

370 | P a g e

LU 1:Prepare Pasta

1

Learning Outcomes:

1. Identify the different types of pasta 2. Prepare pasta 3. Prepare pasta dishes 4. Present pasta dishes

30 Hours

Learning Outcome1.1Identify the different types of pasta

Types of Pasta & their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna sheets

Green Pasta Green lasagne sheets

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Research o Presentation

- Reference books - recipes


371 | P a g e





Written

Performance

Matching questions

Simulation


Essay (short or extended responses)

Checklist Score

Yes No

Freshingredients

texture

colour

taste

flavour

Observation


Proper choice of fresh fruits to use as per requirements

372 | P a g e

Learning Outcome 1.2Cook pasta

Egg Pasta Noodles

White pasta Lasagna sheets

Green Pasta Green lasagna sheets

Stuffed Past Ravioli

Dumpling Pasta Gnocchi

o Demonstration o Individual practice

-






Simulation


Checklist Score

Yes No

peeling

deseeding,


Appropriate cleaning of ingredients


373 | P a g e

Learning Outcome 1.3: Prepare pasta dishes

Cooking methods : Boiling Stir-frying Baking Steaming

Range of pasta dishes


- Recipes - Baking trays - Baking Ovens - Required ingredients - Cooking pans - Pasta roller - Flip chart - Markers - Boards - Tongs - Forks - Plates





Written



Multiple choice





374 | P a g e

Checklist Score

Yes No


soft

hard

Stone

Tropical

Exotic

Melons

soft

hard

Stone

Nutritional value

Observation

Learning Outcome 1.4: Present pasta dishes


Appropriate sauces and accompaniments.


- Recipes - Baking trays - Baking Ovens - Required ingredients - Cooking pans - Pasta roller - Flip chart - Markers - Boards - Tongs - Forks - Plates


375 | P a g e





Written



Multiple choice


Checklist Score

Yes No


soft

hard

Stone

Tropical

Exotic

Melons

soft

hard

Stone

Nutritional value

Observation



376 | P a g e

LU 2:Prepare Starches

2

Learning Outcomes:

1. Identify the different types of starches 2. Prepare starch dishes 3. Present starch dishes

20 Hours

Learning Outcome 2.1PIdentify the different types of starches

Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Research o Presentation

- Reference books - recipes



performance criterion has been achieved

.




377 | P a g e


Written evidence

Oral evidence


Matching

Sentence completion

Simulation

Presentation

Checklist Score

Yes No

Selection criteria:

Quality signs

Recipe

Safe practices in washing fruits for nutritional value purpose :

Washing

Trimming


Observation

Learning Outcome 2.2 Prepare starch dishes

Cooking methods : Boiling Deep frying Stir-frying Baking Steaming

Range of starch dishes


- Baking trays - Baking Ovens - Required ingredients - Cooking pans - Steaming Machine - Flip chart - Markers - Boards - Forks - Spoons - Plates


378 | P a g e





Written evidence



Multiple choice

Matching

Sentence completion

Simulation

Simulation

Checklist Score

Yes No

Observation




379 | P a g e

Learning Outcome 2.3 Present starch dishes


Appropriate sauces and accompaniments.


- Baking trays - Baking Ovens - Required

ingredients - Cooking pans - Steaming Machine - Flip chart - Markers - Boards - Forks - Spoons - Plates


380 | P a g e

C U A M F 4 0 1 - PREPARINGMEAT, POULTRY AND FISH DISHES

CUAMF401Cook meat, poultry and fish


Credits: 12 120




Purpose statement

Thismodule describes the performance outcomes, skills and knowledge required to select,

prepare, cook and store meats, poultry and fish in a commercial kitchen or catering operation

while respecting hygiene and safety standards.

381 | P a g e









1. Select poultry, meat and fish.

1.1 Poultry is selected and purchased according to quantity and quality required.

1.2 Primary, secondary and portioned cuts of pork, goat, beef and veal are selected according to quantity and quality

required.

1.3 Fish is selected according to quality according to quantity and quality required.

2. Handle and store meat,

poultry and fish

2.1 Suitable knives and equipment for poultry, meat and fish handling is selected and used.

2.2 Poultry, meat and fish are handled and portioned according to menu requirements, and hygienically to minimise risk of food spoilage or cross-contamination.

2.3 Poultry, meat and fish are stored hygienically, ensuring optimal storage conditions and appropriate temperature are maintained.

2.4 Frozen poultry, meat and fish are thawed correctly to ensure maximum quality, hygiene and nutrition.

3. Cook poultry, meat and

fish dishes

3.1 Suitable equipment for poultry, meat and fish preparation and cooking is selected and used.

3.2 Suitable marinades are prepared and used where appropriate for a variety of poultry, meat and fish cuts.

3.3 A variety of appropriate cooking methods are used for basic poultry, meat and fish dishes.

3.4 A variety basic poultry, meat and fish dishes are cooked and presented to standard recipe specifications.

3.5 Poultry, meat and fish dishes are presented using suitable sauces, garnishes and accompaniments.

382 | P a g e

LU 1:Select poultry, meat and fish

1

Learning Outcomes:

1. Identify different types of poultry, meat and fish 2. Select poultry, meat and fish

30 Hours

i

Learning Outcome1.1Identify different types of poultry, meat and fish

Types of poultry: Chicken Turkey Duck

Types of meat : Beef Veal Lamb Goat Pork

Types of fish and seafood : White fish Oily fish Shellfish

o Research o Brainstorming o Group work o Presentation

- Resource books




vegetables


383 | P a g e




Written

Performance





extended responses)

Checklist Score

Yes No






Observation

Learning Outcome 1.2Select poultry, meat and fish

Chicken, meat and fish cuts.

Processed products.

Quality criteria for selecting fresh and healthy chicken, meat and fish. Quality points for poultry:

Smell Skin Colour Flexible breastbone Unbroken bones

Quality points for meat:

o Visit of butchery o Group work o Research o Presentation

- Resource books


384 | P a g e

Smell Colour Compact structure Texture and colour of fat Kidney covered with fat

Quality points for fish: Eyes Gills Fresh Scales Skin Smell Guts.






Simulation


Checklist Score

Yes No



and tools

385 | P a g e

LU 2:Handle and store meat, poultry and fish

2

Learning Outcomes:

1. Handle and portion chicken. 2. Handle and portion meat. 3. Handle and portion fish. 4. Store chicken, meat and fish 5. Thaw chicken, meat and fish

50 Hours

Learning Outcome 2.1Handle and portion chicken

Techniques : De-boning Filleting

Appropriate equipment and knives

o Explanation-Demonstration o Group discussion o Individual Practice

- Knife set - Cutting Board - Reference books - Flip chart - Markers - Board - Meat Tag - Weighing - Scales







386 | P a g e


Written evidence

Oral evidence


Matching

Sentence completion

Simulation

Presentation

Checklist Score

Yes No

Selection criteria:

Quality signs

Recipe


Washing

Trimming


Observation

Learning Outcome 2.2 Handle and portion meat

Preparation of butcher’s meat - Deboning - Portioning - Cutting - Trimming - Mincing

Types of equipment and knives

o Demonstration, o individual practice

- Weighing scale - Knife Set - Cutting boards - Slicing machine - Flip Chart - Boards - Markers






387 | P a g e




Written evidence



Multiple choice

Matching

Sentence completion

Simulation

Simulation

Checklist Score

Yes No

Vegetables cuts:

Shape

Size




Personal hygiene

Food hygiene



Personal hygiene

Food hygiene


Quantity on recipe


Observation

Learning Outcome 2.3 Handle and portion fish

Preparation of fish: Gutting/ portioning Scaling Filleting Skinning


- Board - Laptop - Projector - Cutting board - Knife set - weighing scale


388 | P a g e






Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No

Observation

Learning Outcome 2.4 Store chicken, meat and fish

Storage standards Chemical Store Dry Store Perishable Freezer Quality and Quantity

Preservation methods: Salting


- Freezer - Fridge - Reference Books - Flip chart - Markers - Board - Scale - Shelves




389 | P a g e

Smoking Drying Canning Freezing Marinating

Ordering

Receiving

Issuing

- Containers - Trolley - Probe

Thermometer - Purchasing order - Receiving form - Requisition form






Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No

Observation



390 | P a g e

Learning Outcome 2.5 Store chicken, meat and fish

Defrosting techniques.

Health and hygiene regulations.


- drip tray






Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No

Observation




391 | P a g e

LU 3:Cook and present poultry, meat and fish dishes

3

Learning Outcomes:

1. Cook and present poultry dishes. 2. Cook and present meat dishes 3. Cook and present fish dishes.

70 Hours

Learning Outcome 3.1Cook and present poultry dishes

Marinating Herbs Oil spices

Cooking method steaming grilling roasting boiling baking broiling smoking poaching

Seasoning salt black pepper or white pepper


o Demonstration, o Individual practice

- Recipes - Heavy pans - Frying pans - Chopping board - Knives - Flip chat - Markers - Board - Laptop - Projector - Cutting board - Knife set - Weighing scale - Oil - Onions - Garlic - Rosemary - Salt - Light soya sauce -


392 | P a g e





Written evidence


Multiple choice


Matching

Sentence completion

Simulation

Matching

Checklist Score

Yes No

Storage temperature

Storage equipment


Life span

Type of dish

Observation



stored

393 | P a g e

Learning Outcome 3.2 Cook and present meat dishes

Reheating techniques

Principles of hygiene

o Demonstration o Explanation o Individual practice o

- Equipment





Performance

Simulation

Checklist Score

Yes No


label information

writing rules


Observation





394 | P a g e

Learning Outcome 3.2 Cook and present fish dishes




- Equipment





Performance

Simulation

Checklist Score

Yes No


label information

writing rules


Observation





395 | P a g e

Integrated Situation Resources

The PAFP team (10 pax) is in a workshop at Beauséjour Hotel.

On the last day, they have ordered sauté French beans. You

are requested to prepare their order within 1h.

- Customer files - telephone - internet - printer - Computer - fax - photocopies - punching machine - stapling machine - books - pens - paper


Checklist Score

Yes No





Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedone.








Observation

396 | P a g e


Checklist Score

Yes No





Observation


Checklist Score

Yes No



Time is respected




Observation


Checklist Score

Yes No










Observation

397 | P a g e


Checklist Score

Yes No











Observation

398 | P a g e

C U A S W 4 0 1 - SANDWICHES AND WRAPS

CUASW401Prepare sandwiches and wraps


Credits: 4 40




Purpose statement

Thismodule describes the performance outcomes, skills and knowledge required to prepare and present

a variety of sandwiches in a commercial kitchen or catering operation. Sandwiches may be classical or

modern, hot or cold, and use a variety of fillings and types of bread. Sandwiches may be pre-prepared or

made on demand according to customer requests.

399 | P a g e









1. Prepare ingredients, equipment and tools for a variety of sandwiches and wraps

1.1 Appropriate selection of tools and equipment to be used 1.2 Right ingredients for sandwiches and wraps considering

its freshness and respecting nutritional value, eatingcharacteristics and taste.

1.3 Proper portioning of ingredients 1.4 Suitable preparation of fillings to be incorporated into or served with

wraps and sandwiches.

2. Prepare sandwiches and wraps

2.1 Efficient application of hygiene practices 2.2 Suitable spreading of filling of breads and wraps 2.3 Proper slicing of bread and wraps 2.4 Respect of serving temperature as per food safety procedures 2.5 Right toasting and heating of breads and wraps. 2.6 Careful shaping of breads and wraps.

3. Present sandwiches and wraps.

3.1 Appropriate disposition of sandwiches and wraps variety according their shapes

3.2 Suitable garnish of Sandwiches and wraps are disposed attractively

400 | P a g e

LU 1:Prepare ingredients, equipment and tools for a variety of sandwiches and wraps

1

Learning Outcomes:

4. Identify sandwiches and wraps 5. Identify equipment, tools and materials 6. Perform basic maintenance of tools and equipment

15 Hours

Learning Outcome1.1Identify sandwiches and wraps

Suitable breads: White bread Wheat bread Buns Baguette

Types of wraps: Chapattis Pancakes

Suitable filling : Cheese Ham Egg dishes Vegetables Cooked meat Fruits

o Presentation on types sandwiches and wraps

o Research on types sandwiches and wraps

- Sandwiches recipes - Wraps recipes



Proper identification of sandwiches and wraps


401 | P a g e




Written

Performance

Checklist Score

Yes No

Observation

Learning Outcome 1.2Identify equipment, tools and materials

Types of equipment used in preparing wraps and sandwiches Cutting tools Cooking tools and equipment Serving tools Filling containers

Wrapping materials

o Brainstorming on equipment, tools and materials used while preparing wraps and sandwiches

o Group work on equipment, tools and materials used while preparing wraps and sandwiches

o Display of equipment, tools and materials used while preparing wraps and sandwiches

- Wrapping materials

- Bowls - Knife sets - Required

ingredients - Salamander - Cutting Board - Toasting machine - Garnishes - Spatulas - Gloves - Internet - Video aids - Pictures


402 | P a g e





Written evidence

Checklist Score

Yes No

Observation

Learning Outcome 1.3: Perform basic maintenance of tools and equipment

Maintenance procedures: Dismantling and

assembling techniques of equipment and tools

Cleaning and sterilizing techniques

Greasing techniques

Maintenance materials

o Demonstration on dismantling and assembling techniques of equipment and tools

o Practical exercise Dismantling and assembling techniques of equipment and tools

o Brainstorming on dismantling and assembling techniques of equipment and tools

o Group work on Dismantling

- Video aids - Reference - Internet - Catalogue - Water - Chemical products - Paper rolls - Oil



Appropriate identification of equipment, tools and materials used while

preparing sandwiches and wraps

403 | P a g e

and assembling techniques of equipment and tools

Observation on Dismantling and assembling techniques of equipment and tools





Written

Match pictures

Multiple choice


Checklist Score

Yes No

Observation


Proper dismantling and assembling of tools and equipment as per standards

404 | P a g e

LU 2:Prepare sandwiches and wraps

2

Learning Outcomes:

8. Prepare ingredients for sandwiches and wraps 9. Prepare sandwiches and wraps

15 Hours

Learning Outcome 2.1Prepare ingredients for sandwiches and wraps

Types of filling

Preparation techniques : spreading layering portioning moulding cutting garnishing toasting cooking

Presentation on types of filling for sandwiches and wraps Demonstration on preparing filling for sandwiches and wraps and sandwiches

- Bowls - Knife sets - Required ingredients - Salamander - Cutting Board - Toasting machine - Garnishes - Spatulas - Gloves - Internet - Video aids - Pictures - Reference books



Proper preparation ofingredients for sandwiches and wraps as per recipe


405 | P a g e




Written evidence

Oral evidence


Matching

Sentence completion

Simulation

Presentation

Checklist Score

Yes No

Observation

Learning Outcome 2.2 Prepare sandwiches and wraps

Types of Sandwiches and wraps Hot Cold

Food combinations for sandwiches

o Demonstration on preparation of wraps and sandwiches

o Individual practice on preparation of wraps and sandwiches

o Presentation on preparation of wraps and sandwiches

o

- Reference books - Flip Chart - Boards - Markers - Plates - Bowls - Knife sets - Required ingredients - Salamander - Cutting Board - Toasting machine - Garnishes - Spatulas - Gloves - Internet - Video aids - Pictures


406 | P a g e





Written evidence



Multiple choice

Matching

Sentence completion

Simulation

Simulation

Checklist Score

Yes No

Observation


Proper preparation of sandwiches and wraps in accordance with the recipe

standards

407 | P a g e

LU 3:Present sandwiches and wraps

3

Learning Outcomes:

8. Set sandwiches and wraps 9. Store sandwiches and wraps

20 Hours

Learning Outcome 3.1Set sandwiches and wraps

Presentation techniques according to:

Recipe Shape Dish

Garnishing ingredients and techniques

o Demonstration on setting wraps and sandwiches on a dish

o Individual practice on setting wraps and sandwiches on a dish

o Presentation on setting wraps and sandwiches on a dish

- Plates - Sandwiches - Wraps - Containers - Boards - Flip chart - Markers - Internet - Video aids - Pictures - References books - gloves



Correct setup of sandwiches and wraps as per requirements


408 | P a g e




Written evidence


Multiple choice


Matching

Sentence completion

Simulation

Matching

Checklist Score

Yes No

Observation

Learning Outcome 3.2 Store sandwiches and wraps

Suitable storage techniques and timing to maintain optimum quality and safety of ingredients

Types of containers

o Presentation on sandwiches and wraps storage techniques and timing

o Demonstration on sandwiches and wraps storage techniques and timing

o Individual practice on sandwiches and wraps storage techniques and timing

- Containers - Fridge - Foil papers - Plastic wraps - internet - reference books - pictures - video aids - gloves


409 | P a g e





Performance

Simulation

Checklist Score

Yes No

Observation


Appropriate storage of sandwiches and wrapsas per procedures

410 | P a g e

C U A S W 4 0 1 - SAUCES AND SOUPS

CUASS401Prepare sauces and soups


Credits: 12 120




Purpose statement

This module describes the performance outcomes, skills and knowledge required to prepare

various stocks, sauces and soups in a commercial kitchen or catering operation.

Stocks, sauces and soups can be classical or contemporary and be from varying ethnic and

cultural origins. Soups may be served hot or cold.

411 | P a g e









1. Prepare sauces required for menu items.

1.1 A variety of hot and cold sauces are produced from classical and contemporary recipes.

1.2 A variety of thickening agents and convenience products are used appropriately.

1.3 Sauces are evaluated for flavour, colour and consistency and any problems are rectified.

2. Prepare soups. 2.1 The correct ingredients are selected and assembled to produce soups, including stocks and prepared garnishes.

2.2 A variety of soups is produced. 2.3 Clarifying and thickening agents and methods are used where

appropriate. 2.4 Soups are evaluated for flavour, colour, consistency and

temperature and any problems are rectified. 2.5 Soups are presented at the right temperature in clean serviceware

without drips and spills, using suitable garnishes and accompaniments.

3. Store and reconstitute stocks, sauces and soups.

3.1 Store stocks, sauces and soups to maintain optimum freshness and quality.

3.2 Reconstitute stocks, sauces and soups to appropriate standards of consistency.

412 | P a g e

LU 1:Prepare sauces required for menu items

1

Learning Outcomes:

7. Identify the ingredients for different types of sauces 8. Identify equipment 9. Prepare sauces 10. Evaluate the quality of sauces and rectify them.

60 Hours

Learning Outcome1.1Identify the ingredients for different types of sauces

Types of sauces: Cold sauces, Hot sauces, Mother sauces, Basic Derivations, Special sauces

o Demonstration o Individual practice o Presentation

- Books - Flipchart - Markers Projectors - White board Laptops - Recipe books






vegetables


413 | P a g e


Written

Performance





extended responses)

Checklist Score

Yes No






Observation

Learning Outcome 1.2Identify equipment

Identification of Tools and equipment sauce pots blender strainer sauce ladles knife set spatulas cutting boards lighter stove

o Explanation, o Demonstration o Individual practice

- Books - Flipchart Markers - Projectors - White board - Laptops - Recipe books - Menu


414 | P a g e






Simulation


Checklist Score

Yes No

Follow

Assembling procedures (according to user’s manual guide)

dismantling procedures (according to user’s manual guide)

Follow

Assembling procedures (according to user’s manual guide)

dismantling procedures (according to user’s manual guide)

Follow

Cleaning procedures of tools and equipment

Sanitizing procedures of tools and equipment

Sterilizing procedures of tools and equipment



and tools

415 | P a g e

Learning Outcome 1.3: Prepare sauces

Methods of cooking Boiling Simmering

Thickening agents: Roux White wash Liaison

o Explanation, o Demonstration o Individual practice

- Equipment - Tools - Cleaning products - Cleaning materials - Stock pots - Butcher’s knife - Chef’s knife - Strainers - Ladles





Written

Match pictures of different types of vegetables with respective categories

Label different types of vegetables displayed

Multiple choice


Checklist Score

Yes No

Observation




416 | P a g e

Learning Outcome 1.4: Evaluate the quality of sauces and rectify them

Common problems in sauces

Techniques to rectify sauces

o Observation o Group work o Individual practice

- Equipment - Tools - Cleaning products - Cleaning materials - Stock pots - Butcher’s knife - Chef’s knife - Strainers - Ladles





Written

Essay writing on good and bad qualities of vegetables and

advantages of purchasing fresh vegetables.

Checklist Score

Yes No

Observation



417 | P a g e

LU 2:Prepare soup

2

Learning Outcomes:

10. Identify the ingredients for different types of soups 11. Prepare different types of soups 12. Evaluate the quality of soups and rectify them. 13. Present soup

50 Hours

Learning Outcome 2.1Identify the ingredients for different types of soups

Types of soups Clear soups Purée soups Cream soups

Ingredients

o Research o Brainstorming

- Recipe guide - Cooking books







418 | P a g e


Written evidence

Oral evidence


Matching

Sentence completion

Simulation

Presentation

Checklist Score

Yes No

Selection criteria:

Quality signs

Recipe


Washing

Trimming


Observation

Learning Outcome 2.2 Prepare different types of soups

Method of cooking Boiling Simmering

Thickening agents

o Demonstration o Individual practice o Presentation.

- Note book, - pens, - Board - Markers - Fish stock - Beef stock - Vegetable stock - Strainers


419 | P a g e





Written evidence



Multiple choice

Matching

Sentence completion

Simulation

Simulation

Checklist Score

Yes No

Vegetables cuts:

Shape

Size




Personal hygiene

Food hygiene



Personal hygiene

Food hygiene


Quantity on recipe


Observation




420 | P a g e

Learning Outcome 2.3 Evaluate the quality of soups and rectify them

Common problems in soups

Techniques to rectify soups

o Observation o Group work o Individual practice

- Note book, - pens, - Board - Markers - Fish stock - Beef stock - Vegetable stock - Strainers






Multiple choice


Matching

Sentence completion

Ticking

Simulation




421 | P a g e

Checklist Score

Yes No

Different cooking methods and procedures:

Boiling

Steaming

Stewing

Poaching

Grilling

Baking

Roasting

Correct timing to avoid vegetables change of color, texture and loss of nutrients

Method

Timing


Serving tool

Garnish

Observation

Learning Outcome 2.4 Present soup


Garnishing techniques

Soup accompaniments

o Observation o Individual practice

- Plates - Bowls





422 | P a g e





Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No

Observation

423 | P a g e

LU 3: Store and reconstitute stocks, sauces and soups

3

Learning Outcomes:

10. Store stocks, sauces and soups 11. Reconstitute stocks, sauces and soups

10 Hours

Learning Outcome 3.1Store stocks, sauces and soups

Storage techniques and procedures

Labelling

o Demonstration o Explanation o Individual practice

- Pots - Fridge - Freezer - Labelling cards






stored


424 | P a g e


Written evidence


Multiple choice


Matching

Sentence completion

Simulation

Matching

Checklist Score

Yes No

Storage temperature

Storage equipment


Life span

Type of dish

Observation

Learning Outcome 3.2 Reconstitute stocks, sauces and soups




- Equipment






425 | P a g e




Performance

Simulation

Checklist Score

Yes No


label information

writing rules


Observation

Integrated Situation Resources

The PAFP team (10 pax) is in a workshop at Beauséjour Hotel.

On the last day, they have ordered sauté French beans. You

are requested to prepare their order within 1h.

- Customer files - telephone - internet - printer - Computer - fax - photocopies - punching machine - stapling machine - books - pens - paper

426 | P a g e


Checklist Score

Yes No





Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedoine.








Observation


Checklist Score

Yes No





Observation

427 | P a g e


Checklist Score

Yes No



Time is respected




Observation


Checklist Score

Yes No










Observation

428 | P a g e


Checklist Score

Yes No











Observation

429 | P a g e

Reference books:

1. http://www.diynetwork.com/how-to/rooms-and-spaces/floors/how-to-install-a-hardwood-floor

2. https://www.google.rw/search?dcr=1&source=hp&ei=n68CWqOfC8PxUo68pKgG&q=wood+floor+in

stallation&oq=wood+floor+inst&gs_l=psy-

ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-

ab..17.26.3333.6..35i39k1j0i10k1j0i22i30k1.397.a-kXHXCv7KY

Note:

http://www.diynetwork.com/how-to/rooms-and-spaces/floors/how-to-install-a-hardwood-floor

https://www.google.rw/search?dcr=1&source=hp&ei=n68CWqOfC8PxUo68pKgG&q=wood+floor+installation&oq=wood+floor+inst&gs_l=psy-ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-ab..17.26.3333.6..35i39k1j0i10k1j0i22i30k1.397.a-kXHXCv7KY




GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

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