tvet certificate iv in culinary arts

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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

© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

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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 v

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

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

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

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

1 . 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 3

2.3 Information about pathways 3

2.4 Job related information 3

2.5 Employability skills and life skills 5

2.6 Information about competencies 8

2 . T R A I N I N G P A C K A G E 9

3.1 Course structure 9

3.2Competencies chart 9

3.4 Flowchart 11

1 . A S S E S S M E N T G U I D E L I N E S 1 2

4.1 Assessment Methodology 12

4.2 Portfolio 12

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 1 5

L LU 1 : Identify hazardous areas to be improved. 17

LU 2 : Apply SHE practices. 23

LU 3: Assess and control risks. 32

LU 4: Awareness of SHE in working place. 40

C C M C S 4 0 2 - C O M P U T E R S K I L L S 4 7

LU 1:Describe the operating system 50

LU 2:Customize computer features 57

LU 3:Protect computer system 62

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LU 4:Write factual, descriptive, and explanatory texts. 71

LU2: Apply a range of listening strategies to understand predictable messages. 81

C C M K N 4 0 2 - 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 9 9

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 102

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

kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi ziburizwamo

n’izihinduka izindi. 113

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

ibidukikije no gukoresha indangahantu icyungo” na“ mu nteruro 118

Umahiri 129

C C M K K 4 0 2 : M A T U M I Z I Y A K I S W A H I L I K A T I K A M A W A S I L I A N O Y A

K A W A I D A 1 2 9

LU 1:Kutumia ngeli za Majina ya Kiswahili kimazungumzo na kimaandishi. 132

LU 2: Kuandika insha 141

Umahiri 152

LU Rédiger un écrit 161

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 1 8 0

LU 1: Develop and maintain product, service and market knowledge. 183

LU 2: Provide a quality service experience to customers. 195

LU 3: Deal with complaints and difficult customer service situations. 205

LU 4: Manage and use information about clients and customers. 219

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 2 2 7

LU 1:Identify elements of business plan. 231

LU 2:Write a business plan in line with the identified elements 239

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 253

L LU 4: Present a business plan 261

C C M I A 4 0 2 - 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 6 7

LU 1: Investigate and secure industrial attachment place 269

LU 2: Deal with workplace challenges 282

LU 3: Get briefed on industrial attachment program 288

LU 4: Develop one’s competencies on the workplace 296

G E N A M 4 0 2 – B A S I C M A T H E M A T I C A L A N A L Y S I S 3 0 3

LU 1: Solve algebraically or graphically linear and quadratic equations or inequalities 307

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LU 2: Determine and analyze algebraic functions 314

LU 3: Apply fundamentals of differentiation 320

G E N B C 4 0 1 - I N T R O D U C T I O N T O O R G A N I C C H E M I S T R Y 3 2 6

LU1: Explain organic compounds 329

LU2 : Describe biochemical molecules 338

LU3 Describe polymerization 346

G E N G B 4 0 1 - G E N E R A L B I O L O G Y 3 5 6

LU 1: Describe biological macromolecules structure and function 358

LU2 Illustrate patterns of genetic inheritance 367

LU3 Distinguish various microorganisms structure and their uses 376

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 3 8 8

LU 1:Select equipment, tool, and ingredients 392

LU 2:Prepare and cook vegetables 397

LU 3:Store vegetables 402

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 4 0 9

LU 1:Apply hygiene procedures 412

LU 2:Apply HACCP 417

LU 3:Prevent food contamination and poisoning 422

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 4 3 1

LU 1:Prepare pastries 433

LU 2:Prepare and produce bakery products 437

LU 3:Portion and store pastries, cakes and yeast products 441

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 4 4 6

LU 1:Select tools and equipment 448

LU 2:Prepare fruits product 452

LU 3:Store fruits product 459

C U A P S 4 0 1 - P A S T A A N D S T A R C H E S 4 6 7

LU 1:Prepare Pasta 469

LU 2:Prepare Starches 475

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 4 7 9

LU 1:Select poultry, meat and fish 481

LU 2:Handle and store meat, poultry and fish 485

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LU 3:Cook and present poultry, meat and fish dishes 491

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 4 9 8

LU 1:Prepare ingredients, equipment and tools for a variety of sandwiches and wraps 500

LU 2:Prepare sandwiches and wraps 504

LU 3:Present sandwiches and wraps 507

C U A S W 4 0 1 - S A U C E S A N D S O U P S 5 1 0

LU 1:Prepare sauces required for menu items 513

LU 2:Prepare soup 518

Learning unit 524

LU 3: Store and reconstitute stocks, sauces and soups 524

G L O S S A R Y 5 3 1

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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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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

1. 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

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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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.

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

Pathways into the qualification

Pathways from the qualification

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.

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Possible jobs related to this qualification

Coook

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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: 20 Core competencies: 12 Complementary competencies: 8 The total number of Credits: 130

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 Mathematical Analysis 8

2 GENBKC401 Demonstrate basic knowledge of Chemistry 4

3 GENGB 401 Demonstrate knowledge of General Biology 4

4 CUAFS401 Apply Hygiene and food safety control 4

5 CUAVP401 Prepare Vegetable preparation 5

6 CUAPS401 Prepare Pasta and starches 6

7 CUASS401 Prepare Sauces and soups 12

8 CUAMF401 Prepare Meat, poultry and fish 12

9 CUABP401 Prepare Bakery and pastry products 12

10 CUAFP401 Prepare Fruit based products preparation 5

11 CUASW401 PrepareSandwiches and wraps preparation 4

12 CUAIA401 Integrate the workplace 30

Total 106

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2. 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

rati

on

(8

60

Hrs

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# 1

2

3

4

5

6

7

8

11

12

13

14

15

Duration (540 Hrs) 30

30

30

30

30

30

30

30

10

0

40

80

40

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.

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

Vegetable preparation 5

Business plan development 3

Industrial Attachment Program (IAP) 30

Figure 2: Flowchart

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

INTRODUCTION TO ORGANIC CHEMISTRY 4

GENERAL BIOLOGY 4 Sandwiches and wraps 4

BASIC MATHEMATICAL ANALYSIS 8

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1. 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

Section

4

13 | P a g e

summative/integrated assessment

Summative/Integrated Assessment

This is given at the end of the module delivery. It helps to make sure that the learner has

successfully acquired the competence and he is able to translate the knowledge, skills and

attitude into workplace situation.

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

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Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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. It is the responsibility of the school to consider the status (competent/not yet

competent) of trainees and conduct reassessments when necessary.

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)

-For Trainees It is advised to finish and be declared competent on the 30 hours’

content of IAP module written in the curriculum before going 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.

- 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.

15 | P a g e

Competence

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

CCMHE402 Implement S.H.E. policies and procedures

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: September, 2021

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

Identification of hazardous areas to be improved, application of SHE practices, Assessment

and control of risks and promoting awareness of SHE in working place.

16 | P a g e

The module will allow the learner

Learning assumed to be in place

Maintaining SHE at workplace

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. Identify hazardous areas to be

improved

1.1 Proper selection of the tools and materials

1.2 Proper physical inspection of the hazardous area

1.3 Proper marking and reporting of hazardous area

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

17 | P a g e

hazards

Learning unit

L LU 1 : Identify hazardous areas to be improved.

1

Learning Outcomes:

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

5 Hours

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

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

Content Learning activities Resources

18 | P a g e

Ladder

Timber

Nails

Cement

Wire mesh

Marking paints

Tape measure

Level meter

Pick

Shovel

Saw

PPEs:

nose masks

hearing

Protection

goggles

helmets

overalls

protective

footwear

gloves

- Tape measure

- Infrared

thermometer

- Strings and ropes

- PPEs

Formative Assessment1.1

Assessor may collect among 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 evidence

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

Task: Select tools and materials for hazardous area

Performance criterion

Proper selection of the tools and materials

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Checklist Score

Yes No

Indicator1 :Tools, materials and equipment used to identify hazards are selected correctly

Dust sampler

Noise meter

Hammer

Brushes

Crowbar

Ladder

Rock drill

Tape measure

Infrared thermometer

Indicator2 :Tools, materials and equipment used to control hazards are selected

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Cement

Wire mesh

Marking paints

Tape measure

Level meter

Pick

Shovel

Saw

PPEs

Observation

Learning Outcome 1.2: Inspect physical hazardous area

Content Learning activities

Resources

20 | 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

Formative Assessment 1.2




Written

Performance

Oral

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

Task: Inspect the hazardous are

Checklist Score


Proper physical inspection of the hazardous area

21 | P a g e

Yes No

Indicator1 : Tools, equipment and PPEs for inspection are identified and supplied

Tools and equipment for inspection are identified

PPEs for inspection are identified and supplied

Indicator2 : Workplace for unsafe are is examined

Environmental condition

Water

Cracks

Air

Duster

Observation

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 hazardous are

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


22 | P a g e

and the area of weakness

Through the

administrative

hierarchy

Emergency reporting





Written

Performance

Oral

Multiple choice

True or false question

Matching

Ticking Sentence completion Expose (presentation) Task: mark hazardous areas and report result to the concerned staff

Checklist Score

Yes No

Indicator1 : Tools and equipment for marking hazardous area are introduced

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Barricade tap (Warning sign)

Cones

Indicator2 : Tools and equipment for marking hazardous area are used

Indicator3: Hazardous areas and the weakness area

Through the administrative hierarchy

Through Emergency reporting


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

weakness according to company procedure

23 | P a g e

Observation

Learning unit

LU 2 : Apply SHE practices.

2

Learning Outcomes:

1. Identify 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 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

o Research on OHSE, legislative

and Organizational

requirements.

o Brainstorming on OHSE,

legislative requirements and

Organizational requirements.

o Group discussion on OHSE,

Legislative and organizational

requirements

- PPEs

- Reference books

- Work sheet

- Markers

- Flip charts

- Template of OHSE

requirements


24 | P a g e

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

storage

Healthy and Safety

requirements:

Personal protective

equipment and clothing

First Aid and

Firefighting equipment

Hazard and risk control

equipment

Psychological

conditions control

mechanisms

Environmental

requirements:

Safe forest practices

Waste management:

Disposal,

Recycling and

Re-use guidelines


25 | P a g e




Written evidence

Oral evidence

Performance


Task: identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements

Checklist Score

Yes No

Indicator1. : Occupational and organizational requirements are identified

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

Recording and reporting

Equipment use, maintenance and storage

Indicator2: Health and safety requirements are identified

Personal protective equipment and clothing

First Aid and Firefighting equipment

Hazard and risk control equipment

Psychological conditions control mechanisms

Indicator3 : Environment requirements are identified

Safe forest practices

Waste management guidelines


Proper identification and application of Occupational Health, Safety and

Environmental (OHSE) requirements

26 | P a g e

Disposal,

Recycling and

Re-use guidelines

Indicator 4: Occupational, health, safety and environmental requirements are applied

Observation

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

health and safety regulations.

Description of SHE

standards, regulations to

be followed

Use of PPEs

Use of inspection

checklist

Types of tools and

materials to be used:

PPEs

Inspection checklist

Use of safety tools,

materials and

equipment

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

o Practical exercises on

following appropriate SHE

standards, regulations, and

using appropriate tools and

materials

- PPEs

- Reference books

- Work sheet

- Markers

- Flip charts

- Template on SHE

standards and regulations

- Template of inspection

checklist



27 | P a g e




Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Apply safety best practices and enforce health and safety regulations

Checklist Score

Yes No

Indicator 1: SHE standards and regulations to be followed are described

Use of PPEs Use of inspection checklist

Indicator 2:Tools and materials to be used are identified PPEs Inspection checklist

Indicator 3: Safety tools, materials and equipment are used

Observation

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

requirements


Appropriate instruction to workers to follow safety best practices and to

enforce health and safety regulations.


28 | P a g e

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


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

29 | P a g e

tone of voice and body

language

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


Proper establishment and maintenance of communication with others in line

with SHE requirements.

30 | P a g e

Indicator1 : Basics of effective communinication are applied

Types of effective communication with others

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication

Effective oral communication

Effective written communication

Indicator2 :Techniques of Effective Oral communication in line with SHE requirements are used

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

Indicator3 :Types of questions to be asked during communication process are categorized

Close-ended questions

Open-ended questions

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

o Group discussion on content

of the environment policy

o Practical exercises on applying

environment policy

- Registration

documents

- Regulations

- Safety standards


31 | P a g e

Continuous cycle of

planning,

implementing,

monitoring,

reviewing and

improving practices

and systems





Written evidence

Oral evidence

Performance


Task: Perform tasks in a safe manner and in line with SHE best practices ( according to their specific trade)

Checklist Score

Yes No

Indicator1 : Environmental policy content is applied

Compliance Improvement (where required to reflect) Prevention

Continuous cycle of

planning, implementing, monitoring, reviewing improving practices and systems

Observation


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

practices

32 | P a g e

Learning unit

LU 3: Assess and control risks.

3

Learning Outcomes:

1. Analyze work practices and process to 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

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

most effective options. 10 Hours

Learning Outcome 3.1: Analyse work practices and process to identify areas for



Resources

33 | P a g e

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





Written evidence

Oral evidence

Performance



Proper analysis of work practices and processes to identify areas for


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/#three



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


34 | P a g e

Task: make analysis of work practices and processes to identify areas for improvement in relation to SHE issues and hazards

Checklist

Score

Yes No

Indicator1: Continuous Process Improvement (CPI) concepts and tools are applied

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

Observation

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





35 | P a g e

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 you’re 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


36 | P a g e





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

Indicator1: Steps of Risk assessment are explained

Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk Exposure Threshold Develop Risk Mitigation Option

Indicator2: Principles for Effective Verbal Intervention are expressed


Proper detection and assessment of risk, and detailed report and

investigation of all incidents/ accidents.

37 | P a g e

Remain calm.

Isolate the individual.

Watch your body language.

Keep it simple.

Use reflective questioning.

Use silence. Watch your preverbal

Indicator3: Elements of good quality risk statement are elaborated Event or condition,

Consequences on program objectives, and

Cause

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


control of hazards


Practical Problem Solving

Model (PPSM)

o Brainstorming on control of

hazards

Procedural

manuals

Environmental

policy

Reference books

Checklist

Papers

Pens

Internet


38 | P a g e

See Countermeasures Through

Confirm Results & Process

Standardize Successful Processes





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking

Expose (presentation)

Task: what effective options can you come up with so as to

make hazard less dangerous?

Checklist Score

Yes No

Indicator1: Methods of Hazard control are classified

prevention

handle

isolation

remove or use of PPE

Indicator2: Practical Problem Solving Model (PPSM) is identified

Clarify & Validate the Problem

Break Down the Problem/Identify Performance Gaps


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

effective options.

39 | P a g e

Set Improvement Targets

Determine Root Causes

Develop Countermeasures

See Countermeasures Through

Confirm Results & Process

Standardize Successful Processes

Observation

40 | P a g e

Learning unit

LU 4: Awareness of SHE in working place.

4

Learning Outcomes:

1. Implement environmental procedures

2. Train workers on operational tools and equipment of SHE

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

Definition of 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

o Brainstorming on

Environmental goals

o Research on Environmental

goals

o Group discussion

Environmental Sustainability

Strategies

- Procedural

manuals

- Organizational

policies and

procedures

- Environmental

policy


41 | P a g e

Partner Awareness





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking

Expose (presentation) Task: Implementing environmental procedures

Checklist Score

Yes No

Indicator1: Environmentally sustainable work practices are defined

Indicator2: Environmental Sustainability Strategies are expressed

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

Observation


Proper implementation of environmental procedures

42 | P a g e

43 | P a g e

Learning Outcome 4.2: Train workers on operational tools and equipment of SHE

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

- Organizational

policies and

procedures

- Environmental policy





Written evidence

Oral evidence

Performance




Adequate training of workers to operate tools and equipments

44 | P a g e

Task: Training on operating tools and equipment In line with SHE requirements

Checklist Score

Yes No

Indicator1: Design of OH&S package for training is performed

Program awareness

Specific roles in the safety and health program

Hazard identification and controls skills

Indicator2: Best methods in crosscutting issues training are used On the job training

Off the job training

Apprenticeship Training

Vestibule or Training Center Training

Training Via Internship

Observation

Learning Outcome 4.3: Inspect the working area and remedial action to be taken to

minimize or eliminate hazards.


Resources

45 | P a g e

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

- Organizational 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

Checklist Score

Yes No

Indicator1: Environmental Impacts awareness are described


Proactive inspection of the working area and appropriate remedial action to

be taken to minimize or eliminate hazards.

46 | P a g e

Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding

Indicator2: Remedial actions are elaborated Workplace waste management systems Emissions control of greenhouse gases Use of non-renewable resources control Chemical use control Supply chain management

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 Northwick, 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/

47 | P a g e

Competecnce

Ccompetennn

cec

CCMCS402- COMPUTER SKILLS

CCMCS402 Apply Computer Skills


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

48 | P a g e

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.

49 | P a g e


Not applicable







1. Describe the operating

system

1.1 Proper introduction of operating system

1.2 Proper description of operating system components

1.3 Proper description of operating system types

1.4 proper description of operating system file system

2. C

ustomize 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 and restoration of computer data based

on OS installation

50 | P a g e

Learning unit

LU 1:Describe the operating system

1

Learning Outcomes:

1. Introduce the operating system 2. Describe the components of operating system 3. Describe the types of operating system 4. Describe the operating system file system

15 Hours

Learning Outcome 1.1: Introduce the operating system

Introduction to operating system Definition Features

Basic functions of operating system Intermediator Process Management File Management Memory

Management Security Job Scheduling

Brainstorming on operating system

Group discussions on basic functions of operating system

- Computer

- Projector

- Whiteboard

- Marker

- Duster

- Internet



51 | P a g e

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



Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Operating system is introduced Definition

Features

Indicator: Basic functions of operating system are described Intermediator

Process Management

File Management

Memory Management

Security

Job Scheduling

Observation


Proper introduction of an operating system

52 | P a g e

Learning Outcome 1.2: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 Demonstration on components of operating system

o Group discussions on

components of operating

system

- Computer

- Projector

- Whiteboard

- Marker

- Duster

- Internet





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)



Proper description of components of operating system

53 | P a g e

Indicator: kernel is described

Micro kernel

Monolithic kernel

Indicator : File management system is described

Disk-based

Network-based

Virtual

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 Group discussions on types of operating system

- Computer

- Projector

- Internet



54 | P a g e




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


Proper description of operating system types

55 | P a g e

Observation

Learning Outcome 1.4: 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 Brainstorming on file system

role

o Group discussion on file

system types

- Computer with OS installed

- Projector

- Whiteboard

- Marker

- Duster

- Internet





Written evidence

Oral evidence


Checklist Score



Proper description of operating system file system

56 | P a g e

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 requirements for an operating system 2. Identify the minimum hardware requirements for operating system

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

10 Hours

Learning Outcome 2.1:Identify the customer requirements 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

o Brainstorming on operating system customer requirements

o Group discussions on operating system customer requirements

o Demonstration on operating

system customer requirements

- Computer

- Projector

- Internet


58 | P a g e

used





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


Proper identification of customer requirements for an operating system

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Learning Outcome 2.2: Identify minimum hardware requirements for operating system

to be used

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

speed Motherboard

o Group discussions on minimum hardware requirements - Computers

- Projector

- Internet





Written evidence

Oral evidence




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

60 | P a g e

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

User account creation

computer and windows explorer

Manage user account

Manage 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

- Computers with OS installed

- Projector

- Internet




Proper customization of the operating system

61 | P a g e




Written evidence

Oral evidence


Performance Performance checklist

Checklist Score

Yes No

Indicator: operating system is customized

User account creation

computer and windows explorer

Manage user account

Manage disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

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 and restore of computer data based on OS

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 with internet access

- Projector

- White Board

- Markers

- Projector


- Antivirus



63 | P a g e




Written or Oral

Performance

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

Checklist Score

Yes No

Indicator: Software tools utilities are described

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Indicator: Software tools utilities are installed

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Observation


Proper installation of software utilities according to the manufacturer

specifications

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Learning Outcome 3.2: Scan and Eliminate virus

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

Description of scan 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


- Projector


- Antivirus

- White Board

- Markers





Written Performance

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

Checklist Score



Regular computer scan and elimination of virus as per safety standards

65 | P a g e

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

Learning Outcome 3.3: Backup and restore of computer data based on OS


Resources

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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

Selection common 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 backup o Practical exercises on restore


- Projector - Computer with OS

installed - White Board - Markers - HHD/SSD - USB/ Flash Driver - Tapes drives - Magnetic optical drives - CDs - DVDs - Disc drives





Written evidence

Oral

Performance

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


Accurate backup and restore of computer data based on OS installation

67 | 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

Indicator: Common restore devices are selected

Tape drive

Digital audio tape(DAT) drives

Auto-loader tape systems

Magnetic optical drives

Removable disks

Disk drives

Observation

References:

1. https://www.researchgate.net/publication/283778784_Introduction_to_Operating_System

2. https://www.cl.cam.ac.uk/teaching/1011/OpSystems/os1a-slides.pdf

3. https://www.ukessays.com/essays/computer-science/classification-of-operating-systems-ii-

computer-science-essay.php

4. https://support.microsoft.com/en-us/windows/backup-and-restore-in-windows-352091d2-bb9d-

3ea3-ed18-52ef2b88cbef

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

https://www.cl.cam.ac.uk/teaching/1011/OpSystems/os1a-slides.pdf

https://www.ukessays.com/essays/computer-science/classification-of-operating-systems-ii-computer-science-essay.php

https://www.ukessays.com/essays/computer-science/classification-of-operating-systems-ii-computer-science-essay.php

https://cce.sydney.edu.sau/course/BCEI

68 | P a g e

CompetenCOM

PCCCce

C CCMEN401 - INTERMEDIATE WORKPLACE ENGLISH

CCMEN401 Use intermediate English at the workplace


Credits: 3 30

Sector: All

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Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitudes to be acquired for level four trainees. 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, explain and state 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 purpose, apply listening strategies while listening to audio messages use nonverbal clues to detect messages implied by the speaker. Learning assumed to be in place

Pre- intermediate workplace English







70 | P a g e

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 descriptive,

factual, and explanatory texts on a range of topics 1.5 Accurate production of correspondence texts (letters,

emails) stating, explaining, or describing facts at the workplace

1.6 Appropriate redaction 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 Proper presentations of personal ideas and opinions during discussions of selected topics of interest

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

3.3 Adequate building of arguments to support or 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 Proper demonstration of the ability to understand the inferences made in a range of medium length texts

71 | P a g e

Learning unit

LU 4:Write factual, descriptive, and explanatory texts.

4

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



72 | 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


Appropriate use of proper terminologies 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

Simple present

Present continuous

Present perfect

Present perfect

continuous

Using past tenses to

describe, explain and state

past facts

Simple past

Past continuous

Past perfect

Past perfect

continuous

o Dialogues

o Storytelling

o Short presentations

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



Describe, explain and state facts using tenses accurately

74 | P a g e

Matching

Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

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

Simple present

Present continuous

Present perfect

Present perfect continuous

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

Simple past

Past continuous

Past perfect

Past perfect continuous

Observation

Learning Outcome 1.3: Distinguish descriptive, factual and explanatory paragraphs

Descriptive paragraph

Paragraph arrangement Sensory details Precise language Dominant impression Figurative language and

compelling adjectives.

o Group discussions

o Brainstorming

o Group works

- Newspapers - Books - Written

speeches


75 | P a g e

Factual paragraph Paragraph arrangement Factual description

Explanatory paragraph Paragraph arrangement Transitions Evidences and examples





Written

Oral

Writing practice

Discussions

Matching

True or false questions

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

to their types

Checklist Score

Yes No

Indicator: Characteristics of a descriptive paragraph are well distinguished

Paragraph arrangement

Sensory details

Precise language

Dominant impression

Figurative language and compelling adjectives.

Indicator: Characteristics of a factual paragraph are well distinguished


Factual description

Indicator: Characteristics of a explanatory paragraph are well distinguished


Clear distinction of descriptive, factual and explanatory paragraphs

76 | P a g e


Transitions

Evidences and examples

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

Text structure

Narrative text

Argumentative text

Descriptive text

Explanatory texts

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



77 | P a g e




Written

Matching

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

Checklist Score

Yes No

Indicator: Sentences are well-structured

Compound sentences

Complex sentences

Compound complex sentences

Indicator:The text is well-structured

Narrative text

Argumentative text

Descriptive text

Explanatory texts

Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace


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

range of topics

78 | P a g e

Introduction to business letters

Parts of a business

letter

Introduction to email

correspondence

Parts of an email

Strategies for

writing a good

email

Write a meaningful

subject line

Keep the message

focused

Proofread

Show respect and

restraint

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback


email writing


business letters

- Audiovisual

materials

- Projector

- Computer

- Flipcharts

- Markers

- Lesson plans

- Recordings

- Reference

books

- Photos or

pictures

- Letter samples


Assessor may collecta3mong the following evidences and make judgements on whether the



Written

Performance

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

face at work.

Checklist Score

Yes No

Indicator: Parts of business letters are well placed and recognized

Sender’s address

Date



Accurate production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace

79 | P a g e

Receiver’s address

The salutation

Re

The body

The complimentary close

The signature

Indicator: Parts of an email are well placed

Recipient's Address

Cc and Bcc

Subject Line

Body

Sender’s address

Send

Indicator: Strategies for writing a good email are well applied

Write a meaningful subject line

Keep the message focused

Proofread

Show respect and restraint

Observation

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


- Projector - Computer - Flipcharts - Markers - Lesson plans


80 | P a g e

- Reference books

- Sample reports





Written

Writing practice

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

Checklist Score

Yes No

Indicator : Formal report is well structured

Layout

Introduction

Body

Conclusion

Language is well used

Observation


Accurate production of small-scale reports on trade-related issues (field

visits, industrial attachments)

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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 Short presentations

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





Learning unit

LU2: 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



Identify different listening strategies

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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


83 | 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


Appropriate selection of listening strategy depending upon the listening

purpose

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

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



Accurate application of listening strategies while listening to audio messages

85 | P a g e





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

Understanding non-verbal

clues

Voice clues Intonation Voice tone

Body movement Facial

expressions Gestures

o Role play o Video watching o Note taking o Modelling o Drilling

- Video materials - Posters/banners - Wallpapers - Audiovisual

materials - Projector - Flipcharts - Markers - Lesson plans - Recordings - Reference books - Scenarios - Trainee manuals



Appropriate use of non-verbal clues to detect messages implied by the

speaker

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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 well used to detect the message implied by the speaker Voice clues

Body movement

Observation

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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. Detect and avoid argumentation fallacies in debates and discussions 3. 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 to an opinion

Full agreement

to an opinion

Partial

agreement to

an opinion

Disagreeing to 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

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


88 | P a g e

refuted

Sequencing ideas

Predicting ideas





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 is well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation


Proper presentation of personal ideas and opinions during discussions on

selected topics of interest

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Learning Outcome 3.2: 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


materials - 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.



Proper detection and avoid argumentation fallacies in debates and

discussions

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Checklist Score

Yes No

Indicator: Argumentation fallacies are well identified and responded to during listening Formal Fallacies Informal Fallacies Conditional fallacies

Observation

Learning Outcome 3.3: 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


materials - Projector - Flipcharts - Lesson plans - Recordings - Reference books - Speech samples






Accurate building convincing arguments to support or refute an opinion

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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.

Checklist Score

Yes No

Indicator: a convincing argument is defined and well built Definition of an argument

Elements of argument

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

Definition of 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






Proper identification of different reading techniques

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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

Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning

Outcome 4.1






Adequate reading techniques depending on the purpose

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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 according 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


95 | P a g e

- Reading materials

Reference books





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 one have read

(deep reading)

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

Observation


Proper application of reading techniques while reading different texts

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Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range

of medium length texts

Developing inferences while and after reading

Justifying inferences

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





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

Ye

s

No

Indicator: Proper development of inferences while reading

Inferences are well developed

Indicator: Accurate justification of inferences

Inferences are justified

Observation



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

length texts

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References:

Beale, A. M. (2013). Skimming And Scanning: Two Important Strategies For Speeding Up Your Reading. Retrieved from Howtolearn.com website: http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-speeding-up-your-reading/

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

Clay, M. M. (1994). Reading Recovery: A Guidebook for Teachers in Training. New Zealand: Heinemann Education.

Cranney, A. G., & McKell, W. E. (1983). Preparing Industrial Education Teachers as Reading Specialists [Microform] (p. 16). p. 16. Arlington, Va: ERIC Document Reproduction Service.

Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W.-S. (1998). Extensive Reading in the Second Language Classroom. RELC Journal, 22(2), 187–191. https://doi.org/https://doi.org/10.1177/003368829802900211

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

Holman Publishers

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

Solt, R. (1989). Negative Fiat: Resolving the Ambiguities of “Should.” Argumentation and Advocacy, 25(3), 121–139. https://doi.org/10.1080/00028533.1989.11951390

Wheeler, L. K. (2004). Critical Reading of An Essay’s Argument. Retrieved October 12, 2004, from http://web.cn.edu/kwheeler/reading_basic.html

Wilbanks, C., & Church, R. T. (1986). Values and Policies in Controversy: An Introduction to Argumentation and Debate. Scotdale, Arizona: Gorsuch Scarisbrick.

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CompetenCOM

PCCCce

C C M K N 4 0 2 - IKINYARWANDA CY’UMUNYAMWUGA

CCMKN402 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe 30

Indengo y’amasaha: 3

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Nzeri, 2021

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 bufatiye ku mwuga mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo;

kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko inyuranye;

Kugaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga;

Gutandukanya inshinga iri mu mbundo, itondaguye n’inshinga nkene;

100 | P a g e

Kugaragaza amategeko y’igenamajwi mu izina mbonera

Gukoresha neza impakanyi n’indangahantu mu nteruro.

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 no

gukoresha ikomorazina

n’ikomoranshinga.

1.1. Gusesenguraubuvanganzo gakondo bufatiye ku mwuga.

1.2. Gukoresha neza ikomorazina n’ikomoranshinga mu

kunguka amagambo mashya.

1.3. Gutarama Kinyarwanda akoresheje ubuvanganzo

gakondo bufatiye ku mwuga.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

gutandukanya ubwoko

bw’inshinga.

2.1. Gusoma no gusesengura neza umwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’iterambere

ry’umwuga .

2.2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu

mbundo n’inshinga itondaguye.

2.3. Gukoresha neza inshinga mburabuzi munteruro.


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge mu

rubyiruko no kugaragaza mu

izina mbonera amategeko

y’igenamajwi agendanye

n’ingombajwi ziburizwamo

n’izihinduka izindi.


nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu

rubyiruko.

3.2. Kugaragaza mu izina mbonera amategeko y’igenamajwi

agendanye n’ingombajwi ziburizwamo.

3.3. Kugaragaza mu izina mbonera amategeko y’igenamajwi

agendanye n’ingombajwi zizihinduka izindi.

101 | P a g e



uburyo bunyuranye bwo gufata

neza ibidukikije ,gukoresha

indangahantu n’icyungo


nsanganyamatsiko yo gufata neza ibidukikije.

4.2. Kugaragaza neza indangahantu mu nteruro

zitandukanye.

4.3. Gukoresha neza icyungo” na“ mu nteruro ziboneye

uwiga yihimbiye.



akamaro k’ubutabazi bw’ibanze

no gukoresha impakanyi

n’indango z’inshinga


nsanganyama-tsiko uwiga agaragaza akamaro

k’ubutabazi bw’ibanze

5.2. Kugaragaza neza impakanyi mu nteruro zitandukanye.

5.3. Gukoresha neza indango z’inshinga mu nteruro.

102 | P a g e

Umusaruro w’inyigisho 1.1: Gusoma no gusesengura neza umwandiko w’ubuvanganzo gakondo

bufatiye ku mwuga

Inshoza y’ubuvanganzo bufatiye ku mwuga.

Ingero z’ubuvanganzo bufatiye ku mwuga: Amavumvu

Amasare

Ibyidogo by’isuka

o Imyitozo yo gufata mu mutwe ubuvanganzo bufatiye ku mwuga.

o Imyitozo mu matsinda yo gusoma bakuranwa

o Gusoma bucece o Gusoma baranguruye

- Ibitabo by’ubuvanganzo bushingiye ku mwuga

- Furashi disiki

- Ikibaho

- Marikeri

- Murandasi

- Mudasobwa

- Inkoranyamagambo n’inkoranyamuga

Isuzuma Mbonezanyigisho 1.1

IMBUMBE

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

1

Umusaruro w’inyigisho:

1. Gusoma no gusesengura neza umwandiko w’ubuvanganzo

gakondo bufatiye ku mwuga.

2. Gukoresha neza ikomorazina n’ikomoranshinga mu kunguka

amagambo mashya.

3. Gutarama Kinyarwanda akoresheje ubuvanganzo gakondo bufatiye ku mwuga Amasaha 6

Ibyigwa Imbonezamasomo Imfashanyigisho

Ubushobozi busuzumwa

Yakoresheje neza Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga ashyikirana n’abandi.

103 | P a g e

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

Gihamya Isuzuma

Amajwi n’amashusho

Inyandiko

Ibibazo bifunze n’ibifunguye

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Inshoza y’ubuvanganzo gakondo yasobanuwe neza

Ikitabwaho 2: Ingero z’ubuvanganzo bufatiye ku mwuga zatanzwe

Yashyikiranye n’abandi abinyujije mu byidogo by’isuka

Yashyikiranye n’abandi abinyujije mu nganzo y’amasare

Yashyikiranye n’abandi abinyujije mu nganzo y’amavumvu

Umwanzuro

Umusaruro w’inyigisho 1.2. : Gukoresha neza ikomorazina n’ikomoranshinga mu kunguka

amagambo mashya.

Inshoza y’ikomorazina

Inshoza

y’ikomoranshinga

Ingero z’amazina

yakomotse ku nshinga

Ingero z’inshinga

zakomotse ku mazina

o Imyitozo ku ikomorazina

n’ikomora nshinga

o Imikoro mu matsinda ku

ikomoranshinga

- Ibitaboby’ikiboneza mvugo)

- Furashi disiki

- Ikibaho

- Marikeri

- Murandasi


Ibyigwa Imbonezamasomo

activities

Imfashanyigisho

Imfashanyigisho

104 | P a g e



Gihamya Isuzuma

Inyandiko Ibibazo bifunze n’ibifunguye

Imyitozo yanditse ku ikomorazina


Yego Oya

Ikitabwaho 1: Yasobanuye neza inshoza y’ikomorazina amagambo mashya

Ikitabwaho 2: Yakoresheje neza ikomorazina n’ikomoranshinga mu kunguka

Ikitabwaho 3: Yatanze ingero zifatika z’amazina akomoka ku nshinga

Ikitabwaho 4: yatanze ingero zifatika z’inshinga zakomotse ku mazina

Umwanzuro

Umusaruro w’inyigisho 1.3: Gutarama Kinyarwanda akoresheje ubuvanganzo gakondo bufatiye

ku mwuga

Ibiranga igitaramo

nyarwanda.

o Umwitozo wo guhanga utwivugo duto dusingiza ibikoresho by’umwuga

- Ibitaboby’ikiboneza mvugo)


Yakoresheje neza ikomorazina n’ikomoranshinga mu kunguka amagambo

mashya.


activities

Imfashanyigisho

Imfashanyigisho

105 | P a g e

Abataramyi

Insanganyamatsiko

Urubuga

Ibyizihiza igitaramo

utwivugo dusingiza

ibikoresho by’umwuga.

Injyana y’ubuvanganzo

gakondo bushingiye ku

mwuga.

Insubirajwi

isubirajambo

akora.

o Umwitozo wo gutarama mu matsinda mato

- Furashi disiki

- Ikibaho

- Marikeri

- Murandasi




Gihamya Isuzuma


Inyandiko

Ibibazo n’ibisubizo

Umwitozo wo gutarama.


Yego Oya

Ikitabwaho 1: yagaragaje Ibiranga igitaramo nyarwanda

Abataramyi

Insanganyamatsiko

Urubuga

Ibyizihiza igitaramo

Ikitabwaho 2: yahanze utwivugo dusingiza ibikoresho by’umwuga


Yataramye kinyarwanda akoresheje ubuvanganzo gakondo bufatiye ku

mwuga.

106 | P a g e

Ikitabwaho 3: yamuritse utwivugo akurikije injyana y’ubuvanganzo gakondo

bushingiye ku mwuga

Insubirajwi

isubirajambo

Umwanzuro

107 | P a g e

Umusaruro w’inyigisho 2.1: Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga.

Gusoma umwandiko ku

nsanganyamatsiko

y’ikoranabuhanga

n’iterambere ry’umwuga

Ingero zifatika zihamya

akamaro k’ikorabuhanga mu

iterambere ry’umwuga

o Umwitozo wo gusoma

umwandiko ku

nsanganyamatsiko

y’ikoranabuhanga n’iterambere

ry’umwuga

o Kujya impaka mu matsinda ,

bungurana ibitekerezo ,

banatanga ingero zifatika ku

kamaro k’ikoranabuhanga mu


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

- Furashi disiki

- Ikibaho;

- Marikeri;

- Murandasi;

IMBUMBE

LU 2: Gukoresha Ikinyarwanda kiboneye agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no gutandukany ubwoko bw’inshinga.

2 Amasaha 6


1. Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.

2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu mbundo n’inshinga itondaguye.

3. Gukoresha neza inshinga mburabuzi munteruro.


activities

Imfashanyigisho

Imfashanyigisho

108 | P a g e

- Inkoranyamagambo n’inkoranyamuga;

- Ibikoresho by’ikoranabuhanga;



Gihamya Isuzuma


Inyandiko


Imyitozo ku nsanganyamatsiko y’akamaro k’ikoranabuhanga ku

kamaro k’umwuga


Yego Oya

Ikitabwaho 1: Yasomye neza anasesengura umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga yubahiriza utwatuzo n’isesekaza.

Ikitabwaho 2: Yatanze ingero zifatika zihamya akamaro k’ikorabuhanga mu


Umwanzuro


Yasomye anasesengura neza umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga.

109 | P a g e

Umusaruro w’inyigisho 2.2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu mbundo

n’inshinga itondaguye mu gukora interuro yuzuye y’Ikinyarwanda.

Inshoza y’inshinga

mburabuzi,

inshinga iri mu

mbundo

n’inshinga

itondaguye.

Ingero z’inshinga

mburabuzi

n’imikoreshereze

yazo.

Ni

Si

Ibihe bikuru

by’inshinga

Indagihe

Inzagihe

impitagihe

Gutandukanya

inshinga iri mu

mbundo,

itondaguye

n’idatondaguye.

o Imyitozo ku mikoreshereze y’inshinga mu nteruro z’Ikinyarwanda.

o Imyitozo yo gutandukanya inshinga iri mu mbundo, itondaguye n’idatondaguye.

o Imyotozo mu matsinda ku mikoreshereze y’inshinga mu nteruro

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

- Furashi disiki - Ikibaho; - Marikeri; - Murandasi; - Mudasobwa - Inkoranyamagambo

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma


activities

Imfashanyigisho

Imfashanyigisho


Yatandukanyije neza inshinga mburabuzi, inshinga iri mu mbundo n’inshinga

itondaguye mu gukora interuro yuzuye y’Ikinyarwanda.

110 | P a g e


Inyandiko

Ibibazo n’ibisubizo

Imyitozo ku ikoreshwa ry’inshinga mu nteruro


Yego Oya

Ikitabwaho 1: Yasobanuye neza Inshoza y’inshinga mburabuzi, inshinga iri mu mbundo n’inshinga

itondaguye

Ikitabwaho 2: Ingero z’inshinga mburabuzi n’imikoreshereze yazo.

Ni

Si

Ikitabwaho 3: yasobanuye ibihe bikuru by’inshinga

Indagihe

Inzagihe

impitagihe

Ikitabwaho 4: yatandukanyije inshinga iri mu mbundo, itondaguye

n’idatondaguye

Umwanzuro

Umusaruro w’inyigisho 2.3 : Gukoresha neza inshinga mburabuzi munteruro.

Ingero z’inshinga

mburabuzi:

Inshinga

mburabuzi

“NI”

Inshinga

mburabuzi”

SI”

Imikoreshereze

y’inshinga

o Imyitozo ku mikoreshereze y’inshinga mburabuzi.

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

- Furashi disiki - Ikibaho; - Marikeri; - Murandasi; - Mudasobwa - Inkoranyamagambo

n’inkoranyamuga;


activities

Imfashanyigisho

Imfashanyigisho

111 | P a g e

mburabuzi mu

nteruro:

Mu ndango

yemeza.

Amau

ndango

ihakana.

- Ibikoresho

by’ikoranabuhanga;.



Gihamya Isuzuma

Inyandiko Imyitozo yanditse


Yego Oya

Ikitabwaho 1: Ingero z’ inshinga mburabuzi zatanzwe .

Yatanze urugero rw’inshinga “si”

Yatanze urugero rw’inshinga “ni”

Ikitabwaho 2: Yakoresheresheje neza inshinga mburabuzi mu nteruro

Yakoresheje inshinga “si” mu ndango ihakana.

Yakoresheje inshinga “ni” mu ndango yemeza

Umwanzuro


Yatandukanyije neza inshinga mburabuzi, inshinga iri mu mbundo

n’inshinga itondaguye mu gukora interuro yuzuye y’Ikinyarwanda

112 | P a g e

113 | P a g e

Imbumbe

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi ziburizwamo n’izihinduka izindi.

3


1. Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko

y’ububi bw’ibiyobyabwenge mu rubyiruko.

2. Kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye

n’ingombajwi ziburizwamo.

3. Kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi zizihinduka izindi.

Amasaha 6



Gusoma umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

Ingero z’ibiyobyabwenge:

Mugo Urumogi Kanyanga Mayirungi Kokayine

Ingero z’ingaruka mbi z’ibiyobyabwenge mu rubyiruko:

Gucikiriza amashuri

Kwishora mu ngeso mbi

Kuba

o Gusoma umwandiko yuhahiriza utwatuzo n’isesekaza

o Kujya impaka zigamije kungurana ibitekerezo ku ngaruka mbi z’ibiyobyabwenge.

o Gusoma bucece umwandiko

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

- Ibitabo by’ikibonezamvugo

- Furashi disiki

- Ikibaho

- Marikeri

- Murandasi

- Inkoranyamagambo n’inkoranyamuga.


activities

Imfashanyigisho

Imfashanyigisho

114 | P a g e

umutwaro ku muryango no ku gihugu

Kwiyahura Kwandura

indwara zinyuranye.



Gihamya Isuzuma


inyandiko

- Imyitozo yanditse

- Ibibazo biziguye n’ibitaziguye


Yego Oya

Ikitabwaho 1: Yasomye neza umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu

rubyiruko

Ikitabwaho 2: Ingero z’ibiyobyabwenge:

Mugo

Urumogi

Kanyanga

Mayirungi

IKitabwaho 3: Yatanze Ingero z’ingaruka mbi z’ibiyobyabwenge mu rubyiruko

Gucikiriza amashuri

Kwishora mu ngeso mbi




115 | P a g e

Kuba umutwaro ku muryango no ku gihugu

Kwiyahura

Kwandura indwara zinyuranye

Umwanzuro

Umusaruro w’inyigisho 3.3: Kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye

n’ingombajwi zihinduka izindi

Amazina mbonera:

Imyumbati

Indabo

Udutebo

Agatebo

Amategeko

y’igenamajwi

agendanye

n’ingombajwi zihinduka

izindi:

n m/-n;b;p

r d/n-

t d/-GR

k g /-GR

o Imyitozo yo kugaragaza amategeko y’igenamajwi agaragaramo ingombajwi zihinduka izindi.

o Imikoro mu matsinda

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

o Ibitabo by’ikibonezamvugo

o Furashi disiki

o Ikibaho

o Marikeri

o Murandasi

o Inkoranyamagambo n’inkoranyamuga.



activities

Imfashanyigisho

Imfashanyigisho

116 | P a g e


Gihamya Isuzuma

Amajwi

Inyandiko

- Imyitozo yanditse mu kugaragaza amategeko y’igenamajwi



Yego Oya

Ikitabwaho 1 : Yatanze ingero z’amazina mbonera agaragaramo

amategeko y’igenamajwi agaragaza inyajwi zihinduka izindi

Imyumbati

Indabo

Udutebo

Agatebo

Ikitabwaho 2: Amategeko y’igenamajwi agendanye n’ingombajwi zihinduka izindi yagaragajwe

mu mazina mbonera

n m/- n ; b ; p

r d/n-

t d/-GR

k g /-GR

Umwanzuro


Yagaragaje amategeko y’igenamajwi agendanye n’ingombajwi

zihinduka izindi mu mazina mbonera

117 | P a g e

118 | P a g e

Imbumbe

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije no gukoresha indangahantu icyungo” na“ mu nteruro

4


1. Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko

yo gufata neza ibidukikije.

2. Kugaragaza neza indangahantu mu nteruro zitandukanye.

3. Gukoresha neza icyungo” na“ mu nteruro ziboneye uwiga yihimbiye.

Amasaha 6

Umusaruro w’inyigisho 4.1 Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko

yo gufata neza ibidukikije.

Gusoma umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ingero z’ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije:

Ibikorwa bishingiye ku mwuga w’ubukanishi:

Kumena

vidange mu migezi

Gutwika amapine ashaje

Ibikorwa bishingiye ku mwuga w’ububaji

Gutema ibiti bidakuze

o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.

o Gusoma bucece.

o Gusoma mu matsinda.

o Gukorera mu matsinda, bungurana ibitekerezo ku ngamba zo kurengera ibidukikije.

o Kujya impaka ku ngaruka zo kwangiza ibidukikije.

o Umwitozo wo gukoresha neza indangahantu mu nteruro

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo byikibonezamvugo;

- Furashi disiki

- Ikibaho;

-Marikeri;

-Murandasi;


- Amafoto.

Ibyigwa Imbonezamasomo Imfashanyigisho

Imfashanyigisho

119 | P a g e

Ivumbi riva mu ibarizo

Ibikorwa bikomoka ku mwuga w’ubworozi:

Kuragira amatungo ku gasozi

Gutwika imisozi bashaka ubwatsi butoshye



Gihamya Isuzuma


Inyandiko


Imyitozo yanditse


Yego Oya

Ikitabwaho 1: Yasomye neza umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ikitabwaho 2. Ingero z’ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije zagaragajwe.

Ibikorwa bishingiye ku mwuga w’ubukanishi: Kumena vidange mu migezi no gutwika amapine ashaje

Ibikorwa bishingiye ku mwuga w’ububaji: gutema ibiti bidakuze n’ivumbi riva mu ibarizo

Ibikorwa bikomoka ku mwuga w’ubworozi: Kuragira amatungo ku gasozi no gutwika imisozi bashaka ubwatsi butoshye


Yasomye anasesengura neza umwandiko ku nsanganyamatsiko yo

gufata neza ibidukikije.

120 | P a g e

Ikitabwaho 3: Indangahantu mu nteruro zakoreshejwe neza:

Indangahantu “ku” ihinduka” kuri,”

Indangahantu “mu” ihinduka “muri”

Indangahantu” i”

Umwanzuro

Umusaruro w’inyigisho 4.2: Kugaragaza neza indangahantu mu nteruro zitandukanye.

Ikoreshwa ry’indangahantu mu nteruro: Indangahantu“ku”

ihinduka” kuri,” Indangahantu“mu”

ihinduka “muri “ Indangahantu” i”

o Imyitozo ikozwe n’umuntu

ku giti cye

o Imyitozo mu matsinda



- Furashi disiki

- Ikibaho;

-Marikeri;

-Murandasi;


- Amafoto



activities

Imfashanyigisho

Imfashanyigisho

121 | P a g e


Gihamya Isuzuma

Amajwi

Inyandiko


- Imyitozo yandikitse ku mikoresheze y’indangahantu mu nteruro.


Yego Oya

Ikitabwaho:Indandangahantu zakoreshejwe neza mu nteruro

Yakoresheje Indangahantu “mu”

Yakoresheje Indangahantu “mu”

Yakoresheje Indangahantu “i”

Umwanzuro

Umusaruro w’inyigisho 4.3: Gukoresha neza icyungo” na“ mu nteruro ziboneye uwiga

yihimbiye yihimbiye.

Imikoresherezey’incyungo “na”mu nteruro: Icyungo “na”

kirakatwa kigahinduka “n”imbere y’ijambo ritangiwe n’inyajwi.

Icyungo“na’” gihinduka

o Imyitozo ikozwe

n’umuntu ku giti cye

o Imyitozo mu matsinda



- Furashi disiki

- Ikibaho;


Yakoresheje neza indangahantu mu nteruro


activities

Imfashanyigisho

Imfashanyigisho

122 | P a g e

“no”imbere y’inshinga iri mu mbundo.

-Marikeri;

-Murandasi;


- Amafoto

Isuzuma mbonezanyigisho 4.3


Gihamya Isuzuma

Amajwi

Inyandiko

Ibibazo bifunguye n’ibifunze.

Imyitozo yanditse


Yego Oya

Ikitabwaho : Icyungo” na“ cyakoreshejwe neza mu nteruro.

Yakoze interuro irimo icyungo “na”

Yakoze interuro irimo icyungo “na” cyakaswe kigahinduka “n’”imbere y’ijambo ritangiwe n’inyajwi.

Yakoze interuro irimo icyungo “na” gihinduka “no”imbere y’inshinga iri mu mbundo.

Umwanzuro


Yakoresheje neza icyungo” na“ mu nteruro ziboneye.

123 | P a g e


Ku kamaro k’ubutabazi bw’ibanze

Inshoza y’ubutabazi bw’ibanze

Gusoma no gusesengura umwandiko ku nsanganyamatsiko ku kamaro k’ubutabazi bw’ibanze

Ingero z’ibikorwa by’ubutabazi bw’ibanze:

Gupfuka ibisebe

Gupfubya ubushye

Gufasha

o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa y’ubutabazi bw’ibanze

o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu kaga no kugaragaza ibyiza byo kubatabara.

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

- Furashi disiki

- Ikibaho;

- Marikeri;

- Murandasi;

- Inkoranyamagambo;

Imbumbe

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no gukoresha impakanyi n’indango z’inshinga.

5


1. Gusoma no gusesengura neza umwandiko ku

nsanganyamatsiko y’ akamaro k’ubutabazi bw’ibanze

2. Gukoresha neza impakanyi mu nteruro ziboneye . 3. Gukoresha neza indango z’inshinga mu nteruro .

Amasaha 6


activities

Imfashanyigisho

Imfashanyigisho

124 | P a g e

uwavunitse Kongerera

umwuka uwukeneye

Gupfubya ubushye

- 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.



Gihamya Isuzuma


Inyandiko

Ibibazo bifunze n’ibifunguye.

imyitozo


Yego Oya

kitabwaho 1: Yasobanuye neza Inshoza y’ubutabazi bw’ibanze

Ikitabwaho 2: Yatanze Ingero z’ibikorwa by’ubutabazi bw’ibanze

Gupfuka ibisebe

Kongerera umwuka uwukeneye

Gufasha uwavunitse

Gupfubya ubushye

Umwanzuro



Ku kamaro k’ubutabazi bw’ibanze.

125 | P a g e

Umusaruro w’inyigisho 5.2: Kugaragaza neza impakanyi mu nteruro zitandukanye.

Imikoreshereze y’impakanyi mu nteruro: impakanyi “si’” impakanyi “nti” impakanyi “ta” impakanyi “i”

o Imyitozo mu matsinda ku mikoreshereze y’impakanyi.

o Imyitozo y’umuntu ku giti ke

- Ibitaboby’ikiboneza mvugo

- Furashi disiki

- Ikibaho

- Marikeri

- Murandasi

- Mudasobwa




Gihamya Isuzuma


inyandiko

Imyitozo yanditse

Ibibazo biziguye n’ibitaziguye


Yego Oya

Ikitabwaho 1: Impakanyi zakoreshejwe neza mu nteruro.

impakanyi “si’”

impakanyi “nti”

impakanyi “ta”

impakanyi “i”


activities

Imfashanyigisho

Imfashanyigisho


Yakoresheje neza impakanyi mu nteruro zitandukanye.

126 | P a g e

Umwanzuro

Umusaruro w’inyigisho 5.3: Gukoresha indango z’inshinga mu nteruro.

Indango z’inshinga:

Indango yemeza

Indango

ihakana

Imyitozo ku ndango z’inshinga - Ibitaboby’ikiboneza mvugo

- Furashi disiki

- Ikibaho

- Marikeri

- Murandasi

- Mudasobwa




Gihamya Isuzuma


inyandiko

Imyitozo yanditse

Ibibazo biziguye n’ibitaziguye

Ibyigwa Ibikorwa by’uwiga

activities

Imfashanyigisho

Imfashanyigisho


Yakoreshe neza indango z’inshinga mu nteruro.

127 | P a g e


Yego Oya

Ikitabwaho : Indango z’inshinga zakoreshejwe neza

Indango yemeza

Indango ihakana

Umwanzuro

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

128 | P a g e

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.

129 | P a g e

Umahiri

CCMKK402 : MATUMIZI YA KISWAHILI KATIKA MAWASILIANO YA KAWAIDA

CCMKK402 Kutumia Kiswahili katika mawasiliano ya kawaida

Daraja: 4 Vipindi vinavyofaa

Krediti: 3 30

Idara: Zote

Mikondo: Yote

Wakati ilipoandaliwa: Septemba, 2021

Lengo

Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:

Kutumia Kiswahili kwa kuwasiliana kawaida

130 | P a g e

Kutumia ngeli za majina ya Kiswahili katika mawasiliano na kuwahudumia wateja na

wageni wa kampuni

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

131 | 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 ngeli za Majina ya

Kiswahili kimazungumzo na

kimaandishi.

1.1 kubainisha na kutumia vifaavyo ngeli za majina

kulingana na aina za maneno ya Kiswahili.

1.2 kutumia vizuri vivumishi katika Ngeli za majina

kulingana na mtindo wake katika Kiswahili.

1.3 kutumia vyema viwakilishi katika Ngeli za Kiswahili

kulingana na muundo kamili wake.

2. Kuandika

insha

2.1 Kutunga sentensi bora za Kiswahili kulingana na

muundo wake

2.2 Kutunga aya na insha sahihi kwa kufuatilia muundo

na aina yake katika Kiswahili

2.3 Kutumia vizuri alama za Uakifishaji kulingana na

matumizi yake kamili katika Kiswahili.

3. Kutumia kimazungumzo na

kimaandishi istilahi/rejesta

zinazohusiana na kazi .

3.1 kupokea wageni/wateja vizuri kimazungumzo kwa

kutumia rejesta mahususi;

3.2 kujaza vizuri fomu za kikazi na kuandaa orodha kama

inavyotakiwa katika idara fulani za kampuni;

3.3 kueleza vizuri kazi na majina ya nafasi za kazi katika

kampuni.

132 | P a g e

Kitengo

LU 1:Kutumia ngeli za Majina ya Kiswahili kimazungumzo na kimaandishi.

1

Yanayotegemewa:

1. Kubainisha na kutumia vifaavyo ngeli za majina kulingana na aina za

maneno ya Kiswahili.

2. Kutumia vizuri vivumishi katika Ngeli za majina kulingana na mtindo

wake katika Kiswahili.

3. Kutumia vyema viwakilishi katika Ngeli za Kiswahili kulingana na

muundo wake kamili. Vipindi 10

Yanayotegemewa 1.1: Kubainisha na kutumia vifaavyo ngeli za majina kulingana na aina za

maneno ya Kiswahili.

Ngeli ya A-WA:

Matumizi yake

Upatanisho wa kisarufi

wake

Ngeli ya A-WA na aina za

maneno

NGELI ya U-I (m-mi)

Matumizi yake


wake

Ngeli ya u-i na aina za

maneno

Ngeli ya ki-vi

Matumizi yake


Ngeli ya ki-vi na aina za

o Kusoma sentensi na kutambua

ngeli tofauti

o Kubainisha ngeli za majina ya

Kiswahili

o Kujibu maswali yanayohusiana na

matumizi ya ngeli za majina katika

- Kanda (CD);

- Mtandao

- Kamusi ya

Kiswahili;

- Kipazasauti; - Kinasa-sauti;

- Ubao na chaki;

Vifaa Yaliyomo Kazi ya mwanafunzi

133 | P a g e

maneno

Ngeli ya JI – MA (Li- Ya)

Matumizi yake


Ngeli ya ji-ma na aina za

maneno

Ngeli ya U-I

Matumizi yake


Ngeli ya U-Zi

Matumizi yake


Ngeli ya I-Zi

Matumizi yake


Ngeli ya Ya-Ya

Matumizi yake


Ngeli ya U-U

Matumizi yake


Ngeli za mahali

Pa

Ku

Mu

Matumizi yake

Upatanisho wa

134 | P a g e

kisarufi

Tathimini Endelezi/Arifu1.1

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu

Aina za thibitisho Vifaa

Thibitisho simulizi

Thibitisho andishi

Majibizano

Uwasilishaji

Kigezo cha kitengo

Kubainisha na kutumia vifaavyo ngeli za majina

135 | P a g e

Yatakayochunguzwa Matokeo

Ndiyo Bado

Viashiria: kubainisha na kutumia vifaavyo ngeli za majina kulingana na aina za maneno ya Kiswahili.

Kiashiria cha 1 : Ngeli ya A-WA

Matumizi ya Ngeli ya A-WA yamebainishwa vizuri

Upatanisho wa kisarufi kuhusu ngeli ya A-WA umefanyika vizuri

Ngeli ya A-WA imetumiwa vizuri katika aina za maneno

Kiashiria cha 2 : NGELI ya U-I (m-mi)

Ngeli ya U-I imetumiwa na kubaniishwa vizuri vizuri

Upatanisho wa kisarufi wa NGeli U-I umefanyika vizuri

Ngeli ya U-I imebainishwa na kutumiwa vizuri pamoja na aina za maneno

Kiashiria cha 3 : Ngeli ya ki-vi

Ngeli ya KI-VI imebainishwa na kutumiwa vizuri

Upatanisho wa kisarufi wa ngeli ya KI-VI umefanyika vizuri

Ngeli ya ki-vi imebainishwa na kutumiwa vilivyo pamoja na aina za maneno

Kiashiria cha 4 : Ngeli ya JI – MA (Li- Ya)

Matumizi ya ngeli ya Li-Ya yamebainishwa na kutumiwa vizuri

Upatanisho wa kisarufi wa ngeli ya Li-Ya umetumiwa vizuri na kubanishwa

Ngeli ya Li-M imebainishwa na kutumiwa vizuri pamoja na aina za maneno

Kiashiria cha 5 : Ngeli ya U-I

Ngeli ya U-I imebainishwa na kutumiwa vizuri

Upatanisho wa kisarufi wa ngeli ya U-I umebainishwa na kutumiwa vizuri

Kiashiria cha 6 : Ngeli ya U-Zi

Ngeli ya U_Zi imebainishwa na kutumiwa vizuri

Upatanisho wa kisarufi wa ngeli ya U-ZI umefanyika vizuri

Kiashiria cha 7: Ngeli ya I-ZI

Matumizi ya ngeli ya I-ZI yamebainishwa na kutumiwa vizuri

136 | P a g e

Upatanisho wa kisarufi wa ngeli ya I-ZI umefanyika vizuri

Kiashiria cha 8 : Ngeli ya Ya-Ya

Matumizi ya ngeli ya Ya-Ya yambainishwa na kutumiwa vizuri

Upatanisho wa kisarufi kuhusu ngeli ya ya-ya umebainishwa na kutumiwa

vizuri

Kiashiria cha 9 : Ngeli ya U-U

Matumizi yake ya ngeli ya U-U yamebainishwa vizuri

Upatanisho wa kisarufi umebainishwa na kutumiwa vizuri kuhusu ngeli ya U-U

Kiashiria cha 10 : Ngeli za mahali

Pa imebainishwa na kutumiwa vizuri

ku imebainishwa na kutumiwa vizuri

mu imebainishwa na kutumiwa vizuri

Upatanisho wa kisarufi umebainishwa na kutumiwa vizuri kuhusu ngeli za

mahali

Maoni

Anayotegemewa 1.2: Kutumia vizuri vivumishi katika Ngeli za majina kulingana na

mtindo wake katika Kiswahili.

Vivumishi vya sifa

Ngeli ya A-WA

Ngeli ya KI-VI

Ngeli ya Li-Ya

Vivumishi vya idadi

Ngeli ya A-WA

Ngeli ya KI-VI

Ngeli ya Li-Ya

Vivumishi vimilikishi

Ngeli ya A-WA

o Kusoma kimya sentensi

kuhusu aina za vivumishi

o Mazoezi ya kuandika

o Mazungumzo katika

makundi

- Kanda (CD);

- Mtandao;

- Kamusi ya Kiswahili;

- Ubao;

- Chaki.


137 | P a g e

Ngeli ya KI-VI

Ngeli ya Li-Ya

Vivumishi viulizi

Ngeli ya A-WA

Ngeli ya KI-VI

Ngeli ya Li-Ya

Vivumishi vionyeshi

Ngeli ya A-WA

Ngeli ya KI-VI

Ngeli ya Li-Ya

Tathimini Endelezi/Arifu1.2



Thibitisho simulizi

Thibitisho andishi

Majibizano

Mazungumzo kimakundi


Ndiyo Bado

Viashiria: kutumia vizuri vivumishi katika Ngeli za majina kulingana na mtindo wake katika Kiswahili.

Kiashiria cha 1 : Vivumishi vya sifa

Ngeli ya A-WA imetumiwa vizuri

Ngeli ya KI-VI imetumiwa vizuri

Ngeli ya Li-Ya imetumiwa vizuri

Kiashiria cha 2 : Vivumishi vya idadi




Kigezo cha kitengo

Kutumia vizuri vivumishi katika Ngeli za majina

138 | P a g e

Kiashiria cha 3 : Vivumishi vimilikishi




Kiashiria cha 4 : Vivumishi viulizi




Kiashiria cha 5 : Vivumishi vionyeshi




Maoni

Yanayotegemewa 1.3: kutumia vema viwakilishi katika Ngeli za Kiswahili kulingana na muundo

kamili wake.

Viwakilishi vya

kuonyesha

Ngeli ya A-WA

Ngeli ya KI-VI

Ngeli ya LI-YA

Viwakilishi vya

kumilikisha

Ngeli ya A-WA

Ngeli ya KI-VI

Ngeli ya LI-YA

Viwakilishi vy kuuliza

Ngeli ya A-WA

o Mazungumzo kuhusu viwakilishi

vya kuonyesha

o Kujibu maswali kuhusu matumizi

ya viwakilishi katika ngeli

zilizotajwa

o Kutunga sentensi kuhusu matumizi

ya viwakilishi.

- Kanda (CD);

- Mtandao

- Kamusi

- Ubao;

- Chaki.


139 | P a g e

Ngeli ya KI-VI

Ngeli ya LI-YA

Viwakilishi vya idadi

Ngeli ya A-WA

Ngeli ya KI-VI

Ngeli ya LI-YA

Tathimini Endelezi /Arifu1.3



Thibitisho simulizi

Thibitisho andishi

Majibizano

Mazungumzo kimakundi


Ndiyo Bado

Viashiria : kutumia vema viwakilishi katika Ngeli za Kiswahili kulingana na muundo wake kamili.

Kiashiria cha 1 : Viwakilishi vya kuonyesha



Ngeli ya LI-YA imetumiwa vizuri

Kiashiria cha 2 : Viwakilishi vya kumilikisha




Kiashiria cha 3 : Viwakilishi vy kuuliza




Kiashiria cha 4: Viwakilishi vya idadi




Maoni

Kigezo cha kitengo

Kutumia vema viwakilishi katika Ngeli za Kiswahili

140 | P a g e

141 | P a g e

Kintengo

LU 2: Kuandika insha

2 Vipindi 10

Yanayotegemewa:

2.1 Kutunga sentensi bora za Kiswahili kulingana na muundo wake

2.2 Kutunga aya na insha sahihi kwa kufuatilia muundo na aina

yake katika Kiswahili

2.3 Kutumia vizuri alama za Uakifishaji kulingana na matumizi yake

kamili katika Kiswahili

Yanayotegemewa 2.1: Kutunga sentensi bora za Kiswahili kulingana na muundo wake

Maana ya Tungo

Muundo

Kiima

Kiarifa

Shamirisho

Aina za sentensi

Sahihi

Ambatano

Changamano

o Mazungumzo katika

makundi

o Zoezi la maandishi

o Kujibu maswali

- Kanda (CD);

- Mtandao ;

- Kamusi ya

kiswahili;

- Ubao;

- Chaki.

- Kalamu

- Daftari

- karatasi

Tathimini Endelezi/Arifu 2.1

Yaliyomo Kazi ya mwanafunzi Vifaa

kigezo cha kitengo

Kutunga sentensi bora za Kiswahili

142 | P a g e

Mwongozo wa Tathimini. Tathimini Endelezi/Arif


Thibitisho andishi

Maswali ya majibu mafupi

Maswali ya kujaza sentensi

Maswali ya kutunga sentensi


Ndiyo Bado

Viashiria : Kutunga sentensi bora za Kiswahili kulingana na muundo wake

Kiashiria cha 1 : Maana ya Tungo

Maana yatungo imeelezwa vizuri

Kiashiria cha 2 : Muundo wa tungo umefatiliwa vizuri

Kiima cha tungo kimetumiwa vizuri

Kiarifa kimetumiwa vizuri

Shamirisho imetumiwa vizuri

Kiashiria cha 3 : Aina za sentensi

Sentensi Sahihi imetungwa vizuri

Sentensi ambatano imetungwa vizuri

Sentensi Changamanoimetungwa vizuri

Maoni

Yanayotegemewa 2.2: Kutunga aya na insha sahihi kwa kufuatilia muundo na aina

yake katika Kiswahili


143 | P a g e

Aya

Maana

Vipengele vya aya

Aina za aya

Aya simulizi

Aya za hoja

Aya za ufafanuzi

Aya za mazungumzo

Insha

Maana

Muundo wa insha

Aina za insha

Insha za maelezo

Insha za

mazungumzo

Muhtasari wa maandishi

Ufahamu

Kusikiliza

kuaandika

Sifa

Hatua

o Kutega skio

o Kuandika

o Majadiliano katika

makundi kuhusu aya na

insha

- Kanda (CD);

- Mtandao ;

- Kamusi ya

kiswahili;

- Ubao;

- Chaki.

- Kalamu

- Daftari




Kigezo cha kitengo

Kutunga aya na insha sahihi

144 | P a g e

Thibitisho andishi


Maswali ya kuandika


Ndiyo Bado

Viashiria: Kutunga aya na insha sahihi kwa kufuatilia muundo na aina yake katika Kiswahili

Kiashiria cha 1 : Aya

Maana ya aya imeelezwa vizuri

Vipengele vya aya vimeonyeshwa vizuri

Aina za aya zimeelezwa vizuri

Kiashiria cha 2 : Insha

Maana imeelezwa vizuri

Muundo wa insha umefuatwa vizuri

Aina za insha zimeelezwa vizuri

Kiashiria cha 3 : Muhtasari wa maandishi

Ufahamu wa maandishi umeikiwa vizuri

Sifa za mhutasari zimeoneshwa vizuri

Hatua za ufupishaji wa insha zimefuatwa vizuri

Maoni

Yanayotegemewa 2.3: Kutumia vizuri alama za Uakifishaji kulingana na matumizi yake

kamili katika Kiswahili


145 | P a g e

Maana

Aina za vituo

Majina ya vituo

Matumizi ya ala za

vituo na herufi

kubwa

o Mazungumzo katika makundi

madogo

o Kufanya zoezi ya kimaandishi

o Kusoma vifungu vya habari

- Vitabu vya habari

za kiswahili;

- Kanda (CD);

- projekta;

- Mtandao ;

- Kamusi ya

kiswahili;

- Ubao;

- Chaki;




Thibitisho simulizi

Thibitisho andishi


Maswali ya kujaza sentensi


Ndiyo Bado

Viashiria: Kutumia vizuri alama za Uakifishaji kulingana na matumizi yake kamili

katika Kiswahili

Kiashiria cha 1 : Maana

Maana ya vituo imeelezwa vizuri

Kiashiria cha 2 : Aina za vituo

Majina ya vituo yameelezwa vizuri

Alama za vituo zimetumiwa vizuri katika maandishi na mazungumzo

Maoni

Kigezo cha kitengo

Kutumia vizuri alama za Uakifishaji

146 | P a g e

Yanayotegemewa 3.1: Kupokea wageni/wateja vizuri kimazungumzo kwa kutumia rejesta

mahususi;

Mbinu za Upokeaji

Ukaribishaji

Kueleza mambo ya

kampuni

Kutoa usaidizi

Utumiaji wa lugha ya

ishara katika mazungmzo

Aina

Umuhimu

o Mazungumzo

o Kufuata mifano

o Uigizaji

- Kanda (CD) ;

- Mtandao ;

- Kamusi ya Kiswahili

;

- Kipazasuti ;

- Kinasa-sauti ;

- Projekta.

Kitengo

LU 3: Kutumia kimazungumzo na kimaandishiZZistilahi/rejesta zinazohusiana na kazi .

3 Vipindi 10

Yanayotegemewa:

1. Kupokea wageni/wateja vizuri kimazungumzo kwa kutumia rejesta

mahususi;

2. Kujaza vizuri fomu za kikazi na kuandaa orodha kama inavyotakiwa

katika idara fulani za kampuni;

3. Kueleza vizuri kazi na majina ya nafasi za kazi katika kiswahili.


147 | P a g e

Athari za ishara

kimazungumzo

(hasara)

Maadili ya kitaaluma

Tabia

Kuzingatia

utofauti wa

kitamaduni

Kulinda hisia ya

kwanza

148 | P a g e

Tathimini Endelezi /Arifu 3.1



Thibitisho simulizi

Kanda ya filamu

Majibizano

Uwasilishaji

Rekodi ya maswali na majibu


Ndiyo Bado

Viashiria : Kupokea wageni/wateja vizuri kimazungumzo kwa kutumia rejesta mahususi;

Kiashiria cha 1 : Mbinu za Upokeaji zimefuatwa vizuri

Ukaribishaji umefanywa vizuri

Kampuni imeelezwa vizuri

Usaidizi umetoa vizuri

Kiashiria cha 2 : Utumiaji wa lugha ya ishara katika mazungmzo

Aina za lugha ya ishara zimetumiwa vizuri

Umuhimu wa lugha za ishara umeonyeshwa vizuri

Athari za ishara kimazungumzo (hasara) zimeonyeshwa vizuri

Kiashiria cha 3 : Maadili ya kitaaluma

Tabia za maadili ya kitaaluma zimetumiwa vilivyo

Utofauti wa kitamaduni umezingatiwa

Hisia ya kwanza imeshughulikiwa vizuri

Maoni

Kigezo cha kitengo

Kupokea wageni/wateja vizuri kimazungumzo

149 | P a g e

Yanayotegemewa 3.2: Kujaza vizuri fomu za kikazi na kuandaa orodha kama inavyotakiwa

katika idara fulani za kampuni;

Maana ya fomu

Aina za fomu

Kiganga

Hotelini

Biashara

Mahakamani

Vitambulisho

Mjazo wa fomu

Jina

Umri

Hali ya ndoa

Anuani

Simu

Barua pepe,n.k

o Mazungumzo katika makundi

o Zoezi kuhusu mjazo wa fomu

o Kazi ya nyumbani kibinafsi

o Maswali ya papo kwa papo

- Vitabu vya vifungu

vya habari;

- Kanda (CD);

- Mtandao ;

- Kamusi ya Kiswahili;

- Ubao

- Chaki




Thibitisho andishi

Majibizano

Uwasilishaji


Vigezo vya kitengo

Kujaza vizuri fomu za kikazi na kuandaa orodha

150 | P a g e


Ndiyo Bado

Kiashiria : kujaza vizuri fomu za kikazi na kuandaa orodha kama inavyotakiwa katika idara fulani za

kampuni;

Kiashiria cha 1 : Maana ya fomu

Maana ya fomu imeelezwa vizuri

Kiashiria cha 2 : Aina za fomu

Mifano ya Fomu za Kiganga imeelezwa na kujazwa vizuri.

Fomu za hotelini zimeelezwa vizuli

Fomu za biashara kama benki zimeelezwa vizuri

Fomu za Mahakamani zimeelezwa vizuri

Fomu za Vitambulisho zimelezwa vizuri

Kiashiria cha 3 : Mjazo wa fomu

Jina limeandikwa vizuri kwenye fomu

Umri umejazwa vizuri kwenye fomu

Hali ya ndoa imejazwa vizuri kwenye fomu

Anuani imejazwa vizuri kwenye fomu

Nambari ya Simu imejazwa vizuri kwenye fomu

Barua pepe, imeandikwa vizuri kwenye fomu

Maoni

Yanayotegemewa 3.3: Kueleza vizuri kazi na majina ya nafasi za kazi katika Kiswahili.

Nyadhifa

Viongozi

Fundi

Watumishi

o Mazungumzo katika makundi kuhusu

nyadhifa

o Utafiti kwenye mtandao

- Kifungu cha habari;

- Kanda (CD)

- Mtandao


151 | P a g e

wasaidizi

Huduma,

Mfano : Idara ya

Ukarimu.

Mgahawa

Baa

Malazi

Burudani

Vifaa kazini

Darasani

Ofisini

Karakanani

o uwasilishaji - Kamusi

- Ubao

- Chaki




Thibitisho simulizi

Thibitisho andishi

Majibizano

Uwasilishaji

Maswali ya kujaza



Ndiyo Bado

Viashiria : kueleza vizuri kazi na majina ya nafasi za kazi katika Kiswahili.

Kiashiria cha 1 : Nyadhifa

Majina ya uungozi yameelezwa vizuri

Fundi mbalimbali zimeelezwa vizuri

Watumishi wasaidizi wameelezwa vizuri

Kiashiria cha 2 : Huduma,

Huduma za kazini zimeelezwa vizuri

kigezo cha kitengo

kueleza vizuri kazi na majina ya nafasi za kazi.

152 | P a g e

Umahiri

Kiashiria cha 3: Vifaa kazini

Vifaa Vitumiwavyo Darasani vimeelezwa vizuri

Vifaa vya Ofisini vimeelezwa kikamilifu

Vifaa vipatikanavyo Karakanani vimeelezwa vizuri

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.

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

C C M F T 4 0 2 - APPLICATION DES ELEMENTS DE LA LANGUE FRANÇAISE

CCMFT402 Communiquer en appliquant les éléments de la langue française

153 | P a g e


Credits: 3 30

Section: Toutes

Option : Toutes

Date d’élaboration : Septembre, 2021

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

différent types d’écrits, former les mots dans la langue française et Utiliser les expressions usuelles de la

langue française.

154 | P a g e

Prérequis pour le nouvel apprentissage

Niveau 3

Eléments 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 :

Eléments de competence Critères de performance

1. Utiliser le grammaire en textes 1.1. Prononcer clairement les mots en suivant les règles de

césure des mots

1.2 Lire correctement le texte en prose en respectant la

ponctuation, la liaison, l’intonation et les accents

1.3. Répondre correctement aux questions de

compréhension selon les types d’interrogation

2. Rédiger un écrit 2.1. Formuler convenablement une opinion écrite en

utilisant des phrases simples et des phrases

complexes

2.2. Rédiger proprement un paragraphe en respectant le

schéma de sa structure

2.3. Ecrire correctement les écrits professionnel en

respectant leurs traits caractéristiques

3. Former les expressions lie au

métier

3.1. Grouper convenablement les mots selon leur classe

grammaticale

3.2. Créer correctement des mots en utilisant la

dérivation

3.3. Inventer correctement des mots en utilisant la

composition

4. Utiliser les expressions usuelles

de la langue française

4.1. Exprimer logiquement son point vue en employant les

proverbes et les dictons de la langue française

4.2. Jouer respectivement un dialogue en se servant des

devinettes en rapport avec le métier

4.3. Decrire correctement un lieu en se referrant sur les

expressions de description de lieu

155 | P a g e

Unité

d’apprentissage

LU Utiliser le grammaire en textes

1

Résultats d’apprentissage :

1. Prononcer les mots

2. Lire le texte en prose 3. Répondre aux questions de compréhension

6 Heures

Résultats d’apprentissage 1.1: Prononcer les mots

Décodage

Définition

Règles générales

Coupure de mots

simple

Division syllabique

La division entre

consonnes

Coupure des mots

composé

Avec le trait

union

Les mots soudés

Les mots savants

o Lire aisément les mots

o Déchiffrer les mots en syllabes o Couper un mot en respectant les

règles de coupure des mots

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et tableaux

feutres

- Projecteurs

- Flash Disk

Matériels tactiles

Evaluation Formative 1.1

Contenus Activités d’Apprentissage Ressources

Critère de performance

Prononcer clairement les mots en suivant les règles de césure des mots

156 | P a g e

L’évaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré critère de

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 Choix multiples

Liste de contrôle Résultat

Oui Non

Indicateur 1 : Décodage est bien appliqué

Le décodage est bien défini

Les règles générales sont convenablement employées

Indicateur 2 : Coupure de mots simple est appliqué

Division syllabique est appliqué

La division entre consonnes est appliqué

Indicateur 3 : Coupure des mots composé est appliquée

Avec le trait union

Les mots soudés

Les mots savants

Observations

157 | P a g e

Résultats d’apprentissage 1.2: Lire le texte en prose

Ponctuation

définition

Signes de

ponctuations

Liaison

Définition

Type des liaisons

Accents

Définition

Type d’accents

Intonation

Définition

Sortes

d’intonation

Ascendante

descendante

uniforme

o Lire un texte en appliquant les règles

d’intonation, d’accentuation, de

liaison et de la ponctuation.

o Questions-réponses la liaison et ses

types

o Imitation sur la lecture

o Exercices d’application sur chaque

de type d’intonation

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles


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





Lire correctement le texte en prose en respectant la ponctuation, la liaison,

l’intonation et les accents

158 | P a g e

Preuves écrites

Preuves orales

Dictée.

Questions fermées (Questions correspondantes, questions à choix

multiples, questions Vrai ou Faux)

Questions ouvertes

Enregistrements

Liste de vérification/contrôle


Oui Non

Indicateur 1: les ponctuations sont bien identifiés

La ponctuation est définie

Les signes de ponctuations sont bien employés

Indicateur 2 : Les accents sont bien identifiés

L’accent est défini

Type accents sont identifies

Indicateur 3 : Les liaisons sont bien identifiés

Intonation est définie

Les sortes d’intonations sont identifiées

Observations

Résultats d’apprentissage 1.3: Répondre aux questions

Types

d’interrogation

Totale

Partielle

Adverbes

o Brainstorming sur les types d’interrogation

o Questions-réponses sur l’adverbes interrogatifs

o Jeux de rôle appliqués sur différentes

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies



159 | P a g e

interrogatifs

Lieu

Manière

Temps

Degré

Quantité

Réponse à une

phrase

interrogative

Réponse

négative

Réponse

positive

façons d’exprimer une opinion.

o Exercices d’application sur les expressions d’opinion et de sentiments

feutres

- Projecteurs

- Matériels tactiles




Types de preuves Outils d’evaluation Portfolio

Preuves écrites

Preuves orales Questions fermées

(Questions correspondantes, questions à choix multiples,

questions Vrai ou Faux)

Questions ouvertes

Enregistrements

Liste de vérification /contrôle


Oui Non

Indicateur 1 : Types d’interrogation sont bien identifiés

Totale


Répondre correctement aux questions de compréhension selon les types

d’interrogation

160 | P a g e

Partielle

Indicateur 2 : Adverbes interrogatifs sont bien employés

Lieu

Manière

Temps

Degré

Quantité

Indicateur 3 : Réponse à une phrase interrogative est bien exprimé

Réponse négative

Réponse positive

Observations

161 | P a g e

Unité

d’apprentissage

LU Rédiger un écrit

2


1. Formuler une opinion écrite

2. Rédiger un paragraphe

3. 3.Ecrire les écrits professionnels

6 Heures

Résultats d’apprentissage 2.1: Formuler une opinion écrite

Types des phrases

Déclarative

Interrogative

Exclamative

Injonctive

Formes de phrases

Affirmative

Négative

Emphatique

Expressions d’opinion

Les Verbes

(croire, penser que,

trouver que,

être sûr(e)

que, être

certain

(que), douter

que, sembler

que)

Les

expressions

o Brainstorming sur les types de phrases

o Questions-réponses sur les formes

de phrases exercices d’application sur les Structure d’une phrase

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles


162 | P a g e

Selon moi…

À mon avis,…





Preuves ecrites

Preuves orales

Questions fermées

(Questions correspondantes, questions à choix multiples,

questions Vrai ou Faux)

Questions ouvertes


Oui Non

Indicateur 1 : Types des phrases sont bien identifiés

Déclarative

Interrogative

Exclamative

Injonctive

Indicateur 2 : Formes de phrases sont bien identifiés

Affirmative

Négative

Emphatique

Indicateur 3: les expressions d’opinion

Verbes sont bien identifiés

Expressions d’opinion sont bien identifiées


Formuler convenablement une opinion écrite en utilisant des phrases

simples et des phrases complexes

163 | P a g e

Observations

Résultats d’apprentissage 2.2: Rédiger un paragraphe

Structure d’un

paragraphe

Introduction

d’idées

principales

Explication et

justification

d’idées

principale

Conclusion d’un

paragraphe

Recherche d’idées

Idées

principales

Idées

secondaires

Types de paragraphes

Le paragraphe

a priori

Le paragraphe

a posteriori

Le paragraphe

o Brainstorming sur le paragraphe

o Questions-réponses sur les types de paragraphes

o Exercices d’application sur les recherches d’idées

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles


164 | P a g e

a contrario





Preuves écrites

Preuves orales

Rédiger un texte. Présentation du texte.


Oui Non

Indicateur 1: Le paragraphe est bien structuré

Idées principales sont bien introduit

Explication et justification d’idées principale sont justifiées

Conclusion d’un paragraphe est bien structuré

Recherche d’idées sont bien réarrangées

Idées principales sont bien réarrangées

Idées secondaires sont bien réarrangées

Indicateur 2 : Recherche d’idées est bien appliqué

Recherche d’idées sont bien réarrangées

Idées principales sont bien réarrangées

Idées secondaires sont bien réarrangées

Indicateur 3 : Types de paragraphes sont bien identifiés


Rédiger proprement un paragraphe en respectant le schéma de sa structure

165 | P a g e

Le paragraphe a priori est identifié

Le paragraphe a posteriori est identifié

Le paragraphe a contrario est identifié

Observations

Résultats d’apprentissage 2.3: Ecrire les écrits professionnels

Ecrits

professionnel

Lettre de

motivation

C.V

Etapes de

rédaction

Collecter

l’information

Sélectionner

l’information

Structuration

du contenu

Brouillon

Rédaction

Conseils de

rédaction

Choix du

vocabulaire

Phrases

courtes et

logiques

Idées

cohérentes

Etre concis

o Questions-réponses sur tout le

contenu en rapport avec les types

d’écrits.

o Brainstorming les étapes de rédaction

et Structure d’une rédaction

o Application guidée les étapes de

rédaction

o Exercice d’application sur les

techniques de rédaction

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk



Contenus Activités d’Apprentissage

Ressources

166 | P a g e




Preuves ecrites

Preuves orales

Questions correspondantes,

Questions à choix multiple,

Questions Vrai ou Faux

Questions ouvertes

Liste de vérification

Tâche : Composer un texte relatif au domaine de spécialisation en suivant les téchniques de rédaction


Oui Non

Indicateur 1 : Ecrits professionnel sont bien rédigés

Lettre de motivation est bien structuré

C.V est bien structuré

Indicateur 2 : Etapes de rédaction sont bien suivies

Collecter l’information

Sélectionner l’information

Structuration du contenu

Brouillon

Rédaction

Indicateur 3 : Conseil de rédaction

Choix du vocabulaire

Phrases courtes et logiques

Idées cohérentes

Etre concis


Ecrire correctement les écrits professionnel en respectant leurs traits

caractéristiques

167 | P a g e

Observations

168 | P a g e

Unité d’apprentissage

3

Résultats d’apprentissage:

1. Grouper les mots

2. Créer des mots 3. Inventer des mots

6 Heures

Résultats d’apprentissage 3.1: Grouper les mots

Classe grammaticale et

fonction grammaticale

définition

différence

Importance

Mots variables

Nom

Déterminant

Adjectif

Pronom

verbe

Mots invariables

Adverbe

Préposition

Conjonction

Mot-phrase

o Dégager la différence entre la

classe grammaticale et la fonction

grammaticale

o Grouper les mots selon leur

classe

o Compléter le tableau des mots

variables en donnant leurs

exemples

o Compléter le tableau des mots

invariables en donnant leurs

exemples

o Associer des mots à ceux de leur

classe

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk



169 | P a g e


L’évaluateur 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


Preuves écrites

Preuves orales

Choix multiples Jeux de rôle Tableau comparatif


Oui Non

Indicateur 1 : La classe grammaticale et la fonction grammaticale sont bien distingués

La classe grammaticale et la fonction grammaticale sont bien définies

La classe grammaticale et la fonction grammaticale sont bien différenciées

L’importance de connaître la classe et la fonction d’un est bien comprise

Indicateur 2 : Les mots variables sont bien classés

Le nom est bien identifié

Le déterminant est bien identifié

Le pronom est bien identifié

L’adjectif est bien identifié

Les verbes sont bien identifiés

Indicateur 3 : les mots invariables sont bien classés

L’adverbe est bien identifié

La préposition est bien identifié

La conjonction est bien identifié

Le mot-phrase est bien identifié

Observations


Grouper convenablement les mots selon leurs classes grammaticales

170 | P a g e

Résultats d’apprentissage 3.2: Créer les mots

Elaborer

l’étymologie des

mots

Radical

origine

Faire une dérivation

par suffixation

Suffixes de

noms

Suffixes

d’adjectifs

Faire la dérivation

par préfixation

Préfixes à

sens logique

Préfixes à

sens spatio-

temporel

o Associer des mots à ceux de leur

famille

o Former des noms à partir des

verbes

o Former des noms à partir des

adjectifs

o Chercher l’étymologie des mots

dans le dictionnaire

o Donner des exemples des mots-

savants (d’origine grecque ou

latine)

o Décomposer des mots en

identifiant le radical et le préfixe

et/ou suffixe

o Former des mots en utilisant

différents préfixes

o Dégager le sens des suffixes et

préfixes utilisés

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk



171 | P a g e





Preuves écrites

Preuves reproductives

Choix multiples dictée


Oui Non

Indicateur 1 : l’étymologie des mots est bien comprise


Créer correctement les mots en utilisant la dérivation

172 | P a g e

Le radical des mots est identifié

L’origine des mots est identifiée

Indicateur 2 : la dérivation par suffixation est bien appliquée

Les suffixes de noms sont bien employés

Les suffixes d’adjectifs sont bien employés

Indicateur 3 : La dérivation par préfixation est bien appliquée

Les préfixes à sens logique sont bien employés

Les préfixes à sens spatio-temporel sont bien employés

Observations

Résultats d’apprentissage 3.3: Inventer des mots

Les façons d’inventer les mots

La composition nom+adjectif

Les exemples La marque du

pluriel

Composer adjectif+ adjectif

Donner les exemples

Marque du pluriel

Composer mot invariable + nom

Donner les exemples

Marque du pluriel

o Décomposer des mots en

identifiant l’adjectif et l’adjectif

et/ou suffixe

o Former des mots en utilisant mot

invariable + noms

o Dégager le sens des invariable+ nom

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk



173 | P a g e





Preuves écrites

Dictée choix multiples


Oui Non

Indicateur 1 : La composition nom+adjectif est bien appliquée

Les exemples sont bien donnés

La marque du pluriel est bien faite

Indicateur 2 : La composition adjectif+adjectif est bien appliquée



Indicateur 3 : La composition verbe + complément est bien appliquée



Indicateur 4: La composition mot invariable + nom est bien appliquée



Observations


Inventer correctement les mots en utilisant la composition

174 | P a g e

Unité

d’apprentissage

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. Decrire un lieu

6 Heures

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

française en rapport avec le métier.


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Le vocabulaire lié au

métier respectif

Activités liées au

métier

Les outils liés au

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.

o Questions-réponses appliquées sur

tout le contenu en rapport avec les

proverbes et le rapport

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Preuves écrites

Preuves orales

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


Oui Non

Indicateur 1 : Le vocabulaire lié au métier respectif est bien expliqué

Activités liées au métier

Les outils liés au métier

Indicateur 2 : Proverbes de la langue française liés au métier

Indicateur 3 : Dictons de la langue française liés au métier

Observations


Exprimer logiquement son point vue en employant les proverbes et les dictons

de la langue française

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

Devinettes

Définition

Exemples

Les meilleures

devinettes

Drôles

Facile pour les

enfants

Types de métiers

Métier du

secteur privé

Métier du

secteur public

Métier

saisonnier

Métier manuel

o Répondre aux devinettes liées au métier.

o Jeux de rôle en rapport avec devinettes

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs






Preuves écrites

Preuves orales

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



Répondre aux devinettes liées au métier

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Oui Non

Indicateur 1: les Devinettes sont bien décrites

Définition

Exemples

Indicateur 2 : Les meilleures devinettes sont bien expliquées

Drôles

Facile pour les enfants

Indicateur 3 : Types de métiers sont bien identifiés

Métier du secteur privé

Métier du secteur public

Métier saisonnier

Métier manuel

Observations

Résultats d’apprentissage 4.3 Décrire un lieu

Adjectif qualificatif

Couleur

Forme

Des mots

appartenant au

vocabulaire spatial

Ici

Là-bas

Au bord

Description d’un

métier

o Brainstorming sur les adjectifs

qualificatifs

o Questions-réponses sur les mots

appartenant au vocabulaire spatial

o Jeux de rôle appliqués sur

différentes façons de décrire un

lieu

o Exercices d’application sur les

termes descriptifs d’un lieu

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs




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Preuves ecrites

Preuves orales

Rédiger un texte de jeu de rôle.

Présentation de jeu de rôle.

Enregistrement

Dialogue


Oui Non

Indicateur 1 : Adjectif qualificatif

Couleur

Forme

Indicateur 2 : Des mots appartenant au vocabulaire spatial sont bien appliqué

Ici

Là-bas

Au bord

Indicateur 3 : Le métier est bien décrit

Observations

Références:


Décrire correctement un lieu en se referrant sur les expressions de

descrption de lieu

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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.

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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







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 Effective 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 perfect 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.

Differentiation of products and

services

Tangibility vs intangibility

Production vs interaction

Perishability vs imperishability

Need vs relationship

Quantity

Inseparability

Quality

Returnability

Value perspective

Shelf line

Being aware of your products and services

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


- Reference books - Online materials - Scholarly

materials

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.

5 Hours


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Importance of knowing your products and services

Tips on knowing your products and services

Using conventional and creative sources of information to learn about your products or services

Being honest about shortcomings

Turning product features into benefits

Identification of opportunities to develop and maintain knowledge of products and services

Membership of industry associations and networks

Conventional and creative sources of information

Formal and informal research techniques 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





Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.

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Written evidence

Multiple choice True or false question Matching Sentence completion Ticking Essay (short responses / extended responses)

Checklist Score

Yes No

Indicator: Products and services are well differentiated

Tangibility vs intangibility

Production vs interaction

Perishability vs imperishability

Need vs relationship

Quantity

Inseparability

Quality

Returnability

Value perspective

Shelf line

Indicator: products and services are well known

Importance of knowing your products and services

Tips on knowing your products and services

Using conventional and creative sources of information to learn about your products or services

Being honest about shortcomings

Turning product features into benefits

Indicator: opportunities to develop and maintain knowledge of products and services

are well identified

Membership of industry associations and networks

Conventional and creative sources of information

Indicator: Formal and informal research techniques

Discussions with colleagues

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Reading organization information

Research of product and service information brochures

General media

Attendance at conferences, trade shows and industry events

Distributing surveys and questionnaires

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 and services

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.

Ways to determine customer preferences, needs and expectations:

Active listening

Questioning

Observation

Recognition of non-verbal signs

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



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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) Observation checklist

Checklist Score

Yes No

Indicator: products and services promotional initiatives are well identified

Tours and transport

Conferences and conventions

Function facilities

Entertainment

Shopping services

Restaurant facilities

Food and beverage

Add-on services

Special offers or packages.

Indicator: ways to determine customer preferences, needs and expectations are well

applied

Active listening

Questioning

Observation

Recognition of non-verbal signs

Indicator: factors influencing customer preferences, needs and expectations are well

identified

Age

Gender

Social and cultural characteristics

Prior knowledge

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Special needs

Indicator: ways to satisfy customer preferences, needs and expectations are applied

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.

Observation

Learning Outcome 1.3: Share market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team

Reasons for knowledge

sharing in the workplace

Preserving the knowledge of experienced employees

Improving organizational productivity and efficiency

Helping manage change

o Group discussion

o Role play

o Presentation



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in the organization

Managing future risks

Improving decision making

Helping innovate better

Boosting collaboration

Sources of knowledge in at workplace

meetings

reviews

audits

processes

performance assessments

market research

customer feedback

Methods for promoting knowledge sharing in the workplace

Communication

Office space

Team building activities

Safe space

Creation of a collaborative workplace

Encouraging supportive workplace culture

Offering incentives for innovation

Inspiring innovation by building trust

Offering comprehensive employee training

Making resources readily available

Utilizing communication tools

Implementing a long-term knowledge-sharing strategy

Creating a knowledge-transfer plan

Effects of not sharing

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knowledge at workplace

Waste of time

Repetition of the same mistakes

Knowledge loss

Slowing innovation





Written evidence

Oral evidence


Multiple choice


Matching

Ticking

Essay (short responses / extended responses)

Observation checklist

Checklist Score

Yes No

Indicator: reasons to share knowledge of market, product and service at workplace are well

identified

Preserving the knowledge of experienced employees

Improving organizational productivity and efficiency

Helping manage change in the organization

Managing future risks

Improving decision making

Helping innovate better

Boosting collaboration

Indicator: sources of knowledge at workplace are well identified


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.

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Meetings

Reviews

Audits

Processes

performance assessments

market research

customer feedback

Indicator: methods for promoting knowledge sharing at workplace are explained

Communication

Office space

Team building activities

Safe space

Creation of a collaborative workplace

Encouraging supportive workplace culture

Offering incentives for innovation

Inspiring innovation by building trust

Offering comprehensive employee training

Making resources readily available

Utilizing communication tools

Implementing a long-term knowledge-sharing strategy

Creating a knowledge-transfer plan

Indicator: effects of not sharing knowledge at workplace are identified

Waste of time

Repetition of the same mistakes

Knowledge loss

Slowing innovation

Observation

Learning Outcome 1.4: Suggest ideas to appropriate person for product and service

adjustments to meet customer needs for future planning

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Product and service adjustment

Definition of product and service adjustment

Product and service adjustment procedure

Common types of product and service adjustment

Rework a current product/service

Eliminate or discontinue a current product/service

Addition of a new product/service

Importance of product and service adjustment on customer satisfaction

Challenges with product/service adjustment

Spreading the company too thin

Cannibalizing your other product/service offerings

Alignment of the adjustments with the brand

Impact of the adjustments on brand loyalty

o Individual reflection o Brainstorming o Large group discussion o Role play


- Reference books - Online materials - Scholarly

materials





Written evidence Multiple choice



Effective 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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Oral

Performance

True or false question Matching Ticking Essay (short responses / extended responses) Presentation Observation checklist

Checklist Score

Yes No

Indicator: product and service adjustment is well described

Definition of product and service adjustment

Product and service adjustment procedure

Common types of product and service adjustment

Rework a current product/service

Eliminate or discontinue a current product/service

Addition of a new product/service

Importance of product and service adjustment on customer satisfaction

Indicator: challenges with product/service adjustment are identified

Spreading the company too thin

Cannibalizing your other product/service offerings

Alignment of the adjustments with the brand

Impact of the adjustments on brand loyalty

Observation

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Learning unit

LU 2: Provide a quality service experience to customers.

2

10 Hours

Learning Outcomes:

1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services

to customers. 3. Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services appropriate to individual needs and preferences

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

Learning Outcome 2.1: Determine and clarify customer preferences, needs and

expectations.

Identification of customer research steps

Identification of customers’ identity

Being aware of why customers shop

Identification of preferred shopping methods

Considering customers’

o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play



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spending habits Finding out what

customers think of you

Identification of customer needs and preferences

Definition of customer needs and preferences

Methods to identify customer needs and preferences

The importance of researching customers’ needs and preferences





Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation

Checklist Score

Yes No

Indicator: customer research steps are well identified

Customers’ identity


Proper determination and clarification of customer preferences, needs

and expectations.

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The reason why customers shop

Preferred shopping methods

Customers’ spending habits

What customers think of you

Indicator: customer needs and preferences are well identified

The terms customer needs and preferences are defined

Methods to identify customer needs and preferences are identified

The importance of researching customers’ needs and preferences is explained

Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and

services to customers

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


Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Observation checklist

Checklist Score

Yes No

Indicator: needs and expectations of customers on products and services are well identified

General features

Special features

Benefits

Disadvantages

Price

Special offers

Availability How to purchase or order

Learning Outcome 2.3: Anticipate customer preferences needs and expectations

throughout the service experience and provide products and services appropriate to

individual needs and preferences


Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.

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Steps to anticipate customer needs and preferences

Observation Looking for

patterns Taking action Prevention

Timely customer service Definition of

timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming

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





Written evidence

Oral evidence


Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Observation checklist

Checklist Score

Yes No

Indicator: steps to anticipate customer needs and preferences are well identified



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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Observation Looking for patterns Taking action Prevention

Indicator: timely customer service is well described Definition of timely customer service Importance of timely customer service

Learning Outcome 2.4: Offer possible extras and add-ons and provide personalized and

additional services and products.

Extras and add-ons selling

Definition of extras and add-ons

Successful strategies for extras and Add-ons selling

Common Add-on sales

Benefits of offering Add-ons

Ways to improve customer service Measuring and

monitoring customer service experience

Collecting customer feedback

Monitor and respond to customers on social media and review sites

Boosting customer satisfaction with a self-service experience

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


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Tuning in to your customer service team

Gathering customer service team feedback

Improving customer service skills with active listening and empathy

Maintaining good customer service with expanded knowledge





Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation

Checklist Score

Yes No

Indicator: extras and Add-ons selling is well explained

Extras and Add-ons are defined

Successful strategies for extras and Add-ons selling are identified

Common Add-on sales are identified

Benefits of offering Add-ons are identified


Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.

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Indicator: ways to improve customer service are well explained

Measuring and monitoring customer service experience

Collecting customer feedback

Monitor and respond to customers on social media and review sites

Boosting customer satisfaction with a self-service experience

Tuning in to your customer service team

Gathering customer service team feedback

Improving customer service skills with active listening and empathy

Maintaining good customer service with expanded knowledge

Observation

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Learning Outcome 2.5: Promote products and services at appropriate opportunities and

employ selling techniques to encourage usage and purchase.

Methods for 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





Written evidence

Oral evidence





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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Checklist Score

Yes No

Indicator: methods for promoting products and services are well identified

Displays

Promotions

Special offers and deals

menus and specials

Word of mouth

Up-selling

Indicator: products and services selling techniques are well identified

Serving

Helping

Advising

Building rapport with customers Arising interest

Observation

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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 analyze and decide on the best solution

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 Open questions Closed questions Funnel questions Probing/trigger

questions Leading/reflective

questions Rhetorical questions

o Small group discussion o Individual work o Role play o Simulation

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


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Using questioning techniques When and when not

to use questioning techniques





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: questioning techniques are identified

Open questions

Closed questions

Funnel questions

Probing/trigger questions

Leading/reflective questions

Rhetorical questions

Indicator: questioning techniques are used appropriately

When and when not to use questioning techniques

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 organization policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

Ability to speak

o Group work o Presentation o Brainstorming o Role play



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clearly, be understood and use appropriate language, style and tone.





Written evidence


Multiple choice


Matching

Ticking



Checklist Score

Yes No

Indicator: communication techniques are applied while handling customer complaints

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 organization 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.


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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Learning Outcome 3.3: Determine possible options to resolve the complaint and analyse and

decide on the best solution

Organizational constraints

Definition of

organizational

constraints

Factors associated

with organizational

constraints

Aspects of complaints Emotional aspects Logical aspects

Methods to manage and reduce stress when resolving complaints

Control Detachment Empathy Breaks Lifestyle

Proactive complaint handling

Complaints handling procedure

Listen to the complaint

Record details of the complaint

Get all the facts

Discuss options for fixing the problem

Act quickly

- Small group discussion - Individual work - Role play



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Keep your promises

Follow up





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: organizational constraints are well described

Organizational constraints are defined

Factors associated with organizational constraints are identified

Indicator: aspects of constraints are well identified

Emotional aspects are explained

Logical aspects are explained

Indicator: methods to manage and reduce stress when resolving complaints are well identified

Control

Detachment

Empathy

Breaks


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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Lifestyle

Indicator: proactive complaint handling is well discussed

Complaints handling procedure is followed

Listen to the complaint

Record details of the complaint

Get all the facts

Discuss options for fixing the problem

Act quickly

Keep your promises

Follow up

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate

high quality customer service.

Methods for transforming complaints into additional service opportunities

Adjusting one’s

mindset

Listening actively

Repeating

customers’ concerns

Being empathic and

apologize

Presenting a

solution

Taking action and

follow up

o Individual work o Debate o Discussion o Role play

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


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Using the feedback

High quality customer service

Ways to stand out from others to help you deliver high quality customer service

Respond as quickly as possible

Know your customers

Fix your mistakes

Listen to your customers

Think long term





Written evidence

Oral evidence




Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.

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Checklist Score

Yes No

Indicator: Methods for transforming complaints into additional service opportunities are well applied

Adjusting one’s mindset

Listening actively

Repeating customers’ concerns

Being empathic and apologize

Presenting a solution

Taking action and follow up

Indicator: high quality customer service is well explained

Ways to stand out from others to help you deliver high quality customer service are identified

Respond as quickly as possible

Know your customers

Fix your mistakes

Listen to your customers

Think long term

Observation

Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order

to avoid future occurrence

Description of customer feedback Definition of customer

feedback The importance of

o Group work o Presentation o Brainstorming o Role play



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feedback on customer complaints

Types of customer feedback

Direct customer feedback

Indirect customer feedback

Best practices for collecting customer feedback

Sending customer surveys

Building a community forum

Roll out a voice of the customer program

Using customer feedback

Sharing customer feedback widely

Listening and acting

Making it right, preventing customer churn

Identifying and nurturing champions

Celebrating success

Effective customer feedback giving


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Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: customer feedback is well described

Customer feedback is defined

The importance of feedback on customer complaints is explained

Types of customer feedback are identified

Direct customer feedback

Indirect customer feedback

Best practices for collecting customer feedback are identified

Sending customer surveys

Building a community forum

Roll out a voice of the customer program

Customer feedback is used effectively

Customer feedback is shared widely

Listening and acting is done

Customer churn is prevented

Champions are identified and nurture

Success is celebrated


Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.

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Effective customer feedback is given

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance

response to future complaints or difficult service situations.

Customer complaint analysis

Importance of customer complaint analysis

Questions to ask yourself before you take action

Customer complaint guidelines

Tools for analyzing customer complaints

Customer complaint checklist (5 steps checklist)

Web forms Customer service

software

Proactive complaint handling

Engaging in social listening

Monitoring customer complaint

Customer satisfaction Definition of

customer satisfaction Benefits of customer

satisfaction Increase of brand

loyalty Trust boosting Positive word of

o Individual work o Debate o Discussion o Pair work



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mouth attraction Growth of

audience and sales

Types of feedback to collect for measuring customer satisfaction

Overall satisfaction

Repurchase intent Word of mouth

Steps for improving customer satisfaction

Conduct customer surveys

Monitor social media mentions

Implement constructive feedback





Written evidence

Oral evidence

Product evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Checklist for checking the product evidence

Checklist Score

Yes No


Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.

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Indicator: customer complaint analysis is well described

Importance of customer complaint analysis is explained

Questions to ask yourself before you take action are identified

Customer complaint guidelines are established

Tools for analyzing customer complaints are identified

Customer complaint checklist (5 steps checklist)

Web forms

Customer service software

Indicator: proactive complaint handling is well described

Engaging in social listening is explained

Monitoring customer complaint is explained

Indicator: customer satisfaction is well described

Definition of customer satisfaction

Benefits of customer satisfaction

Increase of brand loyalty

Trust boosting

Positive word of mouth attraction

Growth of audience and sales

Types of feedback to collect for measuring customer satisfaction

Overall satisfaction

Repurchase intent

Word of mouth

Steps for improving customer satisfaction

Conduct customer surveys

Monitor social media mentions

Implement constructive feedback

Observation

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Learning Outcome 4.1: Determine and record customer information where appropriate to

provide personalised service.

Customer information Definition of

customer information Common types of

customer information Identity

information/data

Descriptive

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 personalized service

2. Develop and maintain knowledge of organization promotional initiatives and implement where appropriate

3. Provide enhanced products and services to clients and customers 2 Hours


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information/data

Behavioral information/data

Qualitative information/data

Collection of customer information Legal requirements

regarding what you can do with the information you have collected

Ways to collect information on your customers

Website analytics tools

Online surveys Signup forms Customer

interviews Post-purchase

feedback Social media

engagement

Storing customer information Ways to store

customer information Integrate

sources Personalize data Track

conversations Systematize

client list Maintaining

customer information


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Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: customer information is well described

Customer information is defined

Common types of customer information are identified

Identity information/data

Descriptive information/data

Behavioral information/data

Qualitative information/data

Indicator: collection of customer information is well described

Legal requirements regarding what you can do with the information you have collected are identified

Ways to collect information on your customers are identified

Website analytics tools

Online surveys

Signup forms

Customer interviews

Post-purchase feedback

Social media engagement


Proper determination and record of customer information where

appropriate to provide personalized service.

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Indicator: customer information storage is well described

Ways to store customer information are identified

Integrate sources

Personalize data

Track conversations

Systematize client list

The maintaining of customer information is explained

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional

initiatives and implement them where appropriate.

Benefits of promotional activities To provide

information to customers about new products or services

Creating a positive image of the company

Easy dissemination of information about the advantages of goods

Sales promotion Create an easily

recognizable logo for your business

Frequent communication with clients or customers

Further expansion

o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity



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of business

Types of promotional activities Personal selling Advertising Sales promotion Direct marketing Publicity Public relations Point of purchase

display Packaging Direct mail

Steps to successfully implement organization promotional initiatives





Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)

Checklist Score

Yes No

Indicator: benefits of promotional activities are well identified

To provide information to customers about new products or services

Creating a positive image of the company

Easy dissemination of information about the advantages of goods


Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.

224 | P a g e

Sales promotion

Create an easily recognizable logo for your business

Frequent communication with clients or customers

Further expansion of business

Indicator: types of promotional activities are identified

Personal selling

Advertising

Sales promotion

Direct marketing

Publicity

Public relations

Point of purchase display

Packaging

Direct mail

Observation

Learning Outcome 4.3: Provide enhanced products and services to clients and customers.

Benefits of enhanced products and services

Improved security

Enhancement of the product capabilities

Boosting of the overall productivity

Cost optimization

Methods for driving maximum benefit from

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


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product enhancement Perform in-depth

research of market trends

Emphasize on strategies that lay excessive value

Follow a regimented approach

Innovate and re-engineer

Methods for providing enhanced products and services

Offer better quality to your customers

Increase your delivery speed

Provide additional expert advice to your customers

Improve your product’s design and packaging

Add simplicity to every possible customer’s interaction with your company

Improve customer service for your products and services





Proactive provision of enhanced products and services to clients and

customers based on client information.

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Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)

Checklist Score

Yes No

Indicator: benefits of enhanced products and services are well identified

Improved security

Enhancement of the product capabilities

Boosting of the overall productivity

Cost optimization

Indicator: methods for driving maximum benefit from product enhancement are well

identified

Perform in-depth research of market trends

Emphasize on strategies that lay excessive value

Follow a regimented approach

Innovate and re-engineer

Indicator: methods for providing enhanced products and services are identified

Offer better quality to your customers

Increase your delivery speed

Provide additional expert advice to your customers

Improve your product’s design and packaging

Add simplicity to every possible customer’s interaction with your company

Improve customer service for your products and services

Observation

References:

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Competence

1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company

Profits"

2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice

(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.

3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities

/

4. https://www.customersure.com/blog/customer-complaints-online/

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

CCMBP401 Develop a business plan


Credits: 3

Sector: All 30

Sub-sector: All


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.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

https://www.customersure.com/blog/customer-complaints-online/

228 | P a g e

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.

229 | P a g e


Business Creation







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 elements of a business plan 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

3. 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

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4. Present a business plan

4.1 Accurate preparation of business plan presentation in

accordance with business plan Clearly explain Clear

different ways to present the business plan

4.2 Appropriate presentation of a business plan

4.3 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 in

accordance with identified business

idea:

Business environment

Business situation

Explaining 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

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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Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

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

idea. (Cont’d)

Analyzing current industrial trends:

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)

Explaining SWOT analysis of the

business

Explaining PESTEL analysis in line 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






Proper analysis of business environment in accordance with identified

business idea.

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Written evidence

Oral evidence

Product evidenc

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

Indicator 1: Business environment is explained

Business environment

Business situation

Indicator 2: Types of business environment are 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 3: Current industrial trends are analyzed

Industry rivalry (Degree of competition among existing firms)

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Treat of substitutes (products or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new entrants)

Indicator 4: SWOT analysis of the business is explained

Indicator 5: PESTEL analysis in analyzed inline of the business

Observation

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

analysis results

Meaning of business feasibility study

Identifying the purpose of business

feasibility study.

Explaining the components of business

feasibility study:

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Analyzing steps involved in feasibility

analysis:

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected income

o Brainstorming


o Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template


235 | P a g e

statement

Step 3. Conduct a market survey

Step 4. Plan business organization

and operations

Step 5. Prepare a startup balance

sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision





Written

Product evidence

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

Checklist Score

Yes No

Indicator 1: Business feasibility study is explained

Indicator 2: Purpose of business feasibility study is identified

Indicator 3: Components of business feasibility study is explained

Product feasibility

Market feasibility



Appropriately conduct business feasibility study in line with business

environment analysis results

236 | P a g e



Indicator 4: Components of business feasibility study are identified

Product feasibility

Market feasibility




Indicator 5:Steps involved in feasibility analysis are explained 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

Meaning of the term business plan

Differentiating business plan from project plan and business feasibility Study

Explaining the Importance of the business plan

Identifying the needs of the business plan: Internal use

o Brainstorming o Questions and answers o Story telling o Problem solving o Small group discussion

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


237 | P a g e

External use

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

Identifying risks associated to the business

Meaning of business risk Types of risks associated to

the business activities and strategies to handle them





Written

Performance

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

Checklist Score

Yes No

Indicator 1: Business plan is explained

Differentiating business plan from project plan and business feasibility study

Importance of the business plan is explained

The needs of the business plan are identified Internal use External use

Indicator2: Elements of business plan are described


Correctly define elements of business plan

238 | P a g e

Title/cover Page

Executive Summary

Description of the business

Production plan

Marketing plan

Business staff plan

Financial plan

Indicator 3: Risks associated to the business are identified

Meaning of business risk

Types of risks associated to the business activities and strategies to handle them

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 plan 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 plan

Describing the elements of the business plan: 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

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


240 | P a g e

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 and what skills do they have that will help the business

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

Executive summary (Cont’d) Projection of sales the break-even point 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



241 | P a g e




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 plan is described

Title Page

o Business name

o Business logo

o Product mark

o Address

o Name of person who developed the business

o In which month and year plan is issued.

Executive summary

o the name and location of the business

o Type of business to be done

o the industry/market of the business

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

o the current stage of development for the venture

o the legal form of the organization and why

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

o Projection of sales

o the break-even

o Who is requesting the funds


Proper description of the business in accordance with business environment

analysis results

242 | P a g e

o For what purpose are the funds being requested

o the expected benefits of this investment to your company

o funds repayment

o collateral to be used to secure a loan

o the business financial milestones

The business is described

o The rationale of the business idea

o Structure of the business

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

o Business mission

o Business vision

o Business objectives

o Competitive advantage of the business

Observation

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

environment analysis

Designing business production plan

Identifying business premises and plant location

Location and reason of the choice

House or land for the production

Estimating required equipment and machinery

types quality quantity for the production

Designing production planning process under which the


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

template Including questions that guiding trainee to write a business plan


243 | P a g e

production will pass through Estimating raw materials Identifying competing

technologies Identify The technology to be

used during The production process

Identify technologies that should be developed by other and affect the business

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

environment analysis (Cont’d)

Estimating Manufacturing and operations costs:

the cost of manufacturing Reduction of the manufacturing

cost Identifying the 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 that will be used to satisfy the customer changing preferences

Accomplishing labor requirements Types of workers needed during

production process the required skills of each

workers Designing production operations Identifying utilities and office

consumables needed in the production

Water Fuel





244 | P a g e

Electricity Identification of required packaging

equipment Types of materials that will be

used to package the product Source of supply and the

quantity needed The terms and conditions of

suppliers

Explaining the importance of business production plan:

Customer service enhancement Inventory control Plant morale improvement Idle time reduction Quality improvement





Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator 1 : Business production plan is designed

Business premises and plant location are identified


Proper designing of business production plan in line with results from

business environment analysis

245 | P a g e

Location and reason of the choice

House or land for the production

Required equipment and machinery are estimated

Types

quality

quantity for the production

Production planning process under which the production will pass through is designed

Raw materials are estimated

Competing technologies are identified

Technology to be used during The production process is identified

Technologies that should be developed by other and affect the business is identified

Manufacturing and operations costs are estimated

The cost of manufacturing

Reduction of the manufacturing cost

Quality control and ongoing service are identified

Plan to avoid defects or imperfections of products

Monitoring or inspection that you intend to build into the production process

strategies that will be used to satisfy the customer changing preferences

Labor requirements are accomplished

Types of workers needed during production process are identified

The required skills of each workers is identified

Production operations are identified

Utilities and office consumables are identified

Water

Fuel

Electricity

Required packaging equipment are identified

Types of materials that will be used to package the product are identified

Source of supply and the quantity needed

The terms and conditions of suppliers

Indicator 2: The importance of business production plan is explained

Customer service enhancement

Inventory control

Plant morale improvement

Idle time reduction

Quality improvement

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Observation

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

products

Designing marketing plan: Market research (Customer

description) Market analysis

Geographical location of the customers

The size of the different market segments?

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

Description of target market Core customer Group of customers that made

you to start your business Defining marketing objectives

Market share The level of sales

Market intermediaries Explaining 5ps of marketing mix:

Product description: Price of products/services Place Promotion People

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan


247 | P a g e

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

business products (Cont’d)

Developing market strategies What will be the

partners of your business?

How will you manage your customers?

How will you increase market share?

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

Elaborating marketing budget: What will be the cost of marketing activities

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that guiding

trainee to write a

business plan







Clearly design marketing plan in line with market feasibility study and

business products

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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 1: Marketing plan is designed

Market research is described

Market is analyzed

Geographical location of the customers

The size of the different market segments?

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

Competition is analyzed

Major competitors

The SWOT of your competitors

Use their weakness to compete them

Strategy to address the threats

Target market is described

Core customer

Group of customers that made you to start your business

Marketing objectives is defined

Market share

The level of sales

Market intermediaries is explained

Five Ps of marketing mix is explained

Product is described

Price is set

Place is identified

Promotion is developed

People is identified

Market strategies are developed

What will be the partners of your business?

How will you manage your customers?

How will you increase market share?

Ongoing marketing is evaluated

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 is elaborated

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Observation

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

Designing 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 performances requirements to a specific task? Organizational structure:

What is the hierarchy of the staff

o Oral presentation

o Brainstorming










Accurately develop business requirements in terms of staffing in line with

business activities

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Written evidence

Oral

Product

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

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

Develop business financial plan in line with business needs Estimating total cost Establishing 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? Details Period of twelve months

Projected Income: profit & loss statement for the first three years

Projected balance sheet for the first three years.

Liquidity ratio Debt Equity ratio Return of investment ratio

o Oral presentation

o Brainstorming






251 | P a g e

Calculating breakeven point Calculating payback period Projected sales plan Loan payment plan

Checklist Score

Yes No

Indicator: Business staff in line with business activities is designed Job analysis is described

Job description is described

Job specifications is described

Organizational structure is designed

Observation





Written evidence

Oral

Product

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


Properly design business financial plan in line with business needs

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Checklist Score

Yes No

Indicator: Business financial plan in line with business needs are developed Total cost is estimated Start-up requirements plan is established

Cost items (what are the cost items your business will need in its first year of implementation) is determined

Cost: (how much each item cost?) is determined Source of funds: (what are the sources of fund; what is the share owner?) is

identified

Cash flow statement for the first three years is projected What is the estimated profit in three years? Details Period of twelve months

Projected Income: profit & loss statement for the first three years is done Balance sheet for the first three years is projected Liquidity ratio is calculated Debt equity ratio is calculated Return of investment ratio is calculated Breakeven point is calculated Payback period is calculated Projected sales is planned Loan payment is planned

Observation

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Learning unit

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

3 3 Hours

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

Learning Outcome 3.1: Analyse risk in accordance with business environment

Analyzing risk in accordance with business environment Importance of risk analysis Describe steps involved in risk

analysis. Identify the risk Analyze the risk Evaluate /rank the risk Treat the risk Monitor and review the risk Threats identification tools:

o SWOT Analysis o PESTEL Analysis

Estimate risks (Quantitative Qualitative)

Risk estimation tools: Risk impact chart Probability chart

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference

books

- Case studies

- Risk analysis

template


254 | P a g e





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

Importance of risk analysis is explained

Steps involved in risk analysis are explained

Identify the risk

Analyze the risk

Evaluate /rank the risk

Treat the risk

Monitor and review the risk

Threats identification tools:

o SWOT Analysis

o PESTEL Analysis


Clearly identify risk in accordance with business environment

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Risks (Quantitative Qualitative) are estimated

Risk estimation tools is analyzed

Risk impact chart is analyzed

Probability chart is analyzed

Observation

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

Explaining 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 are the mitigation

measures 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

Define operational plan

o Brainstorming

o Oral presentation

o Small group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer


256 | P a g e





Written evidence

Oral


Checklist Score

Yes No

Indicator: Factors influencing risks assessment are identified

SWOT is analyzed

Critical factors for the success of the plan are identified

Risks associated to the business are identified

Source of the risk, the probability of its happening and the effects

are explained

Measures to avoid the risks are taken

Operational plan is defined

PESTEL is analyzed

Factors that are critical for the success of your plan in relation with

politics, economy, social, technological, environment and legal are

identified

Mitigation measures to avoid the risks are described

Operational plan is defined

Observation


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

plan developed

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Learning Outcome 3.3: Explain business contingency plan concepts

Explaining business contingency

plan concepts

Definition of business contingency

plan

Purpose of contingency plan

Importance of contingency

plan:

Reduces the Risk of uncertainty. Future is unpredictable. ...

Continuity of Work. ...

Increases credit availability. ...

Prevents Panic.

Steps of business contingency

plan:

Develop the contingency planning policy statement. ...

Conduct the business impact analysis (BIA). ...

Identify preventive controls. ...

Create contingency strategies. ...

Develop an information system contingency plan. ...

Ensure plan testing, training, and exercises. ...

Ensure plan maintenance.

o Brainstorming on identifying

meaning of key words

o Oral presentation




o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer



258 | P a g e




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 Business Contingency plan is defined

Purpose of contingency plan is stated

Importance of contingency plan is explained

Risk of uncertainty is reduced

Continuity of Work is done

Credit availability is increased

Panic is prevented

Steps of business contingency plan are illustrated

The contingency planning policy statement is developed

The business impact analysis (BIA) is conducted

Preventive controls are identified

Contingency strategies are created

Information system contingency plan is developed

Ensure plan testing, training, and exercises. ...

Maintenance plan is ensured

Observation


Briefly explain business contingency plan concepts

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

Identifying Steps involved in contingency

plan

Identifying requirements related to

specific contingency plan

Cost Calculation of identified

requirements

Appreciation of company capacity

to cover identified risks

Decide choice to undertake

Adaptation

Complementarity

Abandon

Creating specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

o Brainstorming

o Oral presentation



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



Accurately develop contingency plan in accordance of assessed risks

260 | P a g e

Checklist Score

Yes No

Indicator 1: Steps involved in contingency plan

Requirements related to specific contingency plan are identified

Cost of identified requirements are calculated

Company capacity to cover risks identified is appreciated

Choice to undertake is decided

Adaptation

Complementarity

Abandon

Indicator 2: Specific strategies to make the contingency plan operational is created

Risk statement is described

The protocol is defined

Observation

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Learning unit

L 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

Describing the purpose of business plan presentation Financing support Strategic orientation Attracting investors

Explaining the types of business plan presentation preparation: Content preparation Material preparation Psychological preparation

Identifying the 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 of the contents of business

o Brainstorming




- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


262 | P a g e

plan Business idea Market Marketing strategy





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 1: Purpose of business plan presentation is described

Financing support

Strategic orientation

Attracting investors

Indicator 2: Types of required business plan presentation preparation are explained Content preparation

Material preparation

Psychological preparation

Indicator 3: Steps involved in preparation of business plan presentation are identified The audience is analyzed

The topic is selected

The objective of the presentation of business plan is defined

The body of the business plan to be presented is prepared and the questions from audience are anticipated

Suggestions and conclusion are prepared

Delivering the presentation of business plan is practiced


Accurately prepare of business plan presentation in accordance with business

plan

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Indicator 4: The business plan content is presented

Business idea

Market

Marketing strategy

Observation


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

Defining parties to present the business

plan:

shareholders

stakeholders

Explaining 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 Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet



Clearly explain different ways to present the business plan

264 | P a g e




Written evidence

Oral


Checklist Score

Yes No

Indicator 1: Different parties to present the business plan are explained

Shareholders

Stakeholders

Indicator 2 :Procedures involved in business plan presentation are explained

Connect with your audience

Business like

Simple language

Presentation touch at a personal level

A picture in your audience’ minds is painted

Pick out great images and visual

Lasting impression

Credibly content is put

Statistics and data are used

Observation

265 | P a g e

Learning Outcome 4.3: Present a business plan

Explaining techniques to present the business plan Only write key points Don’t read them, speak about

them Use visualization, pictures,

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

not more than 10 minutes. 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 Small group discussion o Questions and answers o Role play

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





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

266 | P a g e

Checklist Score

Yes No

Indicator :Techniques to present the business plan are explained

Key points are written

Key points are spoken

Visualization, pictures, symbols, colors and tables are used

Short, concise, come to the point, not more than 10 minutes is respected

React positive to questions is respected

Body language, voice and appearance is used

Convincing

Comments, suggestions and remarks in the business plan are integrated

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

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

267 | P a g e

Competence

C C MIA402 - NDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA402 Integrate at the workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL


Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the

learners/internee in workplace for an industrial attachment program. The module will allow the

learner to investigate and secure industrial attachment place, deal with workplace challenges,

comprehend the whole process of the industrial attachment program and be able to

demonstrate the competences acquired at school in the real workplace

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All the modules covered at RTQF level 4.







1. Investigate and secure industrial attachment place

1.1. Accurate description of types of industries

1.2. Appropriate mapping of the industry organizational structure

1.3. Proper identification of importance of industrial attachment

1.4. Accurate collection of information on different industries where one can carry his/her IAP

1.5. Proper selection of industrial attachment place based on training package

1.6. Appropriate application of correspondences

2. Deal with workplace challenges 2.1. Proper identification of industrial attachment challenges

2.2. Careful development of ways/ strategies to overcome

industrial attachment challenges

2.3. Regular creativity and innovation in accordance with

work situation

3. Get briefed on industrial attachment program

3.1. Proper setting of industrial attachment goals.

3.2. Proper description of IAP documents

3.3. Clear explanation on how IAP assessment is conducted.

4. Develop one’s competencies on the workplace

4.1. Expected competencies are fully developed

4.2. Trainee logbook is completely and well filled

4.3. Proper description of gained work experience

269 | P a g e

Learning unit LU 1: Investigate and secure industrial attachment place

1

Learning Outcomes:

4. Describe types/categories of industry. 5. Map the industry organizational structure 6. Identify importance of industrial attachment 7. Collect information on different industries 8. Apply correspondences

10 Hours

Learning Outcome 1.1: Describe types/categories of industry.

Content

Learning activities

Resources

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• Definition of terms

Firm

Sector

Industry

Company

Organization

Factory

Enterprise

• Industry classification

Genetic industry

Extractive industry

Manufacturing industry

Construction industry

Service industry

Industry sectors

Primary

Secondary

Tertiary

Quaternary

o Group work o Group discussion o Observation of

pictures o Presentation of videos o Group discussions o Group work on the

industry classification. o o Site visit

presentation

- Pictures and videos

of various industries

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on categories

of industry

- Pen

- Chalk

- IAP Manual


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

criterion has been achieved.


Written evidence

Oral evidence

Essay (extended responses)

Sentence completion

Expose /presentation

Task: Classification of industries


Accurate description of types of industries.

271 | P a g e

Checklist Score

Yes No

Indicator 1: proper definition of the terms used in industries

Firm

Sector

Industry

Company

Organization

Factory

Indicator 2: Industries classification are identified

Primary industry

Genetic industry

Extractive industry

Manufacturing industry

Construction industry

Service industry

Industry sectors

Indicator 3: Industry sectors

Primary

272 | P a g e

Secondary

Tertiary

Quaternary

Observation

Learning Outcome 1.2: Map the industry organizational structure

• Purpose of

organizational structure

Benefits to use

organizational chart

• Types of organizational

structure.

Line organization

Line and staff

organization

Functional organization

Project organization

Matrix organization

Organigram of

industry structure

o group discussion

o Individual work

o Pair work

o group work o Learning through

pictures. o mapping the industry


Sample of organizational

structure

Reference books

Chalkboard

Projector

Power Point presentation on

mapping the industry


Pictures




Appropriate mapping of the industry organizational structure.

273 | P a g e




Written evidence

Oral evidence


Multiple choice

Task: Concept / mind map (organizational chart)

Checklist

Score

Yes No

Indicator 1: Purpose of organization structure is identified

Benefits to use organizational chart

Types of organizational structure

Indicator 2: Types of organizational structure.

Line organization

Line and staff organization

Functional organization

Project organization

Matrix organization

Observation

274 | P a g e

Learning Outcome 1.3:Identify importance of industrial attachment

Content

Learning activities

Resources

Benefits of IAP

Identify the

challenges faced by

workers

Being more informed

about project research

Exposing the student

to demand and challenges

of the work place.

Gaining of practical

experience.

Helping the student

acquire self-reliance skills

Characteristics of IAP

to adapt.

Professional

Communication

Skills.

Critical Thinking.

Parties of industrial

attachment

o Group work o Group discussion o Asking questions o Group work on the

IAP characteristics. o Jig sow method o Research on IAP. o Group presentation

- Reference books

- Chalkboard

- Projector

- Computer

- Internet

275 | P a g e

Industry

Attaches

Training institution





Written evidence

Oral evidence

Multiple choice



Proper identification of importance of industrial attachment

276 | P a g e

Matching

Sentence completion


Task : Importance of industrial attachment

Checklist Score

Yes No

Indicator 1: Benefits of AIP are described

Identify the challenges faced by workers

Being more informed about project research

Exposing the student to demand and challenges of the work place.

Gaining of practical experience.

Helping the student acquire self-reliance skills.

Indicator 2: Characteristics of AIP are identified

To adapt.

277 | P a g e

Professional Communication Skills.

Critical Thinking.

Indicator 3: Parties of industrial attachment are listed

Industry

Attaches

Training institution

Observation

Learning Outcome 1.4:Collect information on different industries

Content

Learning activities

Resources

• Industry location

factors influencing

industry location

Geographical

Non geographical

factor

• Industry type

Primary

Secondary

Tertiary

• Industry size

Mean of industrial size

o Observation of the

environment

o Research on the industry

types and size

o Guided learning on how to

collect information

o Learning through maps

o Asking questions

o Group work on the given

topic

o Industry visit

o Power Point presentation

on collection of

- Reference books

- Chalkboard

- Projector

- Internet

- computer

278 | P a g e

Industrial size

determination

information on different

industries





Written

Oral

evidence



Task: collection of information on different industries

Checklist Score

Yes No

Indicator 1: Industry location is well identified

Factors influencing industry location are identified

Indicator 2: Industry type are properly identified


Accurate collection of information on different industries where one can

carry his/her IAP.

279 | P a g e

Primary industry is well explained

Secondary is well explained

Tertiary is well explained

Indicator 3: Industry size

Mean of industrial size are well explained

Industrial size determination are identified

Observation

Learning Outcome 1.1: Clean floor

IAP selection criteria

Training package

Task related to the field

Working hours

Use of workplace documents.

IAP application letter

Curriculum vitae

E-mail

Complain letter

Thanks letter

Ways of keeping safe storage

Binding Filing Electronic

data storage

o Research on how to

use workplace

documents

o Guided learning on

how to write workplace

documents

o Asking questions

o Group work on the

interpretation of the

workplace documents

o Reflection on training

package

o Pair sharing of

selection criteria of IAP

Place

o Discussion

- Sample of

IAP application

letter

- Sample of

Curriculum vitae

- Sample of

Complain letter

- Sample of

thanks letter

- Reference

books

- Chalkboard

- Projector

- Corresponde

nces


280 | P a g e

Method of document arrangement

Chronological Subject Alphabetic Numerical

o Asking question

o Industry visit





Written evidence

Product evidence

Short responses

Different Workplace documents

Task: Appropriate application of correspondences.

Checklist Score

Yes No

Indicator1: Essential element of workplace documents:


Appropriate application of correspondences.

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Being up to date

well explained

Be clear

Indicator2: Use of workplace documents.


Curriculum vitae

E-mail

Complain letter

Thanks letter

Indicator3: Ways of keeping safe storage

Binding

Filing

Electronic data storage

Indicator4: Method of document arrangement

Chronological

Subject

Alphabetic

Numerical

Indicator5: Use of workplace documents.


Curriculum vitae

282 | P a g e

Observation

Learning unit LU 2: Deal with workplace challenges

2

Learning Outcomes:

1. Identify industrial attachment challenges

2. Develop ways/strategies to overcome industrial attachment challenges

3. Discuss creativity and innovation at work place

20 Hours

Learning Outcome 2.1:Identify industrial attachment challenges


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Definition of IAP challenge

Types of IAP challenges (before, During and after)

Budget issues

Cope with a new

work situation

Insufficient of

industrial attachment

place

Lack of assistance

from industrial

attachment in charge

Industry attitude

toward interns

Strategic plan to overcome

IAP challenges

o Observation of the

environment

o Group discussion on IAP

challenges

o Pair sharing of IAP

challenges.

- Reference books

- Projector

- Power Point

presentation on creativity

and innovation





• Written evidence

• Oral evidence

Multiple choice exercises

True or false questioning

Matching

Sentence completion

Expose (presentation).

Task: identification of industrial attachment challenges.


Proper identification of industrial attachment challenges.

284 | P a g e

Checklist Score

Yes No

Indicator 1: Possible IAP challenges (before, during and after) are identified

Budget issues

Cope with a new work situation

Insufficient of industrial attachment place

Lack of assistance from industrial attachment in charge

Industry attitude toward interns

Observation

Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment

challenges

Content

Learning activities

Resources

285 | P a g e

• Effective strategies to enhance

IAP

Partnership with

industries

Collaboration/Regular

contact

Early Preparation of IAP

• Tips for Overcoming Your IAP

Challenges

Being patient

Meet new people

Effective communication

o Pair sharing on effective

strategies to enhance IAP

o Brainstorming on the

way to overcome IAP

challenges. o Research on

effective strategies and tips

to overcome IAP challenges

o Asking questions

o Group discussion on

ways to overcome IAP

challenges

- Reference

books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and

innovation





Written evidence Performance

Essay (short responses /extended responses) Role

play

Scenarios

Scenarios – Completed checklist.

Task: development of strategies to overcome industrial

attachment challenges.


Careful development of ways/ strategies to overcome industrial

attachment challenges.

286 | P a g e

Checklist Score

Yes No

Indicator 1: Effective strategies to enhance IAP are identified

Partnership with industries

Collaboration/Regular contact

Early Preparation of IAP

Indicator 2: Strategies to overcome IAP challenges are identified

Being patient

Meet new people

Effective communication

Observation

Learning Outcome 2.3:Discuss creativity and innovation at work place

• Definition of creativity

and innovation

• Ways to develop

creativity in the workplace.

• Ways to promote

o Pair sharing of

effective ways to

promote creativity and

innovation

o Research on good

ways to develop

creativity and innovation

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on creativity

and innovation)


287 | P a g e

innovation in your

workplace.

Be Efficient.

Have the Right

Tools and

Equipment

Improve

workplace conditions.

Practice

Positive Reinforcement.

Share ideas

with colleagues

o Asking questions

o Discussions on ways

to promote and develop

creativity and innovation





Written evidence Multiple choice


Essay (short responses /extended responses)

Task: creativity and innovation in accordance with work situation.


Regular creativity and innovation in accordance with work situation.

288 | P a g e

Checklist Score

Yes No

Indicator1: List of possible ways to develop creativity and innovation on the workplace

Be Efficient.

Have the Right Tools and Equipment

Improve workplace conditions.

Practice Positive Reinforcement.

Share ideas with colleague

Indictor2: Ways to promote innovation in your workplace

Observation

Learning unit LU 3: Get briefed on industrial attachment program

3

Learning Outcomes:

1. Set industrial attachment goals.

2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.

289 | P a g e

5Hours

Learning Outcome 3.1: Set industrial attachment goals.

Goals of industrial attachment

To understand

real life situations.

To develop

skills in the

application of

theory to practical

work situations.

To develop

skills and techniques

in the careers.

To increase

sense of

responsibility.

To have higher

levels of academic

performance.

To enhance the

ability to improve

students’ creativity

skills and sharing

ideas.

To build a good communication skill

Types of goals


the IAP goal

o Research on the IAP

goals

o Asking questions

o Individual work on the

setting of own IAP goals

o Gig sow method

o Think pair share square

method

- Hand out on industrial

attachment goals.

- Projector - Internet - Pen - Computer - Blackboard - chalk


290 | P a g e

Short term Long term Medium

Setting the Right Goals

Mastering Technical

Skills

Perfecting

Interpersonal

Skills

Building a Network of

Contacts





Written evidence

Oral evidence

Essay (short responses /extended responses) Multiple

choice


Question and answer

Task: proper setting of industrial attachment goals


Proper setting of industrial attachment goals.

291 | P a g e

Checklist Score

Yes No

Indictor1: industrial attachment goals are set

To experience and understand real life situations.

To develop skills in the application of theory to practical work situations.

To develop skills and techniques in the careers.

To increase sense of responsibility and good work habits.

To have higher levels of academic performance.

To enhance the ability to improve students’ creativity skills and sharing ideas.

To build a good communication skill

Indictor2: Setting the Right Goals

Mastering Technical Skills

Perfecting Interpersonal Skills

Building a Network of Contacts

Observation

292 | P a g e

Learning Outcome 3.2: Describe of IAP documents.

IAP attendance IAP Logbooks:

IAP list of

competencies to be

developed

sheet

IAP agreement

IAP report

form

IAP Evaluation

form

IAP interview

form

Deferent document

used in IAP

Work diary

Request of information

Request for materials

Tips to fill in logbook

Use of rough book

Keep summary list

Be consistent

o Presentation

o Group work on the

interpretation of IAP

logbooks

o Exercise on the

completion of IAP

logbooks

o Guided learning on how

to complete IAP logbooks

- Logbooks - Pen - Flip chart - Computer - Internet -



293 | P a g e




Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study


Sentence completion

Observation checklist Task: assess risk associated to the business in line with the

business Plan developed.

Checklist Score

Yes No

Indicator 1: IAP documents are described

IAP list of competencies to be developed

IAP attendance sheet

IAP agreement

IAP report form

IAP Evaluation form


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

plan developed

294 | P a g e

Indicator 2: Deferent document used in IAP

Work diary

Request of information

Request for materials

Indicator 3: Tips to fill in logbook

Use of rough book

Keep summary list

Be consistent

IAP interview form

Observation

Learning Outcome 3.3: Explain how IAP assessment is conducted.

Content

Learning activities

Resources

• Written tests

• Performance evidence (marked by company supervisor)

• Respond to interview

questions

o Presentation by trainees and trainer

o Discussion on IAP

assessment is conducted

o Asking questions

- Vocational tools

- Task sheets

295 | P a g e





Written evidence

Oral evidence

Multiple choice exercises

Essay& Cases study


Sentence completion


A produced schedule

Task: steps for conducting IAP assessment

Checklist Score

Yes No

Indicator1: IAP assessment is conducted through

Written evidence

oral questions

A produced schedule


Briefly explain steps for conducting IAP assessment

296 | P a g e

Observation

Learning unit LU 4: Develop one’s competencies on the workplace

4

Learning Outcomes:

1. Develop competencies related to one’s field

2. Fill in trainee logbook 3. Describe gained work experience

270 Hours

297 | P a g e

Learning Outcome 4.1: Develop competencies related to one’s field.

Content

Learning activities

Resources

Competencies

Various activities/task related to one’s field

o Preform daily workplace routine tasks related to one’s field.

- Industry tools, equipment and consumables related to one’s field





Performance

Product

Essay& Cases study



A produced schedule

Checklist Score


Expected competencies are fully developed.

298 | P a g e

Yes No

Indicator 1: Various activities/task related to one’s field

List of well performed activities

tasks given by industry

Observation

Learning Outcome 4.2: Fill in trainee logbook

Content

Learning activities

Resources

299 | P a g e

Trainee logbooks:

IAP list of competencies to

be developed

sheet

IAP report

IAP evaluation

IAP interview

o Complete trainee logbook

o Complete IAP reports

o Complete IAP Evaluation

o Conduct IAP interview

-

logbooks





Performance Product


reports

workplace documents

Checklist Score


Trainee logbook is completely and well filled.

300 | P a g e

Yes No

Indicator1: trainee logbooks are mentioned

IAP list of competencies to be developed

sheet

IAP agreement

IAP report form

IAP Evaluation form

AP interview form

Observation

Learning Outcome 4.3: Describe gained work experience

Content

Learning activities

Resources

Work experiences related to one’s field

o Presentation on work experience related to one’s field

- Questionnaires

related to work

experience.

301 | P a g e





Written evidence

Oral


Essay (short responses / extended responses)photos

Checklist Score

Yes No

Indicator1: Gained work experience during the industrial attachment period

Specialist skills

advice from colleagues

put together a portfolio of work

general skills

self-reliance skills

Brief presentation of experience gained during the industrial attachment period

Observation


Proper description of gained work experience.

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References:

1. http://www.differencebetween.net/business/difference-between-factory-and-industry/

2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-

anattachment/

3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

5. https://www.edrawsoft.com/why-use-orgchart.php

6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-

organizationalstructure/

7. http://www.differencebetween.com/difference-between-company-and-vs-industry/

8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-

theworkplace-improve-innovation/

10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-

57513.html

11. https://www.thebalance.com/creating-a-document-management-system-2948084

12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=c

ontent

13. https://bizfluent.com/how-5093085-write-daily-report.html

14. https://resources.workable.com/supervisor-job-description

15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment

Program (IAP)-challenges/

16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Indus

trial_Tra

ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee

3 a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf

17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-

inIndustrial Attachment Program (IAP)s

18. AdupeprohJ.,Frank.B.KTwenefour (2015) industrial training program of polytechnics in

Ghana: the pertinent issues, Ghana

http://www.differencebetween.net/business/difference-between-factory-and-industry/










https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/






















http://smallbusiness.chron.com/purpose-organizational-structure-3812.html








http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/










https://www.edrawsoft.com/why-use-orgchart.php






http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/












http://www.differencebetween.com/difference-between-company-and-vs-industry/












https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition














http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/
















http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html














https://www.thebalance.com/creating-a-document-management-system-2948084












http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content



https://bizfluent.com/how-5093085-write-daily-report.html










https://resources.workable.com/supervisor-job-description






https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/











https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Training_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
























https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships


















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Competence

G E N A M 4 0 2 – BASIC MATHEMATICAL ANALYSIS

GENAM402

Apply Basic Mathematical Analysis


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Credits: 8 80

Sector: Hospitality and Tourism

Sub-sector: Food and Beverage Services, Front Office Operations, Tourism,

Culinary Arts, House Keeping


Purpose statement

This general module describes the knowledge, skills and attitude required to apply basic mathematical

analysis. The ability to do basic mathematical analysis is absolutely vital to successfully passing any field.

At the end of this module, the trainee of Level Four will be able to solve algebraically and graphically

linear or quadratic equations and inequalities. As Algebra and fundamentals of differentiation are tools

of different field. Therefore, this module will be useful to trainees as a means of analysis and improving

their understanding of Mathematics and he/she will be prepared to perform well in any fields that

require some knowledge of mathematics especially algebra and fundamentals of differentiation as well

as working in daily mathematical logic and problem solving, financial and economics in hospitality sector

for an effective performance in critical thinking, and so on.

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Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.


Elements of competence Performance criteria

1. Solve algebraically or graphically

linear and quadratic equations or

inequalities

1.1. Correct solving algebraically or graphically a linear

equation and inequality in accordance with the

required steps

1.2. Correct solving on parametric equations in one

unknown based on established condition.

1.3. Proper solving algebraically or graphically two

simultaneous linear equations in accordance with the

required steps

1.4. Effective solving algebraically or graphically a quadratic

equation in accordance with the required steps

1.5. Proper solving algebraically or graphically a quadratic

inequality in accordance with the required steps

1. Determine and analyze algebraic functions

2.1. Proper determination of the domain and range of algebraic function based on existence condition.

2.2. Correct identification of symmetry (parity) of algebraic function based on definitions of key words (even and odd).

2.3. Correct determination of limits of a function based on theory of calculating limits.

2.4. Proper determination of the asymptotes to the rational and irrational functions based on limits calculation

2. Apply fundamentals of differentiation

3.1. Proper determination of derivative by using definition.

3.2. Correct interpretation of derivative of a function by

306 | P a g e

illustrating a graph with its tangent and secant line.

3.3. Appropriate application of derivative based on definitions and calculation of derivatives.

3.4. Appropriate sketching graph of an algebraic function from the table of variation of the given function.

307 | P a g e

Learning unit LU 1: Solve algebraically or graphically linear and quadratic equations or inequalities

1

Learning Outcomes:

9. Solve algebraically or graphically linear equation and inequality

10. Solve parametric equations

11. Solve algebraically or graphically two simultaneous linear

equations

12. Solve algebraically or graphically a quadratic equation

13. Solve algebraically or graphically a quadratic inequality

40 Hours

Learning Outcome 1.1: Solve algebraically or graphically a linear equation and inequality

Solving linear equation

Algebraic method

Graphical method

Solving a linear inequality

Algebraic method

Graphical method

o Brainstorming

o Group discussion and

presentation

o Individual work

o Home work


o Reference books o Didactic materials

such as manila paper

o Geometric instruments (Ruler, T-square)

o Handouts on worked examples



Correct solving algebraically or graphically a linear equation and inequality in

accordance with the required methods and steps

Resources Learning activities Content

308 | P a g e




Written Short questions

Open questions

Plotted graphs

Checklist Score

Yes No

Indicator 1: Linear equation is well solved

Algebraic method is applied

Graphical method is applied

Indicator 2: Linear inequalities are well solved

Algebraic method is applied


Valid solutions have been determined

Observation

Learning Outcome 1.2: Solve parametric equations

Definition of terminologies

Parameter

Parametric equation

Steps of Solving parametric equations

Discussion rules

Principles

o Brainstorming


presentation

o Individual work

o Home work


o Reference books

o Didactic materials such as manila paper



309 | P a g e

Validation of solution





Written Short questions

Open questions

Checklist Score

Yes No

Indicator 1: Terminologies are properly defined

Parameter is defined

Parametric equation is defined

Indicator 2: Steps of solving parametric equation are well followed

Discuss rule is applied

Principles are applied

validation of solution is applied

Observation


Perfect discussion on parametric equations in one unknown based on

established condition.

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Learning Outcome 1.3: Solve algebraically or graphically two simultaneous linear equations

Solving algebraically two

simultaneous linear equations

Solving graphically two

simultaneous linear equations

o Brainstorming


presentation

o Individual work

o Home work










Written Plotted graphs

Open questions or Short answer question

Checklist Score

Yes No

Indicator 1: Two simultaneous linear equations are well solved

Algebraic methods are applied

Graphical method is used

Solution set is validated

Indicator 2: Two simultaneous linear inequalities are well solved


Proper solving algebraically or graphically two simultaneous linear equations in

accordance with required steps

5.4. Effective solving quadratic equations in accordance with the required

steps


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Algebraic methods are applied


Valid solutions have been determined

Observation

Learning Outcome 1.4: Solve algebraically or graphically a quadratic equation .

Methods of solving algebraically a

quadratic equation

Factorizing method

Square root property

Completing the square

Quadratic formula

Solving graphically a quadratic

equation

Construction of a parabola

Determination of solutions

set

o Brainstorming


presentation

o Individual work

o Home work










Effective solving algebraically or graphically a quadratic equation in

accordance with the required methods.


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Written Open questions

Plotted graphs

Checklist Score

Yes No

Indicator 1: Methods of solving algebraically quadratic equations are well applied

Factorizing method is applied

Square root property is used

Completing the square is performed

Quadratic formula is used

Indicator 2: Steps of solving graphically quadratic equations are well followed

A parabola is plotted

Solutions set is validated

Observation

Learning Outcome 1.5: Solve algebraically or graphically a quadratic inequality

Steps of solving algebraically a

quadratic inequality

Factorization of the given

inequality

Determination of roots

Study table of sign

Determination of interval of

solutions

Solving graphically a quadratic

o Brainstorming


presentation

o Individual work

o Home work


o Reference books

o Didactic materials such as manila paper




313 | P a g e

inequality

Plotting a parabola

Shading the region satisfying

the given inequality

Determination of interval of

solutions





Written Open questions or Short answer question

Plotted graphs

Checklist Score

Yes No

Indicator 1: Steps of solving algebraically quadratic inequalities are well followed

Factorization of the given inequality is done

Roots are determined

Table of sign is studied

Solutions interval is validated

Indicator 2: Steps of solving graphically quadratic inequalities are well performed

A parabola is plotted

Shaded region is appropriate

Solutions set is valid

Observation


Proper solving algebraically or graphically a quadratic inequality in accordance

with the required steps

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Learning unit LU 2: Determine and analyze algebraic functions

2

Learning Outcomes:

1. Determine the domain and range of algebraic function

2. Identify the symmetry of algebraic function 3. Determine limits of a function 4. Determine the asymptotes to the rational and

polynomial functions 25 Hours

Learning Outcome 2.1: Determine the domain and range of algebraic function

Definitions of terminologies

Domain of definition of a function

Range of a function

Determination of: Existence

condition 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 Individual exercise on determination of domain and range of a function

o Documentary Research

- Reference Books - Didactic materials such as

manila paper - Hand-out notes - Internet


Resources Learning activities

Content

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Written evidence Short questions Open questions Matching

Checklist Score

Yes No

Indicator 1: Terminologies are well defined

Domain of definition is defined

Range is defined

Indicator 2: Determination is correctly done

Existence conditions are determined

Domain of definition is determined

Range is determined

Observation

Learning Outcome 2.2:Identify the symmetry of algebraic function

Definition of terminologies

Even function

Odd function

Identification of functions

Even function

Odd function

o Group discussion symmetry of

numerical function

o Pairing work

o Practical exercises o Individual work


- Reference Books - Didactic materials

such as manila paper - Hand-out notes - Internet



Accurate determination of the domain and range of algebraic function based on

existence condition

316 | P a g e





Written evidence Short questions based on symmetry of algebraic function Open questions based on symmetry of algebraic function

Checklist Score

Yes No

Indicator 1: Even and odd functions are well defined

Even function is defined

Odd function is defined

Indicator 2: Even and odd functions are well identified

Even function is identified

Odd function is identified

Observation


Adequate identification of symmetry (parity) of algebraic function based on

definitions of key words (even and odd)

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Learning Outcome 2.3:Determine limits of a function

Determination of function limits

Finite limits Infinite limits Limit at infinity

Remove of indeterminate cases

0

0

0


calculation of limits

o Pairing work

o Practical exercises on calculation of limits

o Individual exercises on calculation of limits


- Reference Books - Hand-out notes - Didactic materials

such as manila paper - Internet





Written evidence

Open questions Short questions


Perfect determination of limits of a function based on theory of calculating limits


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Checklist Score

Yes No

Indicator1: Limits of functions are correctly determined

Finite limits are determined

Infinite limits are determined

Limit at infinity are determined

Indeterminate cases are determined

Indicator 2:Indeterminate cases (forms) are correctly removed

0

0 is removed

is removed

0 is removed

is removed

Observation

Learning Outcome 2.4: Determine the asymptotes to the rational and polynomial

functions

Definitions of asymptotes

Horizontal

Vertical

Oblique

Determination of

asymptotes

Horizontal

Vertical

Oblique

o Practical exercises on different

types of asymptotes

o Individual exercises on

different types of asymptotes


- Reference Books - Didactic materials

such as manila paper - Hand-out notes - internet


319 | P a g e





Written evidence

Open questions

Short questions

Checklist Score

Yes No

Indicator: Asymptotes are well defined

Horizontal asymptote is defined

Vertical asymptote is defined

Oblique asymptote is defined

Indicator: Asymptotes are correctly determined

Horizontal asymptote is determined

Vertical asymptote is determined

Oblique asymptote is determined

Observation


Proper determination of asymptotes to the rational and irrational functions

based on limits calculation

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Learning unit

3 LU 3: Apply fundamentals of differentiation

15Hours Learning Outcomes:

1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch graph of a function

Learning Outcome 3.1:Determine derivative of a function

Definition of derivative

Determination 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

o Practical exercises o Group works o Individual works o Documentary Research

- 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.


Written evidence

Short questions Open questions


Proper determination of derivative from given definition


Content

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all based on definition or determination of derivative

Checklist Score

Yes No

Indicator 1: Derivative is correctly defined

Derivative is defined

Indicator 2: Derivatives are well determined

Derivative of a function at a given point is calculated

Derivative of a polynomial function is determined

Derivative of a rational function is determined

Derivative of an irrational function is determined

Successive derivatives are determined

Observation

Learning Outcome 3.2 :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

o Practical exercises o Individual works o Documentary Research

- Reference Books - Geometric

instruments - Didactic materials


- Hand-out notes - Internet




Written evidence Short questions based on interpretation of derivative


Adequate interpretation of derivative of a function by illustrating a curve with its

tangent and secant line


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Open questions based on interpretation of derivative

Checklist Score

Yes No

Indicator1: Derivative of a function is correctly interpreted

Geometric interpretation of a derivative is given

Kinematical meaning of a derivative is given

Observation

Learning Outcome 3.3:Apply derivative

Determination of equation of tangent line at a given point

Determination of equation of normal line at a given point

Increasing and decreasing intervals for a function

Maximum and minimum points of a function

Concavity, inflection point on a graph

o Group discussion on differentiation of function

o Practical exercises on different applications of derivative

o Individual works o Documentary Research


instruments - Didactic materials


- Hand-out notes




Appropriate application of derivative based on definitions and calculation of

derivatives


323 | P a g e


Written evidence

Short questions Open questions

Checklist Score

Yes No

Indicator : Application of derivative is approriately done

Determination of tangent at a point of a function is done

Determination of normal at a point of a function is done

Determination of increasing interval is done

Determination of decreasing interval is done

Calculation of Minimum point of a function is done

Calculation of Maximum point of a function is done

Determination of concavity of a graph is done

Determination of inflexion point on a graph is done

Observation

Learning Outcome 3.4: Sketch graph of a given function

Establishing required parameters Variation table Additional points

Sketching graph Sketching graph of

polynomial function Sketching graph of rational

function Sketching graph of

irrational function

o Group discussion on different types of function

o Practical exercises on sketching graphs

o Individual works on sketching graphs


- Scientific calculator


instruments (Ruler, T-square)

- Didactic materials such as manila paper

- Hand-out notes - Internet



324 | P a g e



Written evidence

Short questions based on derivative Open questions based on derivative and table of variation Sketching graph

Checklist Score

Yes No

Indicator 1 : Parameters that influence skecthing graph are well established

Construction of table of variation is done

Choice of additional points is done

Indicator 2 : Sketching graph is accurately done

Sketching graph of polynomial function is done

Sketching graph of rational function is done

Sketching graph of irrational function is done

Observation

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.


Accurate sketching graph of an algebraic function from the table of variation of

the given function

325 | P a g e

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

326 | P a g e

G E N B C 4 0 1 - INTRODUCTION TO ORGANIC CHEMISTRY

GENBC 401 Demonstrate basic knowledge of Chemistry


Credits: 4 40Hrs

Sector: All recommended sectors

Sub-sector: All recommended trades


Purpose statement

This module describes the knowledge, skills and attitudes required to introduce

organic chemistry. At the end of this module, learners will be able to explain

organic compounds, discuss biochemical molecules, and describe polymerization.

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___________________________________________________________________

LEARNING ASSUMED TO BE IN PLACE LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. 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:

328 | P a g e

Element of competence Performance criteria

1. Explain organic compounds 1.1 Identify properly the classes of

organic compounds according to

their structure

1.2 Illustrate correctly the organic

compounds based on their

functional group

1.3 Distinguish correctly applications of

organic compunds based on their

functional groups

2. Discuss biochemical molecules 2.1 Characterize correctly

carbohydrates based on their

monomers

2.2 Explain properly lipids and proteins

based on their functional groups

2.3 Describe correctly nucleic acids and

vitamins based on their functional

groups

3. Describe polymerization 3.1 Identify clearly the properties of

polymers according to their physical

–chemical properties

3.2 Explain properly the classes of

polymers according to the nature of

polymers

3.3 Discuss correctly the the effect of

polymers on the environment based on

their types of polymer

329 | P a g e

1

2O Hours

LU1: Explain organic compounds

Learning Outcomes:

1. Identify classes of organic compounds

2. illustrate the organic compounds 3. Distinguish applications of organic chemistry

Learning Outcome 1.1: Identify classes of organic compounds

Key terms

Organic chemistry

Hydrocarbons

Polymers

o Brainstorming on

definition of key terms


difference of inorganic

and organic compounds

o Pair discussion about

- Reference books - DVD players - White/black board - Internet connection - Projector - Computer - Marker pen - Flip chart


330 | P a g e

Difference between

inorganic and organic

chemistry

Inorganic

compounds

Organic

compounds

Classes of organic

compounds

Aliphatic

Alicyclic

Aromatic

classes of organic

compounds


Assessor may collect among the following evidences and make judgements on

whether the performance criterion has been achieved.


Oral Evidence Written Evidence

Observation checklist Multiple choice True or False


1.1 Identify properly the classes of organic compounds according to

their structure

331 | P a g e

Setence completion Matching question Open question

Task: With reference to the given chemical compounds, choose organic

compounds and classify them as aliphatic, alicyclic, and aromatic.

Checklist Score

Yes No

Indicator 1: Key terms are well defined

Organic chemistry is defined

Hydrocarbon is defined

Polymer is defined

Indicator 2: Inorganic and organic chemistry are well differenciated

Inorganic chemistry is explained

Organic chemistry is explained

Indicator 3: Classes of organic compounds are correctly identified

Aliphatic organic compounds are identified

Alicyclic organic compounds are identified

Aromatic organic compounds are identified

Observation

Learning Outcome 1.2: Illustrate the organic compounds

332 | P a g e

Homologous series

Definition of

homologous series

Characteristics of

homologous series

Functional groups

Alkanes

Alkenes

Alkynes

Alcohol

Aldehyde

Ketones

Carboxylic acid

Ester

Amide

Amine

Ether

Nitriles

Nomenclature of organic

compounds

Alkanes

Alkenes

Alcynes

o Brainstorming on Homologous

series


functional group


nomenclature of organic

compounds

- Reference books - DVD players - Internet connection - Projector - Computer - Marker - Flip chart - Periodic table of chemical

elements


333 | P a g e

Alcohol

Aldehyde

Ketones

Carboxylic acid

Ester

Amide

Amine

Ether

Nitriles

Isomerism

Definition of

isomerism

Constitutional

isomers



1.2 Illustrate correctly the organic compounds based on their

functional group

334 | P a g e




Oral evidence Written evidence

Checklist Multiple choice True or False Setence completion Matching question

Task: Give the functional groups and names of the organic compunds

with FOUR carbons.

Checklist Score

Yes No

Indicator 1: Homologous series is well explained

Homologous series is defined

Characteristics of homologous series are identified

Indicator 2: Functional groups and names of organic compounds are clearly identified

Alkanes are identified

Alkenes are identified

Alkynes are identified

Alcohols are identified

Aldehydes are identified

Ketones are identified

Carboxylic acids are identified

Esters are identified

Amides are identified

Amines are identified

Ethers are identified

Nitriles are identified

Indicator 3: Isomerism is wel discussed

Isomers are defined

Constitutional isomers are identified

Observation

335 | P a g e

Learning Outcome 1.3: Distinguish applications of organic compounds

Hydrocarbon and its derivatives

Petrochemicals (methane,

ethane, gasoline, essence)

Acetylene: in steel welding

Alcohol

Fermentation

Ketones

Nail polish (acetone)

Aldehyde

In food (Vanilla)

Carboxylic acid and esters

Saponification

Food (vinegar)

Aromatic hydrocarbons

Synthetic of drugs

Plastics

Desinfectors

o Brainstorming on

applications of

organic compound

o Documentary

research on

application of

organic

compounds in

dairly life

o Laboratory

experints on

saponification and

fermentation.

Reference

books DVD players Internet

connection Projector Computer Marker Flip chart Periodic table

of elements Laboratory


336 | P a g e

Application areas of organic

compounds

Smells & tastes: fruits, fish,

Medications: aspirin, insulin

Addictive substances: caffeine,

nicotine, and alcohol

Hormones/Neurotransmitters:

adrenaline, dopamine, and

serotonin

Food: carbohydrates, protein,

fat, vitamins, and Vinegar

Genetics: DNA, RNA

Energy: petrochemicals






Checklist Multiple choice True or False


1.3 Distinguish correctly applications of organic compunds based on their

functional groups

337 | P a g e

Setence completion Matching question Essay (Short or extendeded responses) Task: Given different organic compounds, group them according to their area of application.

Checklist Score

Yes No

Indicator 1: Applications of hydrocarbon and its derivatives are well explained

Uses of petrochemicals are explained

Uses of Acetylene are explained

Indicator 2: Applications of Alcohols are well explained

Uses of ethanol are explained

Indicotor 3: Applications of Ketones are clearly explained

Uses of acetone are explained

Indicotor 4: Applications of Aldehyde are clearly explained

Uses of Aldehydes as food additives are explained

Indicotor 5: Applications of carboxylic acid and esters are well explained

Saponification is explained

Uses of carboxylic acids are explained

Indicotor 6: Applications of aromatic hydrocarbons are correctly explained

Use of aromatic hydrocarbons in drug synthesis is explained

Use of aromatic hydrocarbons in plastics is explained

Use of aromatic hydrocarbons as desinfectant is explained

Indicotor 7: Application areas of organic compounds are identified

Cosmetic (fragrance) area is identified

Medical (pharmaceutical products) area is identified

Food (flavor) area is identified

Biological area is identified

Energy area is identified

Observation

338 | P a g e

LU2 : Describe biochemical molecules

2 10 Hours

Learning Outcomes:

1. Characterize carbohydrates

2. Explain lipids and proteins

3. Describe nucleic acids and vitamins

Learning Outcome 2.1: Characterize carbohydrates

Key terms

Biological macromolecules

Monomers

Polymers

Carbohydrates

Monosaccharides

Polysaccharides

Types of biological

macromolecules

o Brainstorming on

key terms


types of biological

macromolecules

o Goup work and

presentation about

carbohydrates.

- Reference books

- Internet connection

- Computer - Projector - Laboratory - Chalkboard - Chalks


339 | P a g e

Carbohydrates

Lipides

Proteins

Nucleic acids

Carbohydrates

Sources

Properties

Categories

Starch

(definition,structure,

and function)

Glycogens


and function)

Cellulosis


and function)






Observation checklist Multiple choice True or False Setence completion


2.1 Characterize correctly carbohydrates based on their monomers

340 | P a g e

Matching question Essay (Short or extendeded responses)

Task: Identify the types of biological macromolecules

and discuss in details properties and functions of

carbohydrates.

Checklist Score

Yes No


Biological macromolecule are defined

Monomers are defined

Polymers are defined

Carbohydrates are defined

Monosaccharides are defined

Polysaccharides are defined

Indicator 2: Types of biological macromolecules are correctly identified

Carbohydrates are identified

Lipides are identified

Proteins are identified

Nucleic acids are identified

Indicator 3: Carbohydrates are clearly explained

Sources of carbohydrates are identified

Properties are identified

Structure and function of carbohydrates categories (Starch, Glycogens, Cellulosis) are explained

Observation

341 | P a g e

Learning Outcome 2.2: Explain carbohydrates and lipids

Key terms

Lipids

Proteins

Amino acids

Lipids

Sources

Properties

Categories

Fat acids

(definition,

structure, and

function)

Phospholids

(definition,

structure, and

function)

Steroids

(definition,

structure, and

function)

Proteins

Sources

Properties

Structure

Functions

o Brainstorming about

definitions of

lipids and proteins


categories of lipids

o Group work on

properties and

functions of proteins

- Reference books - Internet

connection - Computer - Projector - Laboratory - Chalkboard - Chalks


342 | P a g e





Written evidence

Multiple choice True or False Setence completion Matching question Essay (Short or extendeded responses) Observation checklist Task: With reference to sources, properties, structure and function; differenciate lipids and proteins.

Checklist Score

Yes

No


Lipids are defined


2.2 Explain properly lipids and proteins based on their functional group based on

their functional group

343 | P a g e

Proteins are defined

Amino acids are defined

Indicator 2: Lipids are clearly described

Lipid sources are explained

Lipid properties are explained

Lipid categories are discussed

Indicator 3: Proteins are properly discussed

Protein sources are explained

Protein properties are explained

Proteins functions are discussed

Observation

Learning Outcome 2.3: Describe nucleic acids and vitamins

Key terms

Nucleic acids

Nucleotides

Vitamins

Nuleic acids

Sources

Properties

Types

Deoxyribonucleic

acid (DNA)

(definition,

structure, and

function)

o Brainstorming on key

terms


structure, and

function of nucleic

acids (DNA and RNA)

o Group work and

presentation about

sources, properties

and function of

vitamins

- Reference

books - Internet

connection - Computer - Projector - Chalkboard - Chalk - Flipchart - Markers - Whiteboard - Photos - Tutorial videos


344 | P a g e

Ribonucleic acid

(RNA) (definition,

structure, and

function)

Vitamins

Sources

Properties

Categories

Fat soluble vitamins

Water soluble

vitamins

Function

Fat soluble vitamins

Water soluble

vitamins





Written evidence

Multiple choice True or False Setence completion Matching question Essay (Short or extendeded responses)


2.3 Describe correctly nucleics acid and vitamins based on their functional group

345 | P a g e

Task: Describe nucleic acids and vitamins.

Checklist Score

Yes

No

Indicator 1 : Key terms are well defined

Nucleic acids are defined

Nucleotides are defined

Vitamins are defined

Indicator 2: Nucleic acids are clearly described

Nuleic acids’ sources are explained

Nuleic acids’ properties are explained

Structure and function of nuleic acids’ types are discussed

Indicator 3: Vitamins are clearly described

Vitamins’ sources are explained

Vitamins’ properties are explained

Vitamins’ categories are explained

Vitamins’ functions are discussed

Observation

346 | P a g e

LU3 Describe polymerization

3 Learning Outcomes:

1. Identify properties of polymers

2. Explain classes of polymers

3. Discuss the effect of polymers on the environment

10 Hours

Learning Outcome 3.1: Identify properties of polymers

Key terms

Monomer

Polymer

Polymerization

Types of monomers

Simple sugar

monomers

(Monosaccharide)

Monomers of fats

(Lipids: glycerol, fatty

acids)

Nucleotides as

o Brainstorming on key

terms.


types of monomers.

o Group presentation on

properties of polymers

- Projector - Computer - Books - Internet - Pens/Pencils - Notebook - Papers - Marker - Board - Chalks


347 | P a g e

monomers (nucleic

acids: DNA, RNA)

Monomers of plastics

(HDPE, LDPE)

Monomers of

proteins (Amino-

acids)

Properties of polymers

Heat capacity/Heat

conductivity

Thermal expansion

Crystallinity

Permeability

Elastic modulus

Tensile strength

Resistance to electric

current

Refractive index





3.1 Identify properly the properties of polymers according to their

physical –chemical properties

348 | P a g e


Written evidence Oral evidence

True or false questions Multiple choice questions

Sentence completion Open questions Matching questions Observation checklist Task: Identify classes of monomers and properties of polymers

Checklist Score

Yes

No


Monomers are defined

Polymers are defined

Polymerization is defined

Indicator 2: Types of monomers are properly identified

Monomers of carbohydrates are identified

Monomers of lipids are identified

Monomers of nucleic acids are identified

Monomers of plastics are identified

Monomers of proteins are identified

Indicator 3: Properties of polymers are identified

Heat capacity/Heat conductivity property is identified

Thermal expansion property is identified

Crystallinity property is identified

Permeability property is identified

Elastic modulus property is identified

349 | P a g e

Tensile strength property is identified

Resistance to electric current property is identified

Refractive index property is identified

Observation

Learning Outcome 3.2: Explain properties of polymers

Classification of polymers based

on origin/Source

Natural

Synthetic

Semi-synthetic


on types of monomers

Homopolymer

Heteropolymer


on structure of the monomer

chain

Linear chain

Linked chain

o Brainstorming on classes of polymer based on source

o Group discussion on classes of polymer based on types of monomer.

o Group discussion on types of polymer based on structure of the monomer chain

o Group work on types of polymer based on mode of polymerization

- Pictures - Projector - Computer - Books - Internet - Pens/Pencils - Notebook - Papers - Marker - Board - Chalk


350 | P a g e

Cross linked chain


on mode of polymerization

Addition

polymerization

Condensation

polymerization





Written evidence Oral evidence

Multiple choice


Sentence completion

Open questions

Observation Check list


3.2 Explain properly the classes of polymers according to the nature of

polymers

351 | P a g e

Task: Classify polymers based on origin/Source, types of monomers, structure of the monomer chain and on mode of polymerization.

Checklist Score

Yes

No

Indicator 1: Classes of polymers based on their origin/Source are well identified

Natural polymers are identified Synthetic polymers are identified Semi-synthetic polymers are identified

Indicator 2: Classes of polymers based on their types of monomers are well identified

Homopolymer polymers are identified Heteropolymer polymers are identified

Indicator 3: Classes of polymers based on their structure of the monomer chain are well identified

Linear chain polymers are identified Linked chain polymers are identified Cross linked chain polymers are identified

Indicator 4: Classes of polymers based on their mode of polymerization are well identified

Addition polymerization polymers are identified Condensation polymerization polymers are identified

Observation

352 | P a g e

Learning Outcome 3.3: Discuss the effect of polymers on the environment

Uses of polymers

Polypropene

Polystyrene

Polyvinyl chloride

Glyptal

Bakelite

Effects of polymers on

environment

Effects of

thermosetting

polymers

Effects of

thermoplastic

polymers

Effects of

elastomers

Management of old polymer

materials

Polymers reuse

Polymer recycling

o Brainstorming on uses of

polymers


effects of polymers on

environment

o Group work and

presentation on

management of polymer

materials

- Reference books - Internet connection - Projector - Computer - Marker - Flip chart - Polymers’ pictures - Tutorial videos - Chalkboard - Chalks - Flipchart - PPE


353 | P a g e

Polymer disposal

Burying in

landfill sites

Burning





Written evidence

Oral evidence

Multiple choice True or false questions Open questions Observation Check list Task: Discuss the uses, effects of polymers on environment and management of old polymer materials.

Checklist Score

Yes No


3.3 Discuss correctly the the effect of polymers on the environment

based on their types of polymer

354 | P a g e

Indicator 1: Uses of polymers are correctly discussed

Uses of Polypropene are discussed

Uses of Polystyrene are discussed

Uses Polyvinyl chloride are discussed

Uses of Bakelite are discussed

Uses of Glyptal are discussed

Indicator 2: Effects of polymers on environment are well discussed

Effects of thermosetting polymers are discussed

Effects of thermoplastic polymers are discussed

Effects of elastomers are discussed

Indicator 3: Management of old polymer materials is well discussed

Reuse of old polymer materials is discussed

Recycling old polymer materials is discussed

Disposal of old polymer materials (Burying in landfill sites and Burning) is discussed

Observation

References:

1. Schmitz, A. (2018, March 25). Introduction to Chemistry: General, Organic, and Biological (v.

1.0). Retrieved from 18.1 Properties of Amino Acids:

https://2012books.lardbucket.org/books/introduction-to-chemistry-general-organic�and-

biological/s21-01-properties-of-amino-acids.ht

2. Daniel R.Bloch (2012), Organic chemistry DeMYSTiFieD, second edition, McGrawHill.

3. GRAHAM HILL, J. H. (2000). Chemistry in context,fifth edition. Nerson Thornes. Obot, K. (2003).

Organic chemistry for Advanced level. Rwanda Education Board. (2015). Advanced level

chemistry syllabus. Kigali: PRINTEX. Bruice, P. Y. (n.d.). Organic Chemistry fourth Edition.

4. Andrady A. L. and Neal M. A. (2009). Applications and societal benefits of plastics.

355 | P a g e

5. Phil. Trans. R. Soc. B 364, 1977–1984 Bahl, A. (2010). Advanced Organic Chemistry. S

Chand & Company Limited.

356 | P a g e

G E N G B 4 0 1 - GENERAL BIOLOGY

Competence

GENGB 401 Demonstrate knowledge of General Biology


Credits: 4 40

Sector: ALL EXCEPT Energy, ICT&Multimedia and Business

services.

Sub-sector: ALL


Purpose statement

This module describes the knowledge, skills and attitudes required to demonstrate basic

knowledge of Biology. At the end of this module, the learner will be able to describe biological

macromolecules structure and function, illustrate patterns of genetic inheritance and

distinguish various microorganisms’ structure and their uses.

357 | P a g e


Not applicable







1. Describe biological

macromolecules structure

and function

1. Explain clearly the function of carbohydrates based on their

structure

2. Clarify properly the function of lipids based on their structure

3. Illustrate correctly protein synthesis process in reference to

their genetic code

4. Distinguish effectively the functions of proteins in reference to

their structure

2. Illustrate partens of

genetic inheritance

1. Explain clearly the significance of Genetics basing on its

history

2. Discuss properly genetic inheritance based on Mendel's Laws

and non Mendel inheritance

3. Illustrate correctly genetic mutations based on phenotype

modifications

3. Distinguish various

microorganisms structure

and their uses

1. Explain clearly microbiology referring to its historical

development

2. Characterise correctly microbial diverversty based on their

structure and characterstics

3. Discuss effectively microbial nutrition based on their growth

requirements

4. Illustrate properly the importance of microorganisms based

on their harmfulnessand beneficial effects on environment

358 | P a g e

Learning Outcome 1.1: Explain the function of carbohydrates

Classification of carbohydrates Monosaccharide Disaccharide Oligosaccharide Polysaccharide

Carbohydrates catabolism Glycolysis Krebs cycle Electron transport

chain

Gluconeogenesis Definition of gluconeogenesis Major substrates for

gluconeogenesis Steps of gluconeogenesis

o Documentary

research and presentation on Classification of carbohydrates


presentation on Definition of key terms

o Group discussion and presentation onSteps of carbohydrates catabolism

- Reference books

- internet

- Computer

- Projector

- White board

/chalkboard

- Flip charts

- Markers

- Chalks

Learning unit LU 1: Describe biological macromolecules structure and

function

1

Learning Outcomes:

1.Explain the function of carbohydrates

2.Clarify the function of lipids

3.Illustrate the mainNucleic acids

4.Distinguish various proteins

10 Hours


359 | P a g e

Importance of gluconeogenesis

o Brainstorming on Gluconeogenesis





Oral evidence

Written evidence

Records of questions asked by assessor and responses of

trainee

Multiple Choice questions

True – False questions

Matching

Sequencing

Sentence completion / fill in the blanks


Drawings

Observation Checklist

Task: Explain clearly the function of carbohydrates based on their

structure


1. Explain clearly the function of carbohydrates based on their

structure

360 | P a g e

Checklist Score

Yes No

Indicator1:Groups of carbohydrates are well explained

Monosaccharides are discussed

Disaccharides are discussed

Oligosaccharides are discussed

Polysaccharides are discussed.

Indicator2: Carbohydrates catabolism is well explained

Glycolysis is explained

Krebs cycle is explained

Electron transport chain is explained

Indicator 3:Gluconeogenesis is well explained.

Gluconeogenesis is defined

Major substrates for gluconeogenesisare explained

Steps of gluconeogenesis are explained

Importance of gluconeogenesis is explained

Observation

Learning Outcome 1.2: Clarify the function of lipids

Key terms Lipids Hydrophobic Amphipathic

Groups of lipids based on their chemical composition

Simple lipids/Homolipids

Compound

o Documentary research and

presentation on definition

of keyterms.


presentation on lipid

groups.

o Brainstorming on lipid functions.

- Reference books

- Computers

- internet

- Projector

- White board/

chalkboard

- Flip charts

- Markers

- Chalks


361 | P a g e

lipids/Heterolipids

Derived lipids

Functions of lipids.

Energy storage

Regulating and

signaling

Insulating and

protecting

- Tutorial videos





Oral evidence

Written evidence

- Record of questions asked by assessor and responses of

trainee

- Multiple Choice questions

- True – False questions

- Matching

- Sequencing

- Sentence completion / fill in the blanks

- Essay (short responses / extended responses)

- Drawings


2. Clarify appropriately the function of lipids based on their structure

362 | P a g e

- Observation Checklist for drawings

Task: Discuss the function of lipids based on their structure

Checklist Score

Yes No

Indicator 1:Key terms are well explained

The term “Lipid” is explained

The term “Hydrophobic” is explained

The term “Amphipathic” is explained

Indicator2: Groups of lipids based on their chemical composition are well explained.

Simple lipids/Homolipids are explained

Compound lipids/Heterolipids are explained

Derived lipids are explained

Indicator 3: Functions of lipids are well explained

Energy storage is explained

Regulating and signaling are explained

Insulating and protecting are explained

Observation

Learning Outcome 1.3: Illustrate the main Nucleic acids

Structure of

nucleotides

Pentose sugar

Nitrogenous bases

Phosphate group

o Brainstorming on Structure

of nucleotides

o Group Discussion and

presentation on types of

types of nucleic acids


- Reference books

- Computers

- Projector

- White board/ chalkboard

- Flip charts


363 | P a g e

Types of nucleic acids

DNA

RNA

DNA replication

Mechanism of DNA

replication

Importance of DNA

replication

presentation on DNA

replication

- Markers

- Chalks

- Tutorial videos

- Pictures





Written evidence

Oral evidence


trainee



- Matching

- Sequencing



- Drawings


1.3.Illustrate correctly main Nucleic acids in accordance with their structure and

functions

364 | P a g e

- Observation Checklist

Task:Differentiate the main Nucleic acids in accordance with their

structure and functions

Checklist Score

Yes No

Indicator 1: Structure of nucleotides is well explained

Pentose sugar is identified

Nitrogenous bases are identified

Phosphate group is identified

Indicator 2:Types of nucleic acids are well described

DNA is described

RNA is described

Indicator 3:DNA replication is well illustrated

Mechanism of DNA replication is illustrated

Importance of DNA replication is explained

Observation:

Learning Outcome 1.4: Distinguish various proteins

Key terms

Genetic code

Gene

o Brainstorming on gene and

genetic code


- Reference books

- Computers

- Projector


365 | P a g e

Transcription

Definition of

transcription

Transcription process

Translation

Key terms

Amino acid

Protein

Translation process

(protein synthesis)

Protein structure and

function

Primary structure

Secondary structure

Tertiary structure

Quartenary structure

presentation on

transcription

o Group Discussions and

presentation on translation


presentation on Protein

structure and function


- Flip charts

- Markers

- Chalks

- Tutorial videos

- Pictures





Written evidence

Oral evidence


trainee




1.4. Distinguish effectively the functions of proteins in reference with their

structure.

366 | P a g e

- Matching

- Sequencing



- Drawings


Task: Distinguish the function of proteins referring to their

structure.

Checklist Score

Yes No

Indicator 1: Key terms are well explained

Genetic code is explained

Geneis explained

Indicator 2: Transcription is well described

Transcription is defined

Transcription process is illustrated

Indicator 3: Translation is well described

Key terms(Amino acid,Protein) are defined

Translation process is illustrated

Indicator 4: Protein structure and function are well described

Primary structure is described

Secondary structure is described

Tertiary structure is described

Quartenary structure is described

Observation:

367 | P a g e

Learning Outcome 2.1: Explain the significance of Genetics

Introduction to genetics Etymology

History of Genetics

Key terms Gene,

Locus,

Chromosomes,

Alleles,

haploid,

diploid,

gamete,

zygote,

Genome,

o Brainstorming on introduction to genetics


presentation on genetic terminologies

o Group discussions and presentation on importance of genetics

- Reference books

- Computers

- Internet

- Projector

- White board/

chalkboard

- Flip charts

- Markers

- Chalks

Learning unit

LU2 Illustrate patterns of genetic inheritance

2

Learning Outcomes:

1. Explain the significance of Genetics

2. Discuss genetic inheritance

3. Illustrate genetic mutations

15Hours


368 | P a g e

Genotype,

Phenotype,

Dominant,

Recessive,

Co-dominant,

Additive,

Polymorphism,

Mutation,

Linkage,

Heterozygous,

Homozygous,

Test cross,

F1&F2(Filial

generations),

Importance of Genetics Inheritance

Disease diagnosis

genetic Investigation

Cancer diagnosis

- Tutorial videos





Written evidence

Oral evidence


trainee



- Matching


2.1 Explain clearly the significance of Genetics basing on its history

369 | P a g e

- Sequencing




Task: Explain clearly the importance of genetics

Checklist Score

Yes No

Indicator 1: Introduction to genetics is well done

Etymology of the word “genetic” is explained

History of Genetics is explained

Indicator 2: key terms in genetics are well explained

The term “Gene” is explained

The term “Locus” is explained

The term “Chromosomes” is explained

The term “Alleles” is explained

The term “haploid” is explained

The term “diploid” is explained

The term “gamete” is explained

The term “zygote” is explained

The term “Genome” is explained

The term “Genotype” is explained

The term “Phenotype” is explained

The term “Dominant” is explained

The term “Recessive” is explained

The term “Co-dominant” is explained

The term “Additive” is explained

The term “Polymorphism” is explained

370 | P a g e

The term “Mutation” is explained

The term “Linkage” is explained

The term “Heterozygous” is explained

The term “Homozygous” is explained

The term “Test cross” is explained

The term F1(Filial generations) is explained

The term F2(Filial generations) is explained

The term “Mutation” is explained

The term “Linkage” is explained

The term “Test cross” is explained

Indicator 3: importance of genetics is well explained

Importance of genetics in Inheritance is explained

Importance of genetics in Disease diagnosis is explained

Importance of genetics in genetic Investigation is explained

Importance of genetics in Cancer diagnosis is explained

Observation

Learning Outcome 2.2: Discuss genetic inhertance

Concepts of genetic inheritance Inheritance

Monohybrid

Dihybrid

Mendel’s laws Law of Dominance

Law of Segregation

Law of Independent

assortment

o Braintosrming on concepts of inheritance

o Documentary research and presentation on Mendel’s laws

o Group discussions and presentation on Mendel’s experiments

o Practical exercises on crossing

- Reference books

- Computers

- Internet

- Projector


- Flip charts


371 | P a g e

Mendel’s experiments Crossings

Monohybrid Cross

Dihybrid Cross

Phenotypes and

genotypes ratios

Chromosomal Theory Background

Salient Features

Variations from Mendel’s patterns Multiple allele traits

Co-dominance

Incomplete

dominance

Sex linked

inheritance

Polygenic traits

o Documentary research and presentation on Chromosomal theory and variations from Mendel inheritance

- Markers

- Chalks

- Tutorial videos





Written evidence

Oral evidence


trainee



- Matching

- Sequencing



2.2. Discuss properly genetic inheritance based on Mendel's Laws and non

Mendel inheritance

372 | P a g e


- Drawings


Task: Explain genetic inheritance based on Mendel's Laws

Checklist Score

Yes No

Indicator 1: Concepts of genetic inheritance are well explained

Inheritance is explained

Monohybrid is explained

Dihybrid is explained

Indicator 2: Mendel’s laws are well discussed Law of Dominance is discussed

Law of Segregation is discussed

Law of Independent assortment is discussed

Indicator 3: Mendel’s experiments are well discussed

Crossings are discussed

Monohybrid Cross is discussed

Dihybrid Cross is discussed

Phenotypes and genotypes are discussed

Indicator4: Chromosomal Theory is well explained Background of Chromosomal Theory is explained

Salient Features are explained

Indicator 5: Variations from Mendel’s patterns are discussed

Multiple allele traits are discussed

Co-dominance is discussed

Incomplete dominance is discussed

Sex linked inheritance is discussed

Polygenic traits are discussed

Observation

373 | P a g e

Learning Outcome 2.3: Illustrate genetic mutations

Key terms Mutation

Somatic mutation

Chromosomal

mutation

Mutagen

Variation

Causes of genetic mutations Spontaneous

Physical agents

Chemical mutagens

Types of genetic mutations Gene mutations

Point Mutation

Frameshift Mutation

Base substitution

Mutation

Chromosome

mutations

Structural (Deletion,

Duplication,

Inversion,

Translocation)

Numerical (polyploidy,

aneuploidy)

Effects of genetic mutations Harmful effects

(Genetic disorders, ...)

Beneficial effects

Neutral effects

o Individual work (Search

for Definition of key

terms)

o Group work on Causes

and effects of genetic

mutations

o Presentations on Causes

and effects of genetic

mutations

o Observation of Types of

genetic mutations on

video

o Brainstorming on genetic

mutations effects

- Reference books

- Computers

- Internet

- Projector


- Flip charts

- Markers

- Chalks

- Tutorial videos

- Pictures


374 | P a g e





Written evidence

Oral evidence


trainee



- Matching

- Sequencing



- Drawings


Tasks: Explain genetic mutations based on phenotype modifications

Checklist Score

Yes No

Indicator1: Key terms are well defined

Mutation is defined

somatic mutation is defined

chromosomal mutation is defined

mutagen is defined

variation is defined


2.3 Illustrate correctly genetic mutations based on phenotype

modifications

375 | P a g e

Indicator2: Causes of genetic mutations are discussed

Spontaneous mutation is discussed

Physical agents are discussed

Chemical mutagens are discussed

Indicator3: Gene mutations are well illustrated

Point Mutation (Frameshift Mutation, Base substitution Mutation) is

illustrated

Chromosome mutation (Deletion, Duplication, Inversion,

Translocation, polyploidy, aneuploidy) is illustrated

Indicator 4: Effects of genetic mutations are well explained

Harmful effects are explained

Beneficial effects are well explained

Neutral effects are well explained

Observation

376 | P a g e

Learning Outcome 3.1: Explain microbiology

Introduction to Microbiology

Definition of key terms

Microbiology

Microorganisms

Microbes

Germs

History of microbiology

Contributions to Microbiology

Louis Pasteur

Robert Koch

Joseph Lister

Importance of microbiology

Agriculture industry

Health and medicine

industry

Maintenance of the

o Brainstorming on

definition of key terms


and presentation on

History of microbiology

o Individual work( search

on contribution to

MIcrobiology


importance of

microbiology

- Reference books

- Light Microscope

- Internet

- Computer

- Projector

- White board

/chalkboard

- Flip charts

- Markers

- Chalks

Learning unit

LU3 Distinguish various microorganisms structure and their uses

3

Learning Outcomes:

1. Explain microbiology

2. Characterise microbial diversity

3. Discuss microbial nutrition

4. Illustrate the importance of microorganisms

15Hours


377 | P a g e

environment

Pharmacy and

biothechnology

industry





Oral evidence

Written evidence

Records of questions asked by assessor and responses of

trainee

Multiple Choice questions

True – False questions

Matching

Sequencing

Sentence completion / fill in the blanks


Drawings

Observation Checklist

Task: Explain microbiology and its importance

Checklist Score

Yes No

Indicator 1: Introduction to Microbiology is well done

Key terms are well defined

Microbiology is defined


3.1 Explain clearly microbiology referring to its historical development

378 | P a g e

Microorganism is defined

Microbe is defined

Germ is defined

History of microbiology is discussed

Indicator 2: Contributions to Microbiology are well discussed

The contribution of Louis Paster is discussed

The contribution of Robert Koch is discussed

The contribution of Joseph Lister is discussed

Indicator 3: Importance of microbiology is well explained

Importance of microbiology in Agriculture industry is explained

Importance of microbiology in Health and medicine industry is

explained

Importance of microbiology in Maintenance of the

environment is explained

Importance of microbiology in Pharmacy and biothechnology

industry is explained

Observation

Learning Outcome 3.2: Characterise microbial diversity

Types of microbial diversity

Physical/structural

Biochemical/metabolic

Genome

Major taxomomic groups of

Microorganisms

Bacteria

General

characterstics

Shapes

Bacterial cell

structure

Viruses

Virus structures


presentation on types of

microbial diversity

o Documentary research and presentation on major taxonomic groups of microorganisms

o Brainstorming on microbial interactions’types

- Reference books

- Animal and Plant

Cell charts

- Light Microscope

- Computers

- internet

- Projector

- White board/

chalkboard

- Flip charts

- Markers


379 | P a g e

Virus shape

Fungi

Major

characteristics

Structure of

fungi

Growth of fungi

Algae

Molphology

algae

Ecology of algae

Protozoa

General

characterstics

Groups of

protozoa

Microbial interactions’types

Positive interactions

(mutualism,

protocooperation,

commensalism

Negative interactions

(predation, parasitism,

Amensalism and

competition

- Chalks

- Tutorial videos





Oral evidence - Record of questions asked by assessor and responses of


Characterise correctly microbial diversity based on their structure

and taxonomy

380 | P a g e

Written evidence

trainee



- Matching

- Sequencing



- Drawings

- Observation Checklist for drawings

Task: Differentiate types of microorganisms

Checklist Score

Yes No

Indicator1: Types of microbial diversity are well explained

Physical/structural is explained

Biochemical/metabolic is explained

Genome is explained

Indicator 2: Major taxomomic groups of Microorganisms are well described

Bacteria are described

General characterstics of bacteria are discussed

Shapes of bacteria are illustrated

Bacteria cell structure is illustrated

Viruses are well described

Virus structures are illustrated

Virus shapes are illustrated

Fungi are well described

Major characteristics of Fungi are explained

Structure of fungi is illustrated

Growth of fungi is discussed

Algae are well described

Molphology of algae is described

Ecology of algae is discussed

381 | P a g e

Protozoa are well described

General characterstics of Protozoa are discussed

Sub-groups of Protozoa are described

Indicator3: Microbial interactions’types are well discussed

Positive interactions (mutualism, protocooperation, commensalism)

are discussed

Negative interactions (predation,parasitism, amensalism and

competition) are discussed

Observation

Learning Outcome 3.3: Discuss microbial nutrition

Microorganisms nutrient

requirements

Nutrients’sources

Energy source Carbon source Nitrogen

source

Phosphate source

Sulfur source

Categories of essential

nutrients

Micronutrients Macronutrient Growth factors

Nutrient transport processes

Passive diffusion Facilitated diffusion Active transport Group translocation

Growth requirements Physical growth


and presentation on

microorganisms

nutrients requirements

o Brainstorming on

nutrient transport


presentation on growth

requirements

- Reference books

- Computers

- Projector

- White board/

chalkboard

- Flip charts

- Markers

- Chalks

- Tutorial videos

- Pictures


382 | P a g e

requirements Chemical growth

requirements





Written evidence

Oral evidence


trainee



- Matching

- Sequencing



- Drawings


Task: Explain briefly microbial nutrition

Checklist Score

Yes No

Indicator 1: Microorganisms nutrient requirements are well explained

Nutrients’sources are identified

Energysource is identified

Carbonsource is identified

Nitrogen source is identified


3.3 Discuss effectively microbial nutrition based on their growth

requirements

383 | P a g e

Phosphate source

Sulfursource

Categoriesof essential nutrients for microorganisms are identified

Micronutrients are identified

Macronutrients are identified

Groth factors are identified

Indicator2: Nutrient transport Processes are well discussed

Passive diffusion is discussed

Facilitateddiffusion is discussed

Active transport is discussed

Grouptranslocation is discussed

Indicator3: Microorganisms Growth requirements are well explained

Physical growth requirements are explained

Chemical growth requirements are explained

Observation

Learning Outcome 3.4: Illustrate the importance of microorganisms

Importance of Bacteria

Benefits of bacteria

Industrial uses

Medical uses

Symbiotic relation

with human

Harmful effects of bacteria

Pathogenicity to

human

o Brainstorming on

BacteriaBenefits and

harmfulness


presentation on fungi

Benefits and harmfulness


and presentation on

virusBenefits and

- Reference books

- Computers

- Projector

- White board/

chalkboard

- Flip charts

- Markers

- Chalks

- Tutorial videos

- Pictures


384 | P a g e

Pathogenicity

toplants

Pathogenicity

toanimals

Food spoilage

Importance Fungi

Benefits of fungi

Medical use

industrial use

Decomposition of

organic matter

health of ecosystem

Harmful effects of fungi

Pathogenicity to human

Pathogenicityto Plants

Pathogenicity to animals

Food spoilage

Fungal toxins

Importance of Virus

Benefitsof virus

Use in scientific

research

Medical use

Harmfulness of virus

harmfulness

385 | P a g e

Pathogenicityto human

Pathogenicity to plants

Pathogenicity to animals





Written evidence

Oral evidence


trainee



- Matching

- Sequencing




Task: Illustrate the importance of microorganisms based on their

harmfulness and beneficial effects on environment

Checklist Score

Yes No

Indicator 1: Importance of bacteria is well explained


3.4 Illustrate clearly the importance of microorganisms based on their

harmfulness and beneficial effects on environment

386 | P a g e

Bacteria benefits are explained

Industrial uses is explained

Medical uses is explained

Symbiotic relation with human is explained

Harmful effects of bacteria are explained

Pathogenicity to human is explained

Pathogenicity to plants is explained

Pathogenicity to animals is explained

Food spoilage is explained

Indicator 2:Importance of fungi is well explained

Fungi benefits are explained

Medical use is explained

Industrial use is explained

Decomposition of organic matter is explained

Harmful effects of fungi are explained


Pathogenicity to Plants is explained


Food spoilage is explained

Fungal toxins are explained

Indicator 3: Importance of Viruses is well eplained

Virus Benefits are explained

387 | P a g e

Use in scientific research is explained

Medical use is explained

Harmfulness of virus is explained


Pathogenicity to plants is explained


Observation :

REFERENCES:

1. Mohammed, A., A. (2006). Molecular Biology and Applied Genetics for Medical

Laboratory Technician: Students. Jimma University.

2. MUHAYIMANA, O., Uwibambe, J., Philip, W., Y. & Alistair, C. (2017). Biology for Rwanda

schools: Student Book, Secondary 5. Laxmi Publications Pvt. Ltd113, Golden House,

Daryaganj, New Delhi-110002.

3. Frank Lowy. (2008). Bacterial Classification, Structure and Function.

4. Glen Sonder J & Karen W Post.(2005). Veterinary Microbiology: Bacterial & Fungal

Agents of Animal Diseases. Cold Spring

5. D. S. Weiss. (2004). Molecular Microbiology-Bacterial cell division and the septal ring.

vol. 54, pp. 588-597.

6. Chenn Peter, Murray John, 1999. Microorganisms and Biotechnology

388 | P a g e

7. Michael Robert, Michael Jonathan Reiss, Grace Monger; Advanced Biology, Nelson

Publishers, UK

8. https://sites.ualberta.ca/~enoch/Resources/Genetics.pdf

9. https://nios.ac.in/media/documents/SrSec314NewE/Lesson-22.pdf

10. https://www.bergenfield.org/cms/lib6/NJ01001228/Centricity/Domain/78/Padilla/Biol

ogy_FundamentalsOfGenetics(A).pdf

C U A V P 4 0 1 - VEGETABLES PREPARATION

CUAVP401 Prepare vegetables

https://sites.ualberta.ca/~enoch/Resources/Genetics.pdf

https://nios.ac.in/media/documents/SrSec314NewE/Lesson-22.pdf

https://www.bergenfield.org/cms/lib6/NJ01001228/Centricity/Domain/78/Padilla/Biology_FundamentalsOfGenetics(A).pdf

https://www.bergenfield.org/cms/lib6/NJ01001228/Centricity/Domain/78/Padilla/Biology_FundamentalsOfGenetics(A).pdf

389 | P a g e

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 hygiene standards while preparing vegetables

2.3 Respect of nutritional value while cleaning, preparing and

storing vegetables

2.4 Regularly examination of quality signs of freshness of the

vegetables

2.5 Proper setting up of work table basing on the work plan while

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respecting three system container

2.6 Accurate measurements of raw materials in terms of quantity

according to the recipe

standards

2.7 Relevant cutting of vegetables in accordance with the recipe

standards (e.g.: Brunoise, macedoine, juliene, batonettes,

chiffonade, etc.)

3. Cook vegetables 3.1. Appropriate application of cooking method according to the

recipe

3.2. Correct cooking timing to avoid vegetables change of color,

texture and loss of nutrients

3.3. 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


Content

393 | P a g e





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 assembling techniques of

- Video aids - Reference - Internet - Catalogue - Water - Chemical

products - Paper rolls - Oil



Proper identification of equipment, tools used in preparing vegetables

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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

o Research on good qualities of vegetables

o Demonstration on good quality of vegetables

o Practical exercise on good quality of vegetables

- Reference books - Video aids - Internet - Pictures - Flip chart - Markers



Proper identification of the six categories of vegetables

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characteristics

o Brainstorming on good quality of vegetables

o Observation on good quality of vegetables

o Site visit o Examination of quality

signs of vegetables.

- Boards - 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


Content

398 | P a g e




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






400 | P a g e


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

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Fridge - Freezer - Containers - Cold room - Detergents - Cleaning tools - Water - Sanitizer


403 | P a g e

o Practical exercise on cleaning store and tools while following procedures

- Wiping pads





Checklist Score

Yes No

Observation

Learning Outcome 3.2: Label storage containers



Adequate check of cleanliness of vegetable store

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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





Performance

Simulation

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Label storage containers


Appropriate storage of sandwiches and wrapsas per procedures

405 | P a g e















Checklist Score

Yes No

Observation

Learning Outcome 3.3: Conserve vegetable products


Appropriate labelling of the storage containers with the indication of items, life

span of the dish and preparation date.


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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

o Brainstorming on importance of conservation

- Reference books - Video aids - Internet - Conservation

products - Cans - Freezer - Fridge - Pots - Boards - Markers - Conservation

containers





Checklist Score

Yes No

Observation

Learning Outcome 3.4: Apply storage procedures


Proper cleaning and covering of storage container and the store area all

the time in order

to avoid insects and parasites


407 | P a g e

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

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

411 | P a g e

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

4. 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


Content

413 | P a g e





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



Appropriate application of personal hygiene procedures while handling food

414 | P a g e

Cleaning techniques

Cleaning detergents/chemicals

Sanitizers

Sterilization techniques




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






Simulation


Proper use of clean equipment and tools while handling food

415 | P a g e

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



416 | P a g e




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


Proper application personal health guidelines and procedures while handling

food

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LU 2:Apply HACCP

2

Learning Outcomes:

1. Identify HACCP 2. Apply HACCP 3. 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)


Content

418 | P a g e




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:

1. Select required temperature for food 2. Apply hygiene rules in storage 3. Apply the storage procedures. 4. Apply pests control measures to avoid to avoid food

contamination and poisoning 5. Sanitize workplace in order to avoid cross contamination 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


on food contamination and

poisoning measures and

causes

o Demonstration on

application of food

contamination and poisoning

preventive and control

measures


application of food



- Cleaning

detergents

- Shelves

- Food

- Refrigerator

- Fridge

- Cooker

- Gas

- Utensils


423 | P a g e

measures





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



Respect of hygienic practices while handling and storing food and beverage to

prevent food contamination and poisoning


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Performance

Simulation

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


- Cleaning

detergents

- Shelves

- Food

- Refrigerator

- Fridge

- Cooker

- Gas

- Utensils


426 | P a g e

application of food



measures





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


Correct storing process when handling raw and cooked food

427 | P a g e


outcome 3.1






causes

o Demonstration on

application of food



measures


application of food



measures

- Cleaning

detergents

- Shelves

- Food

- Refrigerator

- Fridge

- Cooker

- Gas

- Utensils






Checklist Score

Yes No


Appropriate application of pests control measures to avoid food contamination

and poisoning


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Causes of pests at workplace:

Chopped food or paper

Droppings

Live/ dead bodies of insects

Holes

Observation

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


429 | 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



and poisoning

430 | P a g e

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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..

432 | P a g e









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

433 | P a g e

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


Content

434 | P a g e


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


435 | P a g e






Simulation

observation checklist on procedures

Checklist Score

Yes No

Learning Outcome 1.3 Decorate pastries and cakes



Appropriate dismantling and assembling, cleaning and sterilization of equipment

and tools

436 | P a g e

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 - Spoons






Simulation


Checklist Score

Yes No



and tools

437 | P a g e

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


Content

438 | 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 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


439 | P a g e

- Spoons - Baking ovens





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

440 | P a g e

441 | P a g e

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


Correct selection of storage temperature requirements for vegetables to be

stored


442 | P a g e

Simulation

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


443 | P a g e


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,

444 | P a g e

turning)

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

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Three-system container is used

Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s 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


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

CUAFP401 Prepare 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

448 | P a g e

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


Content

449 | 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

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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





Content

453 | 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


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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




455 | 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


456 | 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





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Matching

Sentence completion

Ticking

Simulation

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


458 | P a g e

- Pictures






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


459 | 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



460 | 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




stored

461 | P a g e















Performance

Simulation

Checklist Score

Yes No


label information

writing rules


Observation




462 | P a g e

Learning Outcome 3.3.Conserve fruit 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

o Brainstorming on importance of conservation

- Reference books - Video aids - Internet - Conservation

products - 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


463 | 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



and poisoning


464 | P a g e

Storage procedures:

FIFO

LIFO

Observation


Checklist Score

Yes No





Observation

465 | P a g e


Checklist Score

Yes No





Observation


Checklist Score

Yes No



Time is respected




Observation


Checklist Score

Yes No








466 | P a g e



Observation


Checklist Score

Yes No











Observation

467 | P a g e

C U A P S 4 0 1 - PASTA AND STARCHES

CUAPS401 Cook pasta and starches


Credits: 6 60




Purpose statement

Thismodule describes the skills and knowledge required to prepare and present pastas and

starches..

468 | 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.

469 | 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


Content

470 | 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

471 | 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


472 | 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





473 | 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


474 | P a g e





Written



Multiple choice


Checklist Score

Yes No


Soft

hard

Stone

Tropical

Exotic

Melons

soft

hard

Stone

Nutritional value

Observation



475 | 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




Content

476 | 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


477 | P a g e





Written evidence



Multiple choice

Matching

Sentence completion

Simulation

Simulation

Checklist Score

Yes No

Observation




478 | 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


479 | P a g e

C U A M F 4 0 1 - PREPARING MEAT, POULTRY AND FISH DISHES

CUAMF401 Cook 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.

480 | 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.

481 | 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



Content

482 | P a g e




Written

Performance





extended responses)

Checklist Score

Yes No






Observation

Learning Outcome 1.2Select poultry, meat and fish




vegetables

483 | P a g e

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: Smell Colour Compact structure Texture and colour of fat Kidney covered with fat

Quality points for fish: Eyes Gills Fresh Scales Skin Smell Guts.

o Visit of butchery o Group work o Research o Presentation

- Resource books






Simulation


Checklist Score

Yes No



and tools

484 | P a g e

485 | 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







Content

486 | 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



487 | 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




488 | P a g e

Preparation of fish: Gutting/ portioning Scaling Filleting Skinning


- Board - Laptop - Projector - Cutting board - Knife set - weighing scale






Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No

Observation

Learning Outcome 2.4 Store chicken, meat and fish




489 | P a g e

Storage standards Chemical Store Dry Store Perishable Freezer Quality and Quantity

Preservation methods: Salting Smoking Drying Canning Freezing Marinating

Ordering

Receiving

Issuing


- Freezer - Fridge - Reference Books - Flip chart - Markers - Board - Scale - Shelves - Containers - Trolley - Probe

Thermometer - Purchasing order - Receiving form - Requisition form






Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No




490 | P a g e

Observation

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




491 | P a g e

Observation

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

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


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Seasoning salt black pepper or white pepper


- Oil - Onions - Garlic - Rosemary - Salt - Light soya sauce -





Written evidence


Multiple choice


Matching

Sentence completion

Simulation

Matching

Checklist Score

Yes No

Storage temperature

Storage equipment


Life span

Type of dish

Observation



stored

493 | 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





494 | P a g e


Observation

Learning Outcome 3.2 Cook and present fish dishes




- Equipment





Performance

Simulation

Checklist Score

Yes No


label information

writing rules





495 | P a g e


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


Checklist Score

Yes No





Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedone.





496 | P a g e



Recipe preparation procedures are respected (washing, peeling, cutting, frying, turning)

Observation


Checklist Score

Yes No





Observation


Checklist Score

Yes No



Time is respected




Observation


Checklist Score

Yes No

Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe

497 | P a g e

standards









Observation


Checklist Score

Yes No











Observation

498 | P a g e

C U A S W 4 0 1 - SANDWICHES AND WRAPS

CUASW401 Prepare sandwiches and wraps


Credits: 4 40



Issue date:January, 2014

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.

499 | 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

500 | P a g e

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

1

Learning Outcomes:

1. Identify sandwiches and wraps 2. Identify equipment, tools and materials 3. 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


Content

501 | 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


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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

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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

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LU 2:Prepare sandwiches and wraps

2

Learning Outcomes:

1. Prepare ingredients for sandwiches and wraps 2. 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


Content

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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


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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

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LU 3:Present sandwiches and wraps

3

Learning Outcomes:

1. Set sandwiches and wraps 2. 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



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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

- Containers - Fridge - Foil papers - Plastic wraps - internet - reference books - pictures - video aids - gloves



Correct setup of sandwiches and wraps as per requirements

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timing





Performance

Simulation

Checklist Score

Yes No

Observation


Appropriate storage of sandwiches and wrapsas per procedures

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C U A S W 4 0 1 - SAUCES AND SOUPS

CUASS401 Prepare sauces and soups


Credits: 12 120




Purpose statement

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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.

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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.

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LU 1:Prepare sauces required for menu items

1

Learning Outcomes:

Identify the ingredients for different types of sauces Identify equipment Prepare sauces 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


Content

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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


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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

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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




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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



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LU 2:Prepare soup

2

Learning Outcomes:

Identify the ingredients for different types of soups Prepare different types of soups Evaluate the quality of soups and rectify them. 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







Content

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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


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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




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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




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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





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Multiple choice


Matching

Sentence completion

Ticking

Simulation

Checklist Score

Yes No

Observation

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Learning unit

LU 3: Store and reconstitute stocks, sauces and soups

3

Learning Outcomes:

Store stocks, sauces and soups 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


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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








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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


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Checklist Score

Yes No





Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedoine.







Recipe preparation procedures are respected (washing, peeling, cutting, frying, turning)

Observation


Checklist Score

Yes No





Observation

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Checklist Score

Yes No



Time is respected




Observation


Checklist Score

Yes No










Observation

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Checklist Score

Yes No











Observation

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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




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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.

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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.

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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.

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WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

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F +250 255113365 E [email protected] I www.wda.gov.rw

tvet certificate iv in culinary arts

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