tvet certificate iv in culinary arts...6. gukoresha i kinyarwanda y umunyamwuga 7. kiswahili katika...
TRANSCRIPT
4
TVET CERTIFICATE IV in
CULINARY ARTS
CODE
HOTCUA4001
Kigali January, 2014
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HOTCUA4001-TVET CERTIFICATE IV
Culinary Arts
REQF Level 4 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
January, 2014
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2014
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel : (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
A c k n o w l e d g m e n t s v i i i
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 2
2.4 Job related information 2
2.5 Employability skills and life skills 3
2.6 Information about competencies 6
3 . T R A I N I N G P A C K A G E 7
3.1 Course structure 7
3.2Competencies chart 7
3.4 Flowchart 9
4 . A S S E S S M E N T G U I D E L I N E S 1 0
4.1 Assessment Methodology 10
4.2 Portfolio 10
C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 3
LU 1:Describe the operating system 15
LU 2:Customize computer features 23
LU 3: Protect computer system 28
C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 3 3
LU 1: Identify hazardous areas to be improved. 36
LU 2 : Apply SHE practices. 43
LU 3: Assess and control risks. 51
LU 4: Awareness of SHE in working place. 56
C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 6 3
LU 1:Write factual, descriptive, and explanatory texts. 66
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LU 2:Apply a range of listening strategies to understand predictable messages. 75
LU 3:Discuss general and trade-related topics. 81
LU 4:Read medium texts on general and trade-related topics. 87
C C M F T 4 0 1 - A P P L I C A T I O N D E S E L E M E N T S D E L A L A N G U E F R A N C A I S E 9 2
LU 1:Lire les différents textes techniques devant le public 95
LU 2:Rédiger des textes simples et autres écrits techniques. 99
LU 3:Appliquer certains éléments de la littérature en rapport avec son métier 103
LU 4:Utiliser les expressions usuelles de la langue française. 107
Unité d’apprentissage 111
LU 5:Exécuter les accords 111
C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 1 8
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 121
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no kugaragaza intêgo y’izina mbonera. 128
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza amategeko y’igenamajwi mu izina mbonera. 137
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 143
Imbumbe 151
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
kwandika yubahiriza imyandikire y’Ikinyarwanda. 151
C C M K K 4 0 1 - K I S W A H I L I K A T I K A S E K T A T O F A U T I Z A K A Z I 1 5 9
LU 1: Kutumia kimazungmuzo istilahi/rejesta zinazohusiana na kazi. 161
LU 2:Kutumia kimaandishi istilahi/rejesta zinazohusiana na kazi 166
LU 3:Kutumia istilahi/rejesta za utatuzi wa migogoro katika kampuni. 171
C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 7 6
LU 1: Identify elements of business plan. 178
LU 2: Write a business plan in line with the identified elements 185
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 198
LU 4: Present a business plan 205
C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 2 1 1
LU 1: Develop and maintain product, service and market knowledge. 214
LU 2: Provide a quality service experience to customers. 222
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LU 3: Deal with complaints and difficult customer service situations. 229
LU 4: Manage and use information about clients and customers. 238
C C M I A 3 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 4 2
LU 1: Apply for internship/employment 245
LU 2:Demonstrate appropriate workplace behavior and attitudes 249
LU 3: Respect worker’s and employer’s rights and responsibilities 254
LU 4: Organize and evaluate one’s internship 260
G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 6 6
LU 1: Determine and analyze numerical functions 269
nnLU 2: Apply fundamentals of differentiation 275
LU 3: Apply natural logarithmic functions 280
LU 4: Apply exponential functions 286
C U A V P 4 0 1 - V E G E T A B L E S P R E P A R A T I O N 2 9 3
LU 1:Select equipment, tool, and ingredients 296
LU 2:Prepare and cook vegetables 301
LU 3:Store vegetables 306
C U A F S 4 0 1 - H Y G I E N E A N D F O O D S A F E T Y C O N T R O L 3 1 2
LU 1:Apply hygiene procedures 315
LU 2:Apply HACCP 320
LU 3:Prevent food contamination and poisoning 325
C U A B P 4 0 1 - B A K E R Y A N D P A S T R Y P R O D U C T S 3 3 3
LU 1:Prepare pastries 335
LU 2:Prepare and produce bakery products 339
LU 3:Portion and store pastries, cakes and yeast products 342
C U A F P 4 0 1 - F R U I T B A S E D P R O D U C T S P R E P A R A T I O N 3 4 7
LU 1:Select tools and equipment 349
LU 2:Prepare fruits product 353
LU 3:Store fruits product 360
C U A P S 4 0 1 - P A S T A A N D S T A R C H E S 3 6 8
LU 1:Prepare Pasta 370
LU 2:Prepare Starches 376
C U A M F 4 0 1 - P R E P A R I N G M E A T , P O U L T R Y A N D F I S H D I S H E S 3 8 0
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LU 1:Select poultry, meat and fish 382
LU 2:Handle and store meat, poultry and fish 385
LU 3:Cook and present poultry, meat and fish dishes 391
C U A S W 4 0 1 - S A N D W I C H E S A N D W R A P S 3 9 8
LU 1:Prepare ingredients, equipment and tools for a variety of sandwiches and wraps 400
LU 2:Prepare sandwiches and wraps 404
LU 3:Present sandwiches and wraps 407
C U A S W 4 0 1 - S A U C E S A N D S O U P S 4 1 0
LU 1:Prepare sauces required for menu items 412
LU 2:Prepare soup 417
LU 3: Store and reconstitute stocks, sauces and soups 423
G L O S S A R Y a
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List of abbreviations
C Compulsory
CAD Computer Aided Design
CDU Curriculum Development Unit
CI Compulsory Indicator
CM Complementary Modules
HOTCUA Hospitality and Tourism Sector / Culinary arts sub sector
CV Curriculum Vitae
E Essential
ICT Information Communication Technology
IPRC Integrated Polytechnics Regional Centers
NE Non essential
PAFP “Programme d’Appui à la Formation Professionnelle”
PPE Personal Protective Equipment
REQF Rwanda Education Qualification Framework
T Tolerable
TSS Technical Secondary Schools
TVET Technical and Vocational Education and Training
VTC Vocational Education Center
WDA Workforce Development Authority
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
MUHIRE Jean Marie Vianney,Curriculum Development Unit – WDA
Facilitator
TUMAINI MANIMBI, Curriculum Development Unit - WDA
Curriculum Development Team
# NAMES FUNCTION INSTITUTION/LOCATION
1 HABARUREMA JEAN CLAUDE Chef de partie Bourbon Coffee 2 KERAZI Justine Hospitality Unit WDA 3 GITENGE Claire Hospitality Unit WDA 4 BAGIRE Emmy-B Hospitality Unit WDA 5 UMUGANWA Jackie Hospitality Unit WDA 6 RUTAYISIRE Innocent Lecturer Culinary arts RTUC 7 NKINZINGABO Alexandre cook Gorilla Nest 8 MUKABADEGE Judith Culinary arts trainer VTC Mpanda 9 UWASE CHANTAL cook Gorilla Nest 10 UWIMANA KEVIN Culinary arts trainer VTC Mpanda
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of a COOK. It is designed with an approach
that takes into account the training needs, the work situation, as well as the
goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2
2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the knowledge,
skills and attitudes for a learner to be
competent in tasks and activities that
require the application of practical skills in a
defined context. Work would be
undertaken in various construction and
building industries where interior design
services including floor, ceiling and wall
design are provided. Learners may work
under minimum supervision.
At the end of this qualification, qualified
learners will be able to:
1. Implement health safety and environment precaution
2. Develop business plan 3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha i Kinyarwanda cy’
umunyamwuga 7. Kiswahili katika sekta tofauti za kazi 8. Application des elements de la langue
francaise 9. Apply basic analysis 10. Control hygiene and food safety 11. Plan and cost a menu 12. Cook vegetable 13. Prepare fruit based products 14. Cook pasta and starches 15. Prepare stocks, sauces and soups 16. Select, prepare and cook meat, poultry
and fish 17. Prepare bakery and pastry products 18. Integrate the workplace
2.2 Minimum entry requirements
The minimum entry requirement to this
qualification is to be physically and mentally
fit with broad knowledge, skills and attitude
of hosipitality background.
Title: TVET Certificate IV inCulinary arts
Level: REQF Level 4
Credits: 124
Sector: Hospitality and Tourism
Sub-sector: Culinary Arts
Issue date: January, 2014
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the hospitality sector and operate as a cook. This
qualification constitutes a basis for further learning in hospitality, especially in the culinary arts domain.
The individuals with this qualification can enter the TVET Certificate V in hospitality: culinary arts in
order to be equipped with the necessary competencies to function as a cook
Possible jobs related to this qualification
Coook
Preferred pathways for candidates entering
this qualification include:
Any TVET Certificate III in Hospitality
sector
Certificate III or equivalent of General
education
Recognition of prior learning related
to this qualification
Progression route of candidates achieving
this qualification include:
Candidates exiting this qualification
are able to enter TVET Certificate V
in Culinary Arts.
Pathways into the qualification
Pathways from the qualification
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2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication Communication that contributes to productive and harmonious relations across employees and customers
Listening and understanding Speaking clearly and directly Writing to the needs of the audience Negotiating responsively Reading independently Empathizing Using numeracy effectively Understanding the needs of internal and external customers Persuading effectively Establishing and using networks Being assertive Sharing information
Teamwork
Teamwork that contributes to productive working relationships and outcomes Working across different ages irrespective of gender, race, religion or political persuasion Working as an individual and as a member of a team Define his/her own role as part of the team Applying teamwork to a range of situations e.g. futures planning and crisis problem solving Recognize the strengths and weaknesses of team members
Collecting and giving feedback
Problem solving
Problem solving that contributes to productive outcomes Developing creative, innovative and practical solutions Demonstrating independence and initiative in identifying and solving problems Solving problems in teams Applying a range of strategies to problem solving Using mathematics, including budgeting and financial management to solve problems Applying problem-solving strategies across a range of areas Testing assumptions, taking into account the context of data and circumstances
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Initiative and enterprise
Initiative and enterprise that contribute to innovative outcomes Adapting to new situations
Developing a strategic, creative and long-term vision
Being creative
Identifying opportunities not obvious to others
Translating ideas into action
Generating a range of options
Initiating innovative solutions
Planning and organizing Planning and organizing that contribute to long and short-term strategic planning
Managing time and priorities – setting time lines, coordinating tasks for self and with others Being resourceful Taking initiative and making decisions Adapting resource allocations to cope with contingencies Establishing clear project goals and deliverables Allocating people and other resources to tasks Planning the use of resources, including time management Participating in continuous improvement and planning processes Developing a vision and a proactive plan to accompany it Predicting – weighing up risk, evaluating alternatives and applying evaluation criteria Collecting, analyzing and organizing information Understanding basic business systems and their relationships
Financial fitness
Self-management that contributes to employee satisfaction and growth Understand the importance of saving and reducing expenses;
Having a personal vision and goals
Evaluating and monitoring own performance
Having knowledge and confidence in own ideas and visions
Articulating own ideas and visions
Taking responsibility
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Learning Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes
Managing own learning
Contributing to the learning community at the workplace
Using a range of mediums to learn – mentoring, peer support and networking, IT and courses
Applying learning to technical issues (e.g. learning about products) and people issues (e.g.
interpersonal and cultural aspects of work)
Having enthusiasm for ongoing learning
Being willing to learn in any setting – on and off the job
Being open to new ideas and techniques
Being prepared to invest time and effort in learning new skills
Acknowledging the need to learn in order to accommodate change
Technology
Technology that contributes to the effective carrying out of tasks
Having a range of basic IT skills
Applying IT as a management or operational tool
Using IT to organize data
Being willing to learn new IT skills
Having the OHS knowledge to apply technology
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Number of competencies: 18 Core competencies: 10 Complementary competencies: 8 The total number of Credits: 124
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMCS401 Apply Computer skills 3
2 CCMQS401 Providing quality customer service 3
3 CCMHE401 Implementing SHE policies and procedures 3
4 CCMEN401 Use intermediate English at workplace 3
5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3
6 CCMKK401 Kiswahili katika sekta tofauti za kazi 3
7 CCMFT401 Application des elements de la langue francaise 3
8 CCMDB401 Develop business plan 3
Total 24
No Code Core competencies Credit
GEN
ERA
L
1 GENMA301 Apply Basic Analysis 10
2 CUAFS401 Apply Hygiene and food safety control 4
3 CUAVP401 Prepare Vegetable preparation 5
4 CUAPS401 Prepare Pasta and starches 6
5 CUASS401 Prepare Sauces and soups 12
6 CUAMF401 Prepare Meat, poultry and fish 12
7 CUABP401 Prepare Bakery and pastry products 12
8 CUAFP401 Prepare Fruit based products preparation 5
9 CUASW401 PrepareSandwiches and wraps preparation 4
10 CUAIA401 Integrate the workplace 30
Total 100
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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A COOK PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES Du
rati
on
(8
60
Hrs
)
Ass
ess
con
dit
ion
of
the
clie
nt
Man
age
the
case
Eval
uat
e th
e ac
tio
ns
take
n
Rep
ort
/ d
ocu
men
t th
e ac
tivi
ty
Ap
ply
Co
mp
ute
r sk
ills
Ap
ply
Co
mp
ute
r sk
ills
Imp
lem
enti
ng
SHE
po
licie
s an
d p
roce
du
res
Use
inte
rme
dia
te E
ngl
ish
at
wo
rkp
lace
Gu
kore
sha
I Kin
yarw
and
a cy
’um
un
yam
wu
ga
Kis
wah
ili k
atik
a se
kta
tofa
uti
za
kazi
Ap
plic
atio
n d
es
elem
ents
de
la la
ngu
e fr
anca
ise
Dev
elo
p b
usi
nes
s p
lan
Ap
ply
Bas
ic A
nal
ysis
Ap
ply
Hyg
ien
e an
d f
oo
d s
afet
y co
ntr
ol
# 1
2
3
4
5
6
7
8
11
12
Duration (380 Hrs) 30
30
30
30
30
30
30
30
10
0
40
1 Prepare Vegetable preparation 50
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2 Prepare Pasta and starches 60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
3 Prepare Sauces and soups 120 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4 Prepare Meat, poultry and fish 120 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
5 Prepare Bakery and pastry products 120
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6 PrepareSandwiches and wraps preparation 40
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
7 Prepare Fruit based products preparation 50
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
8 Integrate workplace
300 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies| Between general and particular competencies
▲:Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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3.4 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Vegetable preparation 5
Industrial Attachment Program (IAP) 30
Figure 2: Flowchart
Computer skills 3 Providing quality customer service 3
Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3
Ikinyarwanda cy’umunyamwuga 3 Kiswahili katika sekta tofauti za kazi 3
Appliquation des éléments de la langue
Française aux domaines techniques3
Business plan development 3
Hygene and safety Control 4 Basic Analysis 10
Sauces and soups 12
Backery and Pastry products 12 Pasta and Starches 6
Meat , Poultry and fish 12 Fruit based Products 5
Sandwiches and wraps 4
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4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note:The Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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C C M C S 4 0 1 - COMPUTER SKILLS
CCMCS401 Apply Computer Skills
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1.Describe the operating system
1.1 Proper description of operating system components
1.2 Proper description of characteristics of an Operating System
1.3 Proper description of operating system types
1.4 Proper description of operating system functions
1.5 proper description of operating system file system
2.Customize the computer
features
2.1 Proper identification of customer requirements for an
operating system
2.2 Proper Identification of Minimum Hardware Requirements
for operating system to be used
2.3 Proper customization of operating system
3. Protect computer system
3.1 Proper installation of software utilities according to the
manufacturer specifications
3.2 Regular scanning of computer and elimination of virus as
per safety standards
3.3 Accurate backup of computer data based on OS installation
3.4 Appropriate restoration of computer data based on OS
installed
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Learning unit
LU 1:Describe the operating system
1
Learning Outcomes:
1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system
15 Hours
Learning Outcome 1.1:Describe components of operating system
User interface Graphical user interface
(GUI). Shell(CLI)
Kernel micro kernel monolithic kernel
File management system Disk-based Network-based Virtual
o Brainstorming on components of operating system
o Demonstration on components of operating system
o Group discussions on
components of operating
system
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.1
Performance criterion
Proper description of components of operating system
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )
Checklist Score
Yes No
Indicator: User interface is described
Graphical user interface (GUI).
Shell(CLI)
Indicator: kernel is described
Micro kernel
Monolithic kernel
Indicator : File management system is described
Disk-based
Network-based
Virtual
Observation
Learning Outcome 1.2: Describe the characteristics of operating system
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Multi-user
Multitasking
Multiprocessing
Multithreading
o Brainstorming on
characteristics of operating system
o Group discussions on
characteristics of operating system
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet -
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Multi-user computer is described Indicator: Multitasking computer is described Indicator: Multiprocessing computer is described
Performance criterion
Proper description of characteristics of an operating system
Resources Learning activities Content
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Indicator: Multithreading computer is described
Observation
Learning Outcome 1.3: Describe the types of operating system
Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone
Multi-user, multi-task Unix Lunix
Real Time Operating Systems
Industrial machine Laboratories
machine
Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS
o Demonstration on types of operating system
o Group discussions on types of operating system
- Computer - Projector - software - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.3
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Single-user, single task operating system are described
Android
Blackberry iOS(iPhone OS) Windows 8 phone
Indicator : Multi-user, multi-task operating system are described Unix Lunix
Indictor: Real Time Operating Systems operating system are described Industrial machine Laboratories machine
Indicator : Single-user, Multi-tasking operating system are described Windows xp Windows vista Windows 7 Windows 8 Windows 10
Observation
Performance criterion
Proper description of operating system types
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Learning Outcome 1.4: Describe the functions of operating system
Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling
o Group discussions on functions of operating system
o Brainstorming on functions of operating system
- Computer - Projector - software - Text books - Internet
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator: Basic functions of operating system are described
Intermediator Process Management
Performance criterion
Proper description of operating system functions
Resources Learning activities Content
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File Management Memory Management Security Job Scheduling
Observation
Learning Outcome 1.5: Describe the operating system file system
File system role
File system types File Allocation
Table(FAT12,FAT16,FAT32,exFAT)
New Technology File System (NTFS).
Apple file system (APFS) Hierarchical file system(HFS
and HFS Plus) Veritas File System(VFS)
o Demonstration on number and mathematical calculations
o Group discussions on addition, multiplication and division operations.
o Practical exercises on number and mathematical calculations
o Practical exercises on
mathematical
function(average, minimum,
maximum and count
numbers
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.5
Performance criterion
Proper description of operating system file system
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator : File system types are described
File Allocation Table(FAT12,FAT16,FAT32,exFAT) New Technology File System (NTFS). Apple file system (APFS) Hierarchical file system(HFS and HFS Plus) Veritas File System(VFS)
Observation
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Learning unit
LU 2:Customize computer features
2
Learning Outcomes:
1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system
for operating system to be sued 3. Customize the operating system
10 Hours
Learning Outcome 2.1:Identify the customer requirement for an operating system
Requirements to be
considered
Budget constraints
Compatibility with
current hardware
Compatibility with
new hardware
How the computers
will be used
Compatibility with
existing applications
Types of new
applications to be
used
o Brainstorming on operating system customer requirements
o Group discussions on operating system customer requirements
o Demonstration on operating
system customer requirements
- Computer - Projector - software - Text books
Resources Learning activities Content
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Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation
Checklist Score
Yes No
Indicator: Customer requirement for an operating system are identified
Budget constraints
Compatibility with current hardware
Compatibility with new hardware
How the computers will be used
Compatibility with existing applications
Types of new applications to be used
Observation
Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used
Resources Learning activities Content
Performance criterion
Proper identification of customer requirements for an operating system
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Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and
speed Motherboard
o Group discussions on
minimum hardware requirements
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
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
Performance criterion
Proper identification of minimum hardware requirements for operating system to be used
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User account creation
computer and windows explorer
Manage user account
Manager disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Verify your network shares with Shared Folders
Control panel utilities
o Brainstorming on operating system customization
o Demonstration on operating system customization
o Practical exercises on operating system customization
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: operating system is customized
User account creation
computer and windows explorer
Manage user account
Manager disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Performance criterion
Proper customization of the operating system
Resources Learning activities Content
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Observation
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Learning unit
LU 3: Protect computer system
3
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed
5 Hours
Learning Outcome 3.1:Install software utilities
Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus
installation
- Computer Lab - Projector - Computer with OS
installed - White Board - Markers - Computer Lab with
internet access - Projector - Computer with OS
installed - Antivirus
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written or Oral
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Software tools utilities are installed
Anti-virus
Anti-malware
Anti-spyware
Adware
Backup software
Backup media
Observation
Learning Outcome 3.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of san mode Manual Automatic Scheduled
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
computer virus scan
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Scan type are described
Full system scan
On demand scan
On access scan
Indicator: Scan mode is described
Manual
Automatic
Scheduled
Indicator: Virus are eliminated
Neutralization
Deleting
Quarantine
Observation
Performance criterion
Regular computer scan and elimination of virus as per safety standards
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Learning Outcome 3.3: Backup of computer data based on OS
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio
tape(DAT) drives Auto-loader tape
systems Magnetic optical
drives Removable disks Disk drives
o Brainstorming on backup types o Practical exercises on backup
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching Sentence completion Ticking Expose (presentation ) Task on backing up data
Performance criterion
Accurate backup of computer data based on OS installation
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Backup types are described
Normal/Full backup
Copy backup
Differential backup
Incremental backup
Daily backups
Indicator: Common backup devices are selected
Tape drive
Digital audio tape(DAT) drives
Auto-loader tape systems
Magnetic optical drives
Removable disks
Disk drives
Observation
Learning Outcome 3.4: Restore computer data based on OS installed
Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical
drives CDs DVDs Disc drives
o Brainstorming on backup types
o Practical exercises on data
restore
o Computer Lab with internet access
o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS
installed o Antivirus
Formative Assessment 3.4
Resources Learning activities Content
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Competence
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching Expose (presentation ) Task on restoring data
Checklist Score
Yes No
Indicator: Restoring devices are selections
HHD/SSD
USB/ Flash Driver
Tapes drives
Magnetic optical drives
CDs
DVDs
Disc drives
Observation
References:
1. https://www.ctdlc.org/remediation/indexComputer.html
2. https://www.ctdlc.org/remediation/mouse.html
3. https://www.ctdlc.org/remediation/software.html
4. https://www.ctdlc.org/remediation/copypaste.html
5. https://cce.sydney.edu.Sau/course/BCEI
C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
Performance criterion
Appropriate restoring of computer data based on OS installed
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CCMHE401 Implement S.H.E. policies and procedures
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the outcomes required to implement Safety, Health and Environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others; together with protection of the environment. This includes
implementation of recognized environmental care principles.
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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 physical inspection of the working area
1.2 Proper selection of the tools and materials
1.3 Proper marking and reporting of hazardous area
1.4 Proper reporting on the area of weakness according to
company procedure
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best practices and enforce health and safety regulations
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options
4. Promote awareness of SHE in working place
4.1 Proper implementation of environmental procedures
4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards
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Learning Outcome 1.1: Select tools and materials
Types of tools, materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer
Types of tools, materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Setting visual aids
o Preparing video and audio
materials with types of
equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared
Learning unit
LU 1: Identify hazardous areas to be improved.
1
Learning Outcomes:
1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas
5 Hours
Resources Learning activities Content
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Nails Cement Wire mesh Marking paints Tape measure Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves
thermometer - Strings and ropes - PPEs
Formative Assessment1.1
Assessor may collect among the following evidences and make judgements on whether the
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: Selecting tools and materials for hazardous area
identification
Performance criterion
Proper selection of the tools and materials
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Checklist Score
Yes No
Indicator :Tools, materials and equipment used to identify hazards are selected accordingly
Dust sampler
Noise meter
Hammer
Brushes
Crowbar
Ladder
Rock drill
Tape measure
Infrared thermometer
etc
Indicator :Tools, materials and equipment used to control hazards are selected accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Cement
Wire mesh
Marking paints
Tape measure
Level meter
Pick
Shovel
Saw
PPEs
Etc
Observation
Learning Outcome 1.2: Inspect and identify physical feature of dangerous area
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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
Resources Learning activities Content
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Formative Assessment 1.2
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
Performance
Oral
Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place
Checklist Score
Yes No
Indicator : Tools and equipment for inspection are identified and supplied accordingly
Tools and equipment for inspection are identified according to each job specification
PPEs for inspection are supplied according to each job specification
Indicator : Environment conditions are examined accordingly
Water
Cracks
Air
Dust
Observation
Performance criterion
Proper physical inspection of the working area
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Learning Outcome 1.3: Mark and report on the hazardous areas
Introduction to tools and
equipment for marking
hazardous area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap
(Warning sign) Cones
Use of tools and
equipment for marking
hazardous area
Reporting: Through the
administrative hierarchy
Emergency reporting
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Preparation of visual Aid materials
o Preparation of video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Formative Assessment 1.3
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
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting
Performance criterion
Proper marking of hazardous area and proper reporting on the area of
weakness according to company procedure
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Tools and equipment for marking hazardous area are introduced and used accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Barricade tap (Warning sign)
Cones
Indicator : Hazardous areas are reported according to the situation
Through the administrative hierarchy
Through Emergency reporting
Observation
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Learning unit
LU 2 : Apply SHE practices.
2
Learning Outcomes:
1. Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices
10 Hours
Learning Outcome 2.1: Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
Occupational and
organizational requirements:
Organizational policies
and procedures about
Manual handling
- shifting,
- lifting and
- carrying
Machine guarding Organizational and site
guidelines Own role and
responsibility Quality assurance
and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values Recording and reporting Equipment use,
maintenance and
o Research on OHS,
environmental, legislative and
Organizational requirements.
o Brainstorming on OHS,
environmental, legislative
requirements and
Organizational requirements.
o Group discussion on OHS,
environmental, Legislative and
organizational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Resources Learning activities Content
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storage
Healthy and Safety
requirement:
Personal protective
equipment and clothing
First Aid and Firefighting
equipment
Hazard and risk control
equipment
Psychological conditions
control mechanisms
Environment requirement:
Safe forest practices
Waste management: Disposal, Recycling and Re-use guidelines
Formative Assessment 2.1
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety
and Environmental (OHSE) requirements
Performance criterion
Proper identification and application of Occupational Health, Safety and
Environmental (OHSE) requirements
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Checklist Score
Yes No
Indicator : Occupational requirements are properly identified and followed
Organizational policies and procedures about
Manual handling
Machine guarding
Organizational and site guidelines
Own role and responsibility
Quality assurance and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values
Indicator: Health and safety requirements are properly identified and followed
Personal protective equipment and clothing
First Aid and Firefighting equipment
Hazard and risk control equipment
Psychological conditions control mechanisms
Indicator : Environment requirement are properly identified and followed
Safe forest practices
Waste management guidelines
Disposal,
Recycling and
Re-use guidelines
Observation
Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.
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Appropriate SHE
standards, regulations
to be followed, and
tools and materials to
be used:
Use of PPEs
Use of inspection
checklist
o Observation about the need
of appropriate SHE
standards, regulations to be
followed, and tools and
materials to be used
o Group discussion on role of
appropriate SHE standards,
regulations to be followed,
and tools and materials to be
used
o Practical exercises on
following appropriate SHE
standards, regulations, and
using appropriate tools and
materials
- PPEs - Reference books - Work sheet - Markers - Flip charts
Formative Assessment 2.2
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations
Checklist Score
Yes No
Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations
Performance criterion
Appropriate instruction to workers to follow safety best practices and to
enforce health and safety regulations.
Resources Learning activities Content
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Use of PPEs Use of inspection checklist
Observation
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Learning Outcome 2.3: Establish and maintain communication with others in line with SHE requirements
Applying basics of effective communinication:
Types of effective communication with others in line with SHE requirements:
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication with others in line with SHE requirements:
Effective oral communication
Effective written communication
Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and
cooperative language Appropriate language
and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
o Group discussion about
communication with others in
line with SHE requirements.
o Role play about effective communication
o Practical exercises of
communication with others in line with SHE requirements
- Public Board notices
- Communication
devices/phones
- Safety signage
Resources Learning activities Content
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etc
Types of questions to be asked during a communication process Close-ended
questions Open-ended
questions etc
Formative Assessment 2.3
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE
requirements
Checklist Score
Yes No
Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication
Types of workplace effective communication
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication
Effective oral communication
Effective written communication
Techniques of effective oral communication
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
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Active listening
Constructive feedback
Positive, confident and cooperative language
Appropriate language and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
etc
Types of questioning in oral communication
Close-ended questions
Open-ended questions
etc
Observation
Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices
Environmental policy
content :
Compliance, improvement (where
required to reflect) and
prevention Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices
and systems
o Group discussion on content of the environment policy
o Practical exercises on applying environment policy
- Registration documents
- Regulations
- Safety standards
Formative Assessment 2.4
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best
practices
Resources Learning activities Content
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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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Perform tasks in a safe manner and in line with SHE best
practices ( according to their specific trade)
Checklist Score
Yes No
Indicator : Tasks are performed in a safe manner and in line with SHE best practices
Environmental policy content:
Compliance Improvement (where required to reflect) Prevention
Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices and systems
Observation
Learning unit
LU 3: Assess and control risks.
3
Learning Outcomes:
1. Analyze work practices and identify areas for improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
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10 Hours 3. Control hazard to make them less dangerous by looking at the most
effective options.
Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation to SHE issues and hazards
Applying Continuous Process Improvement
(CPI) concepts and tools: CPI “Musts” and
Principles:
Stop fixing and start improving
The best practices are the ones you already have
Changing behavior is more important than changing processes
If you aren’t failing, you aren’t trying
CPI Methods: Lean Six Sigma Theory of Constraints Business Process
Reengineering
o Small group discussion about Continuous Process Improvement (CPI) concepts and tools
o Individual work about CPI Methods
o Role play about application of CPI musts and principles
o Simulation about roles and responsibilities of CPI
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper analysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
Resources Learning activities Content
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Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyze of work practices and processes to identify areas
for improvement in relation to SHE issues and hazards
Checklist Score
Yes No
Indicator: Work practices and processes are properly analyzed to identify areas for improvement in relation to SHE issues and hazards
Analysis of Work practices and processes according CPI musts and principles
Analysis of Work practices and processes according CPI Methods
Observation
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Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk
Exposure Threshold Develop Risk Mitigation
Option
Principles for Effective Verbal Intervention
Remain calm. Isolate the individual. Watch your body
language. Keep it simple. Use reflective
questioning. Use silence. Watch your preverbal.
Elements of good quality risk
statement Event or condition,
Consequences on program
objectives, and
Cause
o Group work on observing possible risks
o Presentation about risks assessment findings
o Brainstorming on risks awareness
o Role play about effective verbal intervention
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper detection and assessment of risk, and detailed report and
investigation of all incidents/ accidents.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and
investigating all
Checklist Score
Yes No
Indicator: Risks are properly detected, assessed and reported through
Steps of Risk assessment tool
Principles for Effective Verbal Intervention Elements of good quality risk statement
Observation
Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most effective options.
Methods of Hazard control: prevention, handle, isolation, remove or use of PPE
Practical Problem Solving Model (PPSM):
Clarify & Validate the Problem Break Down the Problem/Identify
Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through
o Group discussion about control of hazards
o Practical exercises on Practical Problem Solving Model (PPSM)
o Brainstorming on control of hazards
Procedural manuals
Environmental policy
Reference books
Checklist
Papers
Pens
Internet
Resources Learning activities Content
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Confirm Results & Process Standardize Successful Processes
Formative Assessment 3.3
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area
Checklist Score
Yes No
Indicator: Hazards are properly controlled to make them less dangerous by looking at the most effective options through:
Application of methods of Hazard control
Practical Problem Solving Model (PPSM)
Observation
Learning unit
LU 4: Awareness of SHE in working place.
Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.
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4
Learning Outcomes:
1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
5 Hours
Learning Outcome 4.1: Implement environmental procedures
Definitions Environmentally sustainable work practices
Environmental Sustainability Strategies Recycling Strategy Waste Reduction
Paper Reduction Photocopiers,
Printers, Faxes & Office Equipment
Travel & Meetings Energy Efficiency &
Conservation Lights Computers and
monitors Air Conditioning
Workers & Business Partner Awareness
o Brainstorming on
Environmental goals
o Research on Environmental
goals
o Group discussion
Environmental Sustainability
Strategies
- Procedural manuals - Organizational policies
and procedures - Environmental policy
Formative Assessment 4.1
Resources Learning activities Content
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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
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Implementing environmental procedures
Checklist Score
Yes No
Indicator: Environmental procedures are Properly implemented through:
Environmentally sustainable work practices definition
Environmental Sustainability Strategies
Observation
Learning Outcome 4.2: Provide training to workers on SHE and operational control
Resources Learning activities Content
Performance criterion
Proper implementation of environmental procedures
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Design of OH&S package for training:
Program awareness Specific roles in the safety and
health program Hazard identification and
controls skills
Use of best methods in crosscutting issues training On the job training
Off the job training
Apprenticeship Training
Vestibule or Training Center
Training
Training Via Internship
o Brainstorming on types
of trainings
o Group discussion of best
methods of training
o Preparation SHE package
to deliver
- Fire extinguisher - First aid kit - Fire triangle - Personal protective
equipment and clothing
- Safety equipment - First aid equipment - Procedural manuals - Organisational policies
and procedures - Environmental policy
Formative Assessment 4.2
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
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
Performance criterion
Adequate training of workers to operate tools and equipments
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Indicator: Workers are adequately trained to operate tools and equipments through:
Design of OH&S package for training Use of best methods in crosscutting issues training
Observation
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Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize or eliminate hazards.
Environmental Impacts awareness: Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
Remedial actions: Workplace waste management
systems Emissions control of greenhouse
gases Use of non-renewable resources
control Chemical use control Supply chain management
o Research on environmental
impact
o Group discussion on work
sustainability
o Brainstorming on measures
for sustainability
- Environmental policy
- Procedural manuals
- Organisational policies and procedures
Formative Assessment 4.3
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE
requirements
Performance criterion
Proactive inspection of the working area and appropriate remedial action to
be taken to minimize or eliminate hazards.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards
Environmental Impacts awareness Remedial actions
Observation
References:
1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—
Principles and guidelines, Switzerland, 2009
2. The Green Workplace: Sustainable Strategies that Leigh Benefit Employees, the Environment
and the Bottom Line, Stringer 2009. New York
3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015
4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009
6. Safety Management a Comprehensive Approach To developing A Sustainable System, Chitram Lutchman, 2012, Taylor & Francis Group,NY
7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from
https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/
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Competence
C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explanation and stating facts , use tenses Accurately, write structured factual, descriptive, and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening strategy depending on the listening
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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
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Write factual, descriptive, and
explanatory texts
1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state
facts accurately 1.3 Clear distinction of factual, description and
explanatory paragraphs 1.4 Appropriate writing of well-structured factual,
descriptive, and explanatory texts on a range of topics
1.5 Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace
1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)
2. Apply a range of listening strategies
to understand predictable
messages
2.1 Accurate identification of different listening strategies
2.2 Proper selection of a listening strategy depending on the listening purpose
2.3 Active application of listening strategies while listening to audio messages
2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker
3. Discuss general and trade-related
topics
3.1 Presentations of personal ideas and opinions during discussions selected topics of interest
3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions
3.3 Proper use of functional language to support of refute ideas in a debate or discussion
3.4 Convincing building of arguments to support or
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refute an opinion (elements and types of an argument
Elements of competency Performance criteria
4. Read medium texts on general and
trade-related topics
4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)
4.2 Proper selection of a reading technique depending on the reading purpose and material
4.3 Active application of reading techniques while reading different texts messages
4.4 Demonstration of the ability to understand the inferences made in a range of medium length texts
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Learning unit
LU 1:Write factual, descriptive, and explanatory texts.
1
Learning Outcomes:
1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a
range of topics 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
10 Hours
Learning Outcome 1.1:Use proper terminology to report facts
Expressing facts
Expressions used in
outlining facts
The fact is that…
The (main) point is
that …
This proves that …
What it comes down to
is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt that …
Comparing and reporting facts
Using comparatives and
superlatives
Quantifiers and modifiers
o Group discussions
o Dialogues
o Role plays
o Short presentations
o Practical writing exercises
o Modelling
Projector
Computer
Flipcharts
Markers
Scenarios
Trainee
manuals
Stationeries
Lesson plans
Reference
books
Written
speeches
Newspaper
reports
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance 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
Performance criterion
Use proper terminology to report facts
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Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Using present tenses to
describe, explain and
state present facts
Using past tenses to
describe, explain and
state past facts
o Dialogues
o Storytelling
o 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
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
Task: Describe present facts about your career using appropriate
tenses
Checklist Score
Yes No
Indicator : Tenses are well used to describe , to explain and state facts
Performance criterion
Describe, explain and state facts using tenses accurately
Resources Learning activities Content
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Present tenses
Past tenses
Observation
Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs
Factual paragraph Title Introduction Describe in detail Additional info conclusion
Descriptive paragraph Sensory details Precise language Dominant impression Careful organization
Explanatory paragraph Organization Transitions Evidences and examples conclusion
o Group discussions
o Brainstorming
o Group works
-
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
True or false questions
Task: Classify the paragraphs given to you by the teacher according
Performance criterion
Distinguish factual, description and explanatory paragraphs
Resources Learning activities Content
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to their types
Checklist Score
Yes No
Indicator: Paragraphs are well classified and distinguished
Factual paragraphs
Descriptive paragraphs
Explanatory paragraphs
Observation
Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a range of topics
Sentence structure
Compound sentences
Coordinative
conjunction
Complex sentences
Main clauses
Subordinate clause
Subordinate
conjunctions
Compound complex
sentences
Structure of narrative,
argumentative, descriptive,
and explanatory texts
Present and past tenses
o Group works
o Pair work
o Jumbled paragraphs
o Gap-fill
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Formative Assessment 1.4
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching
Writing practice Presentation Task: Write a short essay describing your career dreams
Checklist Score
Yes No
Indictor: An eassy is well written
Text is well structured
Types of texts is identified
Tense is well used
Observation
Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace
Introduction to business
letters
Parts of a business letter
Introduction to email
correspondence
Parts of an email
Strategies for writing a
good email
o Pair work
o Jumbled paragraphs
o Gap-fill
o Peer feedback
o Practical exercises on email
writing
o Practical exercises on
business letters
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Resources Learning activities Content
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a
range of topics
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Reference books
Photos or pictures
Letter samples
Formative Assessment 1.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice Task: Compose an email outlining some of the challenges you
face at work.
Checklist Score
Yes No
Indicator: Parts of an email
Recipient's Address
Cc and Bcc
Subject Line
Body
Sender’s address
Send
Indicator :Parts of letters are well placed and recognized
The heading
Addresses are well placed
The salutation
The body
The complimentary close
The signature
Observation
Performance criterion
Produce correspondence texts (letters, emails) stating, explaining, or
describing facts at the workplace
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Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits, industrial attachments)
Writing small-scale reports
Structure of a formal
report
Layout
Introduction
Body
Conclusion
o Report Writing practice
o Peer feedback
o Group work
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Sample reports
Formative Assessment 1.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Presentation Task: Produce a short report on your recent field visit
Checklist Score
Yes No
Indicator : Formal reports is well structured
Layout
Introduction
Body
Conclusion
Language is well used
Observation
Performance criterion
Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
Resources Learning activities Content
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Learning unit
LU 2:Apply a range of listening strategies to understand predictable messages.
2
Learning Outcomes:
1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening
purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker
7 Hours
Learning Outcome 2.1:Identify different listening strategies
Listening strategies
Listening for details
listening for the gist
note taking
Active listening and
response
Listening for specific
information
predicting
drawing inferences
summarizing
recognizing cognates
recognizing word-
order patterns
o Dialogues
o Role plays
o Short presentations
o Modelling and drilling
o Listening to TV shows
o Listening to radio programs
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Formative Assessment 2.1
Performance criterion
Identify different listening strategies
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
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
Formative Assessment 2.2
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: Which listening strategy would you use to get the main
idea of a recording?
Checklist Score
Yes No
Indicator : Listening strategies are well selected Listening for details listening for the gist note taking Active listening and response Listening for specific information Summarizing predicting drawing inferences recognizing cognates recognizing word-order patterns
Observation
Learning Outcome 2.3: Apply listening strategies while listening to audio messages
Resources Learning activities Content
Performance criterion
Select appropriate listening strategy depending on the listening purpose
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Refer to Learning Outcome 2.1
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Multiple choice
Listening practice Task: listen to the audio and find out the main idea and answer
question of comprehension on it
Checklist Score
Yes No
Indicator : The audio is well interpreted Main points are given Questions of comprehension are answered The message from the audio is clear and focus on the topic
Observation
Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker
Understanding non-verbal
clues
Voice clues Intonation
o role play o video watching o note taking o modelling o drilling
video materials
posters/banners
wallpapers
audiovisual materials
Resources Learning activities Content
Performance criterion
Apply listening strategies while listening to audio messages
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Voice tone Body movement
facial expressions gestures
Projector
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Scenarios
Trainee manuals
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice Discussions
Audio-visual practice Task: Watch a video shown by the teacher and say what the
speaker’s gestures mean.
Checklist Score
Yes No
Indicator : Non -verbal clues are used to detect the message implied by the speaker Voice clues Body movement Message is fully detected
Observation
Performance criterion
Use non-verbal clues to detect messages implied by the speaker
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.
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Learning unit
LU 3:Discuss general and trade-related topics.
3
Learning Outcomes:
1. Present personal ideas and opinions during discussions on selected topics of interest
2. Use functional language to support or refute ideas in a debate or discussion
3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 7 Hours
Learning Outcome 3.1:Present personal ideas and opinions during discussions on selected topics of interest
Expressing opinion in English
Agreeing with an opinion
Full agreement with an
opinion
Partial agreement with
an opinion
Disagreeing with an opinion
Forms of disagreement
When to disagree
Disagreeing politely
Using functional language in
argument building
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be
refuted
Sequencing ideas
Predicting ideas
o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Trainee manual
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Presentation practice
Writing practice
Discussions Task: Prepare a short presentation on a topic of interest and
share it with your class.
Checklist Score
Yes No
Indicator : Ideas and opinions are well presented during discussions
Agreeing with an opinion
Disagreeing with an opinion
Indicator : Functional language in argument building are well used
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be refuted
Sequencing ideas
Predicting ideas
Observation
Performance criterion
Present personal ideas and opinions during discussions on selected topics of
interest
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Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or discussion
Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Discussions Presentations Task: Following instructions given by your teacher, use
functional language in supporting or refuting ideas in a group discussion
Checklist Score
Yes No
Indicator : Functional language in supporting or refuting ideas in a group discussion are well used Persuasion Asking questions Cause and effect Summarizing ideas to be refuted Sequencing ideas Predicting ideas
Observation
Performance criterion
Use functional language to support of refute ideas in a debate or
discussion
Resources Learning activities Content
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Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions
Dealing with argumentation fallacies Types of Fallacies
Formal Fallacies
Propositional fallacies
Quantification fallacies
Formal syllogistic fallacies
Informal Fallacies
Faulty generalizations
Red herring fallacies Conditional fallacies
Responding to fallacies
o Dialogues
o Role plays
o Modelling and drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice 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.
Performance criterion
Detect and avoid argumentation fallacies in debates and discussions
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Argumentation fallacies are well identified and respond to them during listening Formal Fallacies Informal Fallacies
Observation
Learning Outcome 3.4: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments Deductive Argument Inductive Argument Abductive
o Debates
o Group discussions
o Brainstorming
o Presentations
o Mock speeches
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Lesson plans
Recordings
Reference books
Speech samples
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
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.
Performance criterion
Build convincing arguments to support or refute an opinion
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Elements of an arguments are indicated Claims
Counterclaims
Reasons
Evidence
Indicator : Types of arguments are considered
Deductive Argument
Inductive Argument
Abductive
Observation
.
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Learning unit
LU 4:Read medium texts on general and trade-related topics.
4
Learning Outcomes:
1. Identify different reading techniques
2. Select a reading technique depending on the reading purpose
and material
3. Apply reading techniques while reading different texts
4. Demonstrate ability to understand the inferences made in a
range of medium length texts
6 Hours
Learning Outcome 4.1:Identify different reading techniques
Reading techniques
Skimming
Scanning
Deep reading
Critical reading
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identify different reading techniques
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
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
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate training of workers to operate tools and equipment
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Select an appropriate reading strategy based on the
reading task given to you by the teacher.
Checklist Score
Yes No
Indicator: Selection of reading strategy is understood due to its purpose Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.3: Apply reading techniques while reading different texts
Applying reading techniques to
texts
General texts
Trade-related texts
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper
reports
Reading materials
Reference books
Resources Learning activities Content
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Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read a text and apply reading strategy based on the task
given to you by the teacher.
Checklist Score
Yes No
Indicator : Reading strategies are applied according to the purpose Look only for a specific fact or piece of information without reading everything
(scanning)
Looking only for the general or main ideas (skimming) Read a text thoroughly to understand and remember what you’ve read (deep
reading)
Involves analysis, interpretation, and evaluation. (Critical reading)
Observation
Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of medium length texts
Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3
Resources Learning activities Content
Performance criterion
Apply reading techniques while reading different texts
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Formative Assessment 4.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read the text given by the teacher and identify what the
writer implies. How did you come up with such inferences?
Checklist Score
Yes No
Inferences are developed Inferences are justified
Observation
References: 1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-
speeding-up-your-reading/
2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.
2004.
3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),
4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.
Cambridge: Cambridge University Press.
5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:
Heinemann Education.
6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and
Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.
7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy
25 (Winter 1989): 121–139.
8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:
Broadman& Holman Publishers
9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.
10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
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Competence
C C M F T 4 0 1 - APPLICATION DES ELEMENTS DE LA LANGUE FRANCAISE
CCMFT401 Communiquer en appliquant les elements de la langue francaise
Niveau: 4 Heures d’apprentissage
Credits: 3 30
Section: Toutes
Option: Toutes
Date d'élaboration: Décembre, 2016
But visé
Ce module décrit l’application des éléments de la langue aux domaines techniques. A la fin de
ce module, l’apprenant sera capable de lire les différents textes techniques devant le public,
rédiger des textes simples et autres écrits techniques, appliquer certains éléments de la
littérature en rapport avec le métier, utiliser les expressions usuelles de la langue française tels
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que jeux de rôles, devinettes, humours, proverbes et dictons et rédiger des lettres en rapport
avec le métier.
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Prérequis pour le nouvel apprentissage
Non appliqué
Elements de compétence et les Critères de performance
Les unités d’apprentissage décrivent les résultats essentiels d’une compétence
A la fin de ce module, l’apprenant sera capable de:
Elements de competence Critères de performance
1. Lire les différents textes techniques
devant le public.
1.1. Lecture correcte du texte en prose respectant la
ponctuation, la liaison et les accents ;
1.2. Application correcte des règles d’intonation et
d’accentuation dans un texte donné
1.3. Déclamation rythmée d’un poème sur le métier
2. Rédiger des textes simples et autres
écrits techniques.
2.1. Composition propre d’un texte sur le thème du
règlement intérieur du centre de
formation
2.2. Description précise des traits caractéristiques de son
métier
2.3. Exposition méthodique de son expérience personnelle
dans le métier
3. Appliquer certains éléments de la
littérature en rapport avec le métier.
3.1. Interprétation adéquate de jeux de rôle sur le métier
3.2. Interprétation adéquate de chansons sur le métier
3.3. Exploitation correcte du vocabulaire technique d’un
texte sur les transports des
matériels et produits de son métier
4. Utiliser les expressions usuelles de la
langue française jeux de rôles,
devinettes, humours liés au métier
4.1. Utilisation correcte des proverbes et des dictons de la
langue française en rapport avec le métier
4.2. Interprétation correcte des devinettes en rapport avec
le métier
4.3. Utilisation correcte des locutions et des maximes de la
langue française en rapport avec le métier
5. Rédiger les lettres en rapport avec le
métier.
5.1. Adaptation correcte des formules aux destinataires
5.2. Application correcte des formules de politesse
5.3. Structuration appropriée d’un écrit épistolaire
5.4. Organisation correcte de la mise en page d’une lettre
et le curriculum vitae
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Unité
d’apprentissage
LU 1:Lire les différents textes techniques devant le public
1
Résultats d’apprentissage:
1. Lire le texte en prose respectant la ponctuation, la liaison et les accents.
2. Appliquer des règles d’intonation et d’accentuation dans un texte donné.
3. Déclamer un poème sur le métier. 6 Heures
Résultats d’apprentissage 1.1:Lire le texte en prose respectant la ponctuation, la liaison et les accents.
Lecture du texte en
prose
Ponctuation
Liaison
Accents
o Lire un texte en respectant la
ponctuation, la liaison et les accents.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 1.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Critère de performance
Lecture correcte du texte en prose respectant la ponctuation, la liaison
et les accents.
Ressources Activités d’Apprentissage Contenus
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Types de preuves Instruments d’evaluation du portfolio
Preuves écrites
Preuves orales
Dictée
Texte écrit
Lire le paragraphe donné
Liste de contrôle Résultat
Oui Non
Indicateur : Lecture d’un texte en respectant :
La ponctuation
La liaison
Les accents
Observations
Résultats d’apprentissage 1.2:Appliquer des règles d’intonation et d’accentuation dans un
texte donné..
Règles d’intonation.
Règles d’accentuation.
o Lire un texte en appliquant les règles
d’intonation et d’accentuation.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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Evaluation Formative 1.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Instruments d’evaluation du portfolio
Preuves écrites
Preuves orales
Dictée. Texte écrit. Lire le paragraphe donné
Liste de contrôle Résultat
Oui Non
Indicateur : Lecture d’un texte en appliquant les règles:
D’intonation
D’accentuation
Observations
Résultats d’apprentissage 1.3:Déclamer un poème sur le métier.
Rythmée d’un poème
Liaison
Pause
Ponctuation
o Déclamer un poème en respectant le rythme en particulier la liaison, la pause et la ponctuation.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
Ressources Activités d’Apprentissage Contenus
Critère de performance
Application correcte des règles d’intonation et d’accentuation dans un
texte donné.
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- Projecteurs
- Matériels tactiles
Evaluation Formative 1.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Poème écrit Déclamation d’un poème
Liste de contrôle Résultat
Oui Non
Indicateur : Déclamation d’un poème en respectant le rythme, en particulier :
La liaison
La pause
La ponctuation
Observations
Critère de performance
Déclamation rythmée d’un poème sur le métier
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Unité
d’apprentissage
LU 2:Rédiger des textes simples et autres écrits techniques.
2
Résultats d’apprentissage:
1. Composer un texte sur le thème du règlement intérieur du centre de formation.
2. Décrire les traits caractéristiques de son métier. 3. Exposer de son expérience personnelle dans le métier.
6 Heures
Résultats d’apprentissage 2.1:Composer un texte sur le thème du règlement intérieur ducentre
de formation.
Composition d’un texte
sur le règlement
intérieur du centre de
formation :
L’introduction
Le corps
La Conclusion
o Composer un texte en respectant les
parties d’un texte.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 2.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Critère de performance
Précision nette de sa réponse relative au texte.
Ressources Activités d’Apprentissage Contenus
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Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Rédiger un texte Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur: Composition d’un texte en dégageant:
L’introduction
Le corps
La Conclusion
Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.
Observations
Résultats d’apprentissage 2.2:Décrire les traits caractéristiques de son métier
Traits caractéristiques
de son métier :
L’introduction
Le corps
La Conclusion
o Composer un texte sur les caractéristiques de son métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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Evaluation Formative 2.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte. Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur : Composition d’un texte en dégageant :
L’introduction
Le corps
La conclusion
Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.
Observations
Résultats d’apprentissage 2.3:Exposer de son expérience personnelle dans le métier
Son expérience
personnelle dans le
métier.
o Composer et exposer un texte sur son
expérience dans le métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
Ressources Activités d’Apprentissage Contenus
Critère de performance
Précision nette de sa réponse relative au texte.
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tableaux feutres
- Projecteurs
- Flash Disk
- Matériels tactiles
Evaluation Formative 2.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Rédiger un texte et l’exposer Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur : Composition et exposition d’un texte décrivant son expérience :
Professionnelle
Economique
Socio-culturelle dans le métier
Observations
Critère de performance
Articulation convenable tenant compte de la ponctuation.
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Résultats d’apprentissage 3.1: Interpréter les jeux de rôle sur le métier
Jeux de rôle sur le métier
Scènes
Humour
o Interpréter un jeu de rôle
humoristique sur le métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels
tactiles
Evaluation Formative 3.1
Unité
d’apprentissage
LU 3:Appliquer certains éléments de la littérature en rapport avec son métier
3
Résultats d’apprentissage:
1. Interpréter les jeux de rôle sur le métier. 2. Interpréter les chansons sur le métier. 3. Exploiter le vocabulaire technique d’un texte sur les transports
des matériels et produits de son métier.
6 Heures
Critère de performance
Production effective d’avis personnels dans son argumentation devant
l’auditoire.
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte du jeu de rôle. Préparer par écrit les arguments à exposer.
Liste de contrôle Résultat
Oui Non
Indicateur : Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant l’humour et le comique par :
Les mots
Les gestes
Les répétitions
Les situations
Observations
Résultats d’apprentissage 3.2:Interpréter les chansons sur le métier.
Chansons sur le métier
Scènes
Les mots
Les gestes
Les répétitions
o Interpréter des chansons sur le métier. - Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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Evaluation Formative 3.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger une chanson du jeu de rôle. Présentation du chanson.
Liste de contrôle Résultat
Oui Non
Indicateur : Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant l’humour et le comique par :
Les mots
Les gestes
Les répétitions
Les situations
Observations
Résultats d’apprentissage 3.3:Exploiter le vocabulaire technique d’un texte sur les transports
des matériels et produits de son métier.
Vocabulaire technique
d’un texte
Transports des
matériels de son
o Identifier et définir le vocabulaire technique à travers un texte sur le métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
Ressources Activités d’Apprentissage Contenus
Critère de performance
Appliquer certains éléments de la littérature en rapport avec son métier.
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métier
Transports des
produits de son métier
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 3.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Texte écrit. Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur: Application correcte de vocabulaire technique à travers un texte sur le métier :
Vocabulaire technique d’un texte :
Transports des matériels de son métier
Transports des produits de son métier
Observations
Critère de performance
Application correcte de vocabulaire technique à travers un texte sur le métier.
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Unité
d’apprentissage
LU 4:Utiliser les expressions usuelles de la langue française.
4
Résultats d’apprentissage:
1. Utiliser des proverbes et des dictons de la langue française en rapport avec le métier.
2. Interpréter des devinettes en rapport avec le métier. 3. Utiliser des locutions et des maximes de la langue française en
rapport avec le métier. 6 Heures
Résultats d’apprentissage 4.1 : Utiliser des proverbes et des dictons de la langue française en
rapport avec le métier.
Proverbes de la langue
française liés au
métier ;
Dictons de la langue
française liés au métier.
o Insérer les expressions usuelles liées au
métier dans son discours.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 4.1
Critère de performance
Utiliser les expressions usuelles de la langue en rapport avec le métier.
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte et l’exposer. Présentation du texte avec des expressions usuelles
Liste de contrôle Résultat
Oui Non
Indicateur:Insertion d’expressions usuelles liées au métier :
3 Proverbes
3 Dictons
Idiomes
Observations
Résultats d’apprentissage 4.2 Interpréter des devinettes en rapport avec le métier
Devinettes liées au
métier.
o Répondre aux devinettes liées au métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 4.2
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte de jeu de rôle. Présentation des devinettes.
Liste de contrôle Résultat
Oui Non
Indicateur : Analyser des Devinettes liées au métier
Déchiffrement de 5 devinettes liées au métier
Observations
Résultats d’apprentissage 4.3 Utiliser des locutions et des maximes de la langue française en
rapport avec le métier
Locutions de la langue
française liées au
métier.
Maximes de la langue
française liées au
métier.
o Interpréter un jeu de rôle en utilisant
des locutions et maximes de la langue
française en rapport métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 4.3
Ressources Activités d’Apprentissage Contenus
Critère de performance
Répondre aux devinettes liées au métier
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Rédiger un texte de jeu de rôle.
Présentation de jeu de rôle.
Liste de contrôle Résultat
Oui Non
Indicateur : Production effective des messages personnels liés à son métier
Interprétation d’un jeu de rôles en utilisant :
2 locutions ὰ rapport avec le métier
Maximes de la langue française liées au métier
Observations
Critère de performance
Production effective des messages personnels liés à son métier.
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Unité d’apprentissage
LU 5:Exécuter les accords
5
Résultats d’apprentissage
1. Adaptation correcte des formules aux destinataires. 2. Application correcte des formules de politesse. 3. Structurer d’un écrit épistolaire. 4. Organiser la mise en page d’une lettre et le curriculum vitae.
6 Heures
Résultats d’apprentissage 5.1:Adaptation correcte des formules aux destinataires.
Formules aux
destinataires.
Au début
Au milieu
A la fin.
o Rédiger des lettres en faisant
correspondre les formules requises aux
destinataires.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 5.1
Critère de performance
Adaptation correcte des formules aux destinataires.
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger une lecture. Présentation.
Liste de contrôle Résultat
Oui Non
Indicateur : Rédaction d’une lettre ordinaire en faisant correspondre les formules requises aux destinataires :
Au début
Au milieu
A la fin.
Observations
Résultats d’apprentissage 5.2 : Application correcte des formules de politesse.
Formules de politesse
Formules de politesse
formelles pour un
supérieur hiérarchique
ou un client.
Formules de politesse
formelles pour une
lettre de motivation.
Formules de
o Rédiger une lettre en y appliquant les formules de politesse.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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politesse classiques
pour la fin d’un email.
Formules de politesse
pour les nobles.
Evaluation Formative 5.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger une lettre Présentation
Liste de contrôle Résultat
Oui Non
Indicateur: Rédiger une lettre en y appliquant les formules de politesse.
Formules de politesse formelles pour un supérieur hiérarchique ou un client.
Formules de politesseformelles pour une lettre de motivation.
Formules de politesse classiques pour la fin d’un email.
Observations
Critère de performance
Application correcte des formules de politesse.
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Résultats d’apprentissage 5.3 : Structurer d’un écrit épistolaire
Ecrit épistolaire.
Les caractéristiques
de la lettre.
L’objet distribué.
L’objectif prioritaire
de la lettre.
o Structurer un écrit épistolaire.
o Distinguer Les caractéristiques de la
lettre épistolaire.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 5.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger d’un écrit épistolaire
Présentation d’un écrit épistolaire
Liste de contrôle Résultat
Oui Non
Indicateur : Structuration appropriée d’un écrit épistolaire en respectant 5 éléments caractéristiques.
Les caractéristiques de la lettre.
L’objet distribué.
L’objectif prioritaire de la lettre.
Observations
Critère de performance
Structuration appropriée d’un écrit épistolaire.
Ressources Activités d’Apprentissage Contenus
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Résultats d’apprentissage 5.4 : Organiser la mise en page d’une lettre et le curriculum vitae.
Mise en page
Lettre
Curriculum vitae.
o Organiser la mise en page d’une
lettre.
o Etablir un curriculum vitae.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 4.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Composition d’une lettre.
Etablissement d’un curriculum vitae.
Liste de contrôle Résultat
Oui Non
Indicateur: Composition d’une lettre en indiquant:
Le lieu
La date
L’auteur
Le destinataire
Critère de performance
Organisation correcte de la mise en page d’une lettre et le curriculum vitae
Ressources Activités d’Apprentissage Contenus
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Les paragraphes dans le corps de la lettre
La signature
Le post-scriptum
Etablissement d’un curriculum vitae en en dégageant :
L’identification
Les études faites
Les diplômes obtenus
L’expérience professionnelle
Les préférences La certification
La signature
Observations
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Références:
1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.
2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.
3. GREVISSE MAURICE (1990). Précis de grammaire Française.
4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs
5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de
Français pour les écoles primaires. 5ème, Livre du maître.
6. Bardin, Laurence. 1996. L'analyse de contenu. Paris: Presses Universitaires de France. 291 p.
7. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de Français.
ISBN : 978-2-7531-0103-6.
8. Y.DELATOUR et al. , (1991). Grammaire du Français. HACHETTE, Paris.
9. Achille, Alice, Odile Deveme, Michel Gellereau et Evelyne Thoizet. 1992. La lettre et le récit. Paris:
Bertrand-Lacoste. 127 p.
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Competence
C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA
CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga
Ikiciro: 4 Amasaha ateganijwe
Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Mutarama, 2017
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda; Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura intego n’
119 | P a g e
amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika yubahiriza
ifatana n’itandukana ry’amagambo.
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda kiboneye
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo
gakondo bufatiye ku
mwuga ashyikirana
n’abandi
1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije
mu ngiro zitandukanye.
1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo
gakondo bufatiye ku mwuga.
1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye
ku mwuga
yubahiriza utwatuzo n’isesekaza.
1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
1.5. Gutarama akoresheje ubuvanganzo bwizwe.
2. Gukoresha Ikinyarwanda
kiboneye agaragaza ibyiza
by’ikoranabuhanga mu
iterambere ry’umwuga no
kugaragaza intego y’izina
mbonera.
2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
2.5. Kumurika ingero zifatika zihamya uruhare
rw’ikoranabuhanga mu iterambere ry’umwuga.
2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.
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Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
3. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
ububi bw’ibiyobyabwenge
mu rubyiruko no
kugaragaza amategeko
y’igenamajwi mu izina
mbonera.
3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi
bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro
zitandukanye.
3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
4. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
uburyo bunyuranye bwo
gufata neza ibidukikije no
gukoresha indangahantu.
4.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko yerekeye
uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro
zitandukanye.
4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
4.3. Gusoma neza umwandiko yubahiriza utwatuzo
n’isesekaza.
4.4. Guhimba no kumurika umwandiko akurikiranya neza
ingingo.
4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
4.6. Gukoresha neza indangahantu.
5. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
akamaro k’ubutabazi
bw’ibanze no kwandika
yubahiriza imyandikire
y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva ikinamico ku nsanganyamatsiko yerekeye akamaro
k’ubutabazi bw’ibanze mu ngiro zitandukanye.
5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.
5.3. Gusoma neza ikinamico yubahiriza uturango twayo.
5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye
avuga ibice n’ingingo by’umubiri.
5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
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LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.
3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.
4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.
5. Gutarama akoresheje ubuvanganzo bwizwe.
Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya
inyunguramagambo ingingo z’umuco
n’amateka inshoza n’uturango
by’Urwenya Ihimbamwandiko
Urwenya
o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu
matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo
o Gutera urwenya baranguruye o Guhuza ibivugwa mu
nshoberane n’indangagaciro o Gusobanura ingingo z’umuco
n’amateka o Gusobanura inshoza
n’uturango by’ urwenya
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
(Ibikurikira)
Ubuvanganzo
gakondo bufatiye ku
mwuga
Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza
n’utwatuzo
Igitaramo gishingiye
ku buvanganzo
gakondo
Umwitozo wo gusoma
ubuvanganzo gakondo bufatiye ku
mwuga
o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo
bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.
o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye
o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi
o Gusobanura ingingo z’umuco n’amateka
o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Gutahura isomo ry’ingenzi o Gutarama
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Ikitabwaho 2:Urwenya:
uwiga yateye urwenya aranguruye
uwiga yateye urwenya ahuza ibivugwa n’indangagaciro
uwiga yateye urwenya asobanura ingingo z’umuco n’amateka
uwiga yateye urwenya anasobanura uturango tw’urwenya
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo
bufatiye ku mwuga.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
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Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga
Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi
Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo
bwitwa”Amasare”
Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku
buvanganzo bwitwa “Ibyidogo”
Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa
“Amahamba”
Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo
Umwanzuro
Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku
mwuga.
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Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku
mwuga yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko
y’ihinamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga
yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibihangano bishingiye ku buvanganzo gakondo mu mwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko
Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi
akurikiza amategeko y’ihimbamwandiko
Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko
y’ihinamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo
Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.
2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
Ibimenyetso by’uteze amatwi atarogoye;
Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda
umurimo (umurimo unoze, kubahiriza igihe…);
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.
o Kutarogoya ufite ijambo nta mpamvu;
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;
o Gusoma bucece;
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya
Uwiga ntiyaciye mu ijambo uvuga
Uwiga yabajije ibibazo ku byavuzwe
Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga niterambere
ry’umwuga
Uwiga yasubije ibibazo ku mwandiko
Uwiga yavumbuye insanganyamatsiko iri mu mwandiko
Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku
nsanganyamatsiko
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
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Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga
abinyujije mu ngiro zinyuranye. (Ibikurikira).
Isesekaza n’utwatuzo; Ihangamwandiko ku
nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
Intego y’izina mbonera.
o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;
o Gusoma aranguruye agaragaza isesekaza;
o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
o Gukora inshamake y’umwandiko;
o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;
o Kugaragaza intego y’izina mbonera.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
131 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya
Uwiga ntiyaciye mu ijambo uvuga
Uwiga yabajije ibibazo ku byavuzwe
Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere
ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.3 : Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bibazo byo kumva umwandiko
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
132 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga
Uwiga yagaragaje Insanganyamatsiko y’umwandiko
Uwiga yasobanuye amagambo akomeye ari mu
mwandiko(Inyunguramagambo)
Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko
Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko
Umwanzuro
Umusaruro w’inyigisho 2.4 : Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ry’isomwa ry’umwandiko
Ubushobozi busuzumwa
Yasomye umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
133 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
Umusaruro w’inyigisho 2.5 : Guhina no guhimba umwandiko akurikiranya ingingo.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
134 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga
Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye
k’ubuvanganzo gakondo kandi akurikiza amategeko
y’ihimbamwandiko
Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga
Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza
amategeko y’ihangamwandiko
Umwanzuro
Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Ubushobozi busuzumwa
Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere
ry’umwuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
135 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko y’ibisubizo ku ntêgo y’izina mbonera
Ubushobozi busuzumwa
Yagaragaje intêgo y’izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
136 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba
zafatwa mu kubirwanya;
Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge
Ikitabwaho 2:Intego y’izina mbonera
Uwiga yasobanuye icyo izina mbonera ari cyo
Uwiga yagaragaje indomo y’izina mbonera
Uwiga yagaragaje indanganteko y’izina mbonera
Uwiga yagaragaje igicumbi cy’izina mbonera
Umwanzuro
137 | P a g e
Imbumbe
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;
ingingo z’amateka; indangagaciro zo kubaha
ubuzima (kwiyitaho);
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.
o Gusoma bucece.
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
138 | P a g e
Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi
bw’ibiyobyabwenge
Uwiga yasobanuye amagambo akomeye mu
mwandikoInyunguramagambo
Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko
Uwiga yasobanuye ingingo z’amateka
Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
139 | P a g e
Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
140 | P a g e
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye
k’ubuvanganzo gakondo kandi akurikiza amategeko
y’ihimbamwandiko
Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”
Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko
y’ihangamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
141 | P a g e
Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko
Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge
Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu
rubyiruko
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu
rubyiruko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
142 | P a g e
Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera
Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza
amategeko y’igenamajwi
Umwanzuro
Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi mu izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
143 | P a g e
Imbumbe
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora
kwangiza ibidukikije. 6. Gukoresha neza indangahantu
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu
ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ibimenyetso by’uteze amatwi atarogoye.
Inyunguramagambo ku mwandiko uvuga ku bidukikije
Insanganyamatsiko y’umwandiko ushingiye ku bidukikije
Ihimbamwandiko
Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;
o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza
isesekaza. o Gukorera mu matsinda,
bungurana ibitekerezo ngamba
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Amafoto.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
144 | P a g e
Isesekaza n’utwatuzo;
Indangahantu.
zo kurengera ibidukikije. o Gukora inshamake
y’umwandiko. o Kujya impaka ku ngaruka zo
kwangiza ibidukikije. o Gukoresha neza indangahantu.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije
Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye
Uwiga yagaragaje insanganyamatsiko y’umwandiko
Uwiga yasobanuye amagambo akomeye ari mu mwandiko
Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga
we
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza
ibidukikije mu ngiro zitandukanye
145 | P a g e
Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gusubiza ibibazo ku mwandiko
Uwiga yasubije yasobanuye amagambo akomeye
Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
146 | P a g e
Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
147 | P a g e
Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko
Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza
ingingo
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
148 | P a g e
Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: ihimbamwandiko
Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza
ibidukikije
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
149 | P a g e
Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
150 | P a g e
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku mikoreshereze y’indangahantu
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: kumenya no gukoresha indangahantu
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje neza indangahantu
151 | P a g e
Imbumbe
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.
2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;
Ibimenyetso by’uteze amatwi atarogoye;
Inyunguramagambo ku ngeri y’ikinamico;
Amagambo akwiye avuga ibice n’ingingo z’umubiri;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.
Ifatana n’itandukana ry’amagambo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa
baranguruye bigana abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu
- Ibitabo bikubiyemo imyandiko;
- Ibitabo by’ikibonezamvugo ;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
152 | P a g e
kaga. o Kubahiriza ifatana n’itandukana
ry’amagambo. o Gutahura no gukosora amakosa
yubahiriza itandukana n’ifatana ry’amagambo.
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze
Uwiga yasomye ikinamico neza
Uwiga yagaragaje uturango tw’ikinamico
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi
bw’ibanze mu ngiro zitandukanye
153 | P a g e
Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico
Ingingo z’umuco n’amateka
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku ikinamico
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
154 | P a g e
Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho uwiga asoma ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico
Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye ikinamico yubahiriza uturango twayo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
155 | P a g e
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho n’inyandiko ku ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :ihangakinamico
Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze
Umwanzuro
Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga
ibice n’ingingo by’umubiri.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro
156 | P a g e
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Ikeshamvugo
Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri
Umwanzuro
Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri
157 | P a g e
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda
Uwiga yafatanije amagambo aho bikwiye
Uwiga yatandukanije amagambo aho bikwiye
Umwanzuro
Ubushobozi busuzumwa
Yanditse yubahiriza ifatana n’itandukana ry’amagambo
158 | P a g e
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,
Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,
1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,
Kigali
8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,
Fountain Publishers, Kigali
9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
11. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck
Université, Bruxelles.
12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u
Rwanda, Imfashanyigisho ibanza, Kigali
14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,
Kigali
16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo
mu Cyiciro cya Gatatu, Kigali
17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda , Kigali.
18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
159 | P a g e
Competence
C C M K K 4 0 1 - KISWAHILI KATIKA SEKTA TOFAUTI ZA KAZI
CCMKK401 Kutumia Kiswahili katika sekta tofauti za kazi
Daraja: 4 Masaa yanayofaa
Idadi ya vipindi: 3 30
Idara: Zote
Mikondo: Yote
Wakati ilipoandaliwa:Januari, 2017
Lengo
Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:
Kutumia Kiswahili kwa kusikiliza, kusoma, kuzungumza na kuandika katika sekta
tofauti za kazi;
Kutumia istilahi/rejesta kimazungumzo, kwa kuhudumia wateja na wageni wa
kampuni;
Kutumia istilahi/rejesta zitumikazo kimaandishi katika idara mbalimbali za kazi;
Kutumia istilahi/rejesta za utatuzi wa migogoro kazini.
160 | P a g e
Ujuzi wa awali
Ustadi wa kutumia kiswahili wastani
Kitengo na vigezo vya kitengo
Kitengo kinaeleza mategemeo muhimu yanayohitajiwa.
Vigezo vya kitengo vimepangwa kupima ikiwa mwanafunzi anazingatia kitengo ifaavyo.
Mwishoni mwa moduli hii mwanafunzi atakuwa na uwezo wa:
Kitengo Vigezo vya kitengo
1. Kutumia kimazungumzo
istilahi/rejesta zinazohusiana na
kazi.
1.1 Uwezo wa kujitambulisha na kueleza kampuni na
shughuli zake;
1.2 Uwezo wa kupokea wageni/wateja kimazungumzo
kwa kutumia rejesta mahususi;
1.3 Uwezo wa kuambatanisha ishara za mwili na istilahi
mahususi katika lugha ya Kiswhili.
2. Kutumia kimaandishi
istilahi/rejesta zinazohusiana na
kazi.
2.1 Uwezo wa kujaza fomu na kuandaa orodha kama
inavyotakiwa katika idara fulani za kampuni;
2.2 Uwezo wa kuandika na kufahamu maelekeo na
miongozo inayohitajika katika warsha au kampuni
2.3 Uwezo wa kueleza kazi na majina ya nafasi za kazi
katika kampuni.
3. Kutumia istilahi/rejesta za utatuzi wa
migogoro katika kampuni.
3.1 Uwezo wa kueleza migogoro inayoweza kujitokeza
ndani ya kampuni;
3.2 Zingatio la wadau;
3.3 Matumizi ya istilahi za lugha zinazohusiana na utatuzi
wa migogoro ya kampuni.
161 | P a g e
Kitengo
LU 1: Kutumia kimazungmuzo istilahi/rejesta zinazohusiana na kazi.
1
Yanayotegemewa:
4. Uwezo wa kujitambulisha na kueleza kampuni na shughuli zake. 5. Uwezo wa kupokea wageni/wateja kimazungumzo kwa kutumia
rejesta mahususi. 6. Uwezo wa kuambatanisha lugha ya ishara na istilahi mahususi.
Masaa 10
Yanayotegemewa 1.1:Uwezo wa kujitambulisha na kueleza kampuni na shughuli zake
Zoezi la kuigiza:
Msamiati wa
kujitambulisha;
Uchambuzi wa lugha
ya wahusika na tabia
zao;
Muundo wa zoezi la
kujitambulisha na
kuieleza kampuni.
o Kutazama zoezi la kuigiza;
o Kujadili katika makundi;
o Kuigiza mchezo mwenyewe;
o Kutoa mifano ya kujitambulisha na kueleza
kampuni.
- Kanda (CD);
- Mtandao;
- Kamusi ya
Kiswahili;
- Kipazasuti;
- Kinasa-sauti;
- Projekta.
Tathimini Endelezi/Arifu1.1
Vifaa Kazi ya mwanafunzi Yaliyomo
162 | P a g e
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Majibizano
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Kujitambulisha na kueleza kampuni na shughuli zake
Tawasifu
Kampuni yake
Shughuli za kampuni
Maoni
Vigezo vya kitengo
Kujitabulisha na kueleza kampuni na shughuli zake
163 | P a g e
Yanayotegemewa 1.2:Uwezo wa kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi.
Majibizano katika uwanja wa
kazi (Mazungumzo):
Msamiati wa kupokea
wateja;
Uchambuzi wa muundo
wa mazungumzo.
o Kufuata mazungumzo;
o Kubishana juu ya muundo katika
mazungumzo;
o Kuigiza mchezo mwenyewe;
o Kutoa mifano ya kupokea wageni/wateja;
- Kanda (CD);
- Mtandao;
- Kamusi ya Kiswahili;
- Ubao;
- Chaki.
Tathimini Endelezi/Arifu1.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Majibizano
Usaili
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi
Msamiati wa mapokezi
Misemo ya nidhamu
Ishara za mwili
Maoni
Vigezo vya kitengo
Kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi
Vifaa Kazi ya mwanafunzi Yaliyomo
164 | P a g e
Yanayotegemewa 1.3:Uwezo wa kuambatanisha ishara za mwili na istilahi mahususi katika lugha ya Kiswahili.
Hotuba zilizohifadhiwa:
Msamiati kuhusu istilahi
maalumu;
Uchunguzi wa ishara
zinazotumiwa na mhusika
na zinazoambatanishwa na
masimulizi;
Maoni kulingana na ishara
za mhusika.
o Kufuata hotuba;
o Kuvumbua ishara zinazoambatanishwa
na masimulizi;
o Kutoa maoni kuhusu ishara za mhusika
o Kuwakilisha hotuba kwa kutumia ishara
iwezekanavyo.
- Kanda (CD);
- Mtandao
- Kamusi
- Ubao;
- Chaki.
Tathimini Endelezi /Arifu1.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Ishara kulingana na wageni
Uchangamfu kulingana na mazingira
Rejesta maalum
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Kuambatanisha ishara za mwili na istilahi mahususi katika lugha ya Kiswahili.
Ishara kulingana na wageni
Uchangamfu kulingana na mazingira
Rejesta maalum
Maoni
Vigezo vya kitengo
Kuambatanisha ishara za mwili na istilahi mahususi katika lugha ya
Kiswahili.
Vifaa Kazi ya mwanafunzi Yaliyomo
165 | P a g e
166 | P a g e
Kintengo
LU 2:Kutumia kimaandishi istilahi/rejesta zinazohusiana na kazi
2 Masaa 10
Yanayotegemewa:
1. Uwezo wa kujaza fomu na kuandaa orodha kama inavyotakiwa kwenye idara fulani za kampuni.
2. Ufahamu wa maelekeo na miongozo inayohitajika katika warsha/kampuni.
3. Uwezo wa kueleza kazi na majina ya nafasi za kazi
Yanayotegemewa 2.1:Uwezo wa kujaza fomu na kuandaa orodha kama inavyotakiwa kwenye idara fulani za kampuni
Makala kuhusu ushirikiano wa
idara tofauti katika kampuni:
Msamiati unaofaa;
Uchambuzi wa makala;
Istilahi mbalimbali katika
makala.
o Kusoma makala;
o Kutambua istilahi za kazi katika makundi;
o Kujaza fomu zinazoshirikisha idara tofauti
katika kampuni.
- Kanda (CD);
- Mtandao
- Kamusi ya
Kiswahili;
- Kipazasauti;
- Kinasa-sauti;
- Ubao na chaki;
- Projekta.
Tathimini Endelezi/Arifu 2.1
Vifaa Kazi ya mwanafunzi Yaliyomo
167 | P a g e
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho andishi
Kanda ya filamu
Maswali yakinifu
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Kujaza fomu na kuandaa orodha kama inavyotakiwa
Rejesta zinazofaa
Walengwa
Maoni
Yanayotegemewa 2.2:Ufahamu wa maelekeo na miongozo inayohitajika katika warsha/kampuni
Uchunguzi kuhusu
vifaa katika kampuni:
Msamiati;
Utunzaji wa kifaa;
Uhusiano wa kifaa
na maelekeo au
miongozo;
Maelezo ya kifaa
o Kuchunguza vifaa vya kampuni;
o Kusoma utunzaji wa kifaa;
o Kupatanisha maelekeo, miongozo na
utunzaji;
o Kuhitimisha na kuwasilisha utunzaji wa
kifaa fulani.
- Kanda (CD);
- Mtandao ;
- Kamusi ya
kiswahili;
- Ubao;
- Chaki.
Vifaa Kazi ya mwanafunzi Yaliyomo
Vigezo vya kitengo
Kujaza fomu na kuandaa orodha kama inavyotakiwa
168 | P a g e
na jinsi
kinavyotumika.
169 | P a g e
Tathimini Endelezi/Arifu 2.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho andishi
Kanda ya filamu
Maswali yakinifu
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Kuandika na kufahamu maelekeo na miongozo inayohitajika katika warsha
Rejesta zinazofaa
Lugha sanifu
Maoni
Yanayotegemewa 2.2:Kueleza kazi na majina ya nafasi za kazi katika kampuni
Makala ya kazi
mbalimbali :
Msamiati;
Kazi zipatikanapo;
Majina ya kazi;
Majina ya nafasi za
kazi.
o Kusoma makala kwa kimya;
o Kusoma katika makundi;
o Kusoma kwa sauti;
o Kueleza kazi zipatikapo;
o Kutoa majina ya wafanyakazi.
- Vitabu vya habari za
kiswahili;
- Kanda (CD);
- projekta;
- Mtandao ;
- Kamusi ya
kiswahili;
- Ubao;
- Chaki;
Vifaa Kazi ya mwanafunzi Yaliyomo
Vigezo vya kitengo
Kuandika na kufahamu maelekeo na miongozo inayohitajika katika
warsha/kampuni
170 | P a g e
Tathimini Endelezi/Arifu 2.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Thibitisho andishi
Kanda ya filamu
Maswali yakinifu
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho :Kueleza kazi na majina ya nafasi za kazi katika kampuni.
Kazi muhimu katika kampuni fulani
Majina ya nafasi za kazi katika kampuni
Maoni
Vigezo vya kitengo
Kueleza kazi na majina ya nafasi za kazi katika kampuni.
171 | P a g e
Kitengo
LU 3:Kutumia istilahi/rejesta za utatuzi wa migogoro katika kampuni.
3
Yanayotegemewa:
1. Uwezo wa kueleza migogoro inayoweza kujitokeza katika kampuni
2. Zingatio la wadau. 3. Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa
migogoro kampuni. Masaa 10
Yanayotegemewa 3.1:Uwezo wa kueleza migogoro inayoweza kujitokeza katika kampuni
Tabaka mbalimbali
katika kampuni:
Viongozi;
Wafanyakazi;
Wateja/wageni;
o Kutoa migogoro inayoweza kujitokeza
baina ya tabaka hizo;
o Kutoa wajibu wa kila wadau;
o Kutoa mbinu za utatuzi;
- Kanda (CD) ;
- Mtandao ;
- Kamusi ya Kiswahili ;
- Kipazasuti ;
- Kinasa-sauti ;
- Projekta.
Tathimini Endelezi /Arifu 3.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Vigezo vya kitengo
Kueleza migogoro inayoweza kujitokeza katika kampuni
Vifaa Kazi ya mwanafunzi Yaliyomo
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Thibitisho simulizi
Kanda ya filamu
Majibizano
Usaili
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Kueleza migogoro inayoweza kujitokeza katika kampuni
Aina za migogoro
Majina ya migogoro
Maoni
Yanayotegemewa 3.2:Zingatio la wadau
Kifungu cha habari
kuhusu wadau:
Msamiati;
Wadau;
Mazingira ya wadau
(mahali na wakati).
o Kutoa tabia za wadau;
o Kutoa hisia za wadau;
o Uchambuzi wa mandhari.
- Vitabu vya vifungu
vya habari;
- Kanda (CD);
- Mtandao ;
- Kamusi ya Kiswahili;
- Ubao
- Chaki
Tathimini Endelezi /Arifu 3.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Vigezo vya kitengo
Zingatio la wadau
Vifaa Kazi ya mwanafunzi Yaliyomo
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Thibitisho simulizi
Thibitisho andishi
Kanda ya filamu
Majibizano
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Zingatio la wadau
Istilahi ya hisia za wadau
Istilahi ya tabia za wadau
Maoni
Yanayotegemewa 3.3:Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro ya kampuni.
Kifungu cha habari (kuhusu
migogoro au ajali kazini):
Msamiati;
Istilahi kuhusu migogoro;
Istilahi kuhusu utatuzi wa
migogoro.
o Kusoma kifungu cha habari;
o Kutoa jedwali la migogoro na istilahi
zinazotumiwa;
o Kutoa istilahi kuhusu utatuzi wa
migogoro;
o Kuigiza utatuzi wa migogoro kwa
kutumia istilahi zinazofaa.
- Kifungu cha habari;
- Kanda (CD)
- Mtandao
- Kamusi
- Ubao
- Chaki
Tathimini Endelezi /Arifu 3.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Vigezo vya kitengo
Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro ya
kampuni
Vifaa Kazi ya mwanafunzi Yaliyomo
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Thibitisho simulizi
Kanda ya filamu
Majibizano
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro kampuni
Istilahi za kueleza migogoro
Istilahi za utatuzi wa migogoro
Maoni
Marejeo:
1. BAKITA (2005) Istilahi za Kiswahili: Dar-es- Salaam
2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press
3. Wamitila,K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book
4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University
Press.
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5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili, kitabu cha mwanafunzi, Kidato cha tano,
fountain Publisher Rwanda Kigali
6. Sager.J.C. (1990) Practical course in Terminology Processing: Amsterdam and
Philadelphia.
7. Niyomugabo.C. (2013) Mafunzo ya Kiswahili, Kitabu cha mwanafunzi, kidato cha sita,
Fountain Publisher Rwanda, Kigali
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Competence
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMBP401 Develop a business plan
REQF Level: 4 Learning hours
Credits: 3
Sector: All 30
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organizational strategic outcomes and facilitates the achievement of service
delivery. The module will allow the learner to identify elements of business plan, develop
business plan in line with the identified elements, establish strategies to monitor, evaluate
and update the business plan (Contingency plan) and present a business plan.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance with identified business idea.
1.2 Appropriate conduct of business feasibility study in line with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the identified elements
2.1 Proper description of the business in accordance with business environment analysis results
2.2 Proper design of business production plan in line with results from business environment analysis
2.3 Clear design of marketing plan in line with market feasibility study and business products
2.4 Accurate develop of business staffing requirement plan in line with business activities
2.5 Proper design of business financial plan in line with business needs
2. Establish strategies to monitor, evaluate and update the business plan- contingency plan
3.1 Clear identification of risk in accordance with business environment
3.2 Accurate assessment of risk associated to the business in line with the business plan developed
3.3 Clear explanation of business contingency plan concepts
3.4 Accurate development of contingency plan in accordance of assessed risks
4. Present a business plan
1.1 Accurate preparation of business plan presentation in accordance with business plan Clearly explain Clear different ways to present the business plan
1.2 Appropriate presentation of a business plan 1.3 Present a business plan
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Learning Outcome 1.1: Analyse business environment in accordance with identified business idea.
Meaning of business environment
Meaning of business situation
Types of business environment.
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis
template
- Industry trends
analysis
template
Learning unit
LU 1: Identify elements of business plan.
1
Learning Outcomes:
1. Analyze business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Resources Learning activities Content
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Technical environment
Demographical environment
Natural environment
Learning Outcome 1.1: Analyse business environment in accordance with identified business idea. (Cont’d)
Current industrial trends analysis:
Industry rivalry (Degree of
competition among existing
firms)
Treat of substitutes (products
or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new
entrants)
SWOT analysis of the business
o Brainstorming
o 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
Formative Assessment 1.1
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
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis
Performance criterion
Proper analysis of business environment in accordance with identified
business idea.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Business environment in accordance with identified business idea is analyzed
Meaning of business environment explained
Meaning of business situation
Indicator: Types of business environment explained
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
Indicator: Current industrial trends analysis applied
Industry rivalry (Degree of competition among existing firms)
Treat of substitutes (products or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new entrants)
Indicator: SWOT analysis of the business explained
Observation
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Learning Outcome 1.2: Conduct business feasibility study in line with business environment analysis results
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility
study
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Steps involved in feasibility analysis
Step 1. Conduct a preliminary
analysis
Step 2. Prepare a projected income
statement
Step 3. Conduct a market survey
Step 4. Plan business organization
and operations
Step 5. Prepare an opening day
balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
o Brainstorming
o Questions and answers
o Problem solving
o Story telling
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Feasibility study
template
Formative Assessment 1.2
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 Multiple choice exercises
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
Resources Learning activities Content
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Product evidence
Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.
Checklist Score
Yes No
Indicator: business feasibility study in line with business environment analysis results are conducted
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility study identified
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Performing steps involved in feasibility analysis explained Steps involved in feasibility analysis
Step 1. Conduct a preliminary analysis
Step 2. Prepare a projected income statement
Step 3. Conduct a market survey
Step 4. Plan business organization and operations
Step 5. Prepare an opening day balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
Observation
Learning Outcome 1.3: Define elements of business plan
Resources Learning activities Content
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Meaning of the term business plan
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan Internal use External use
Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Risk associated to the business Meaning of business risk Types of risks associated to
the business activities
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Formative Assessment 1.3
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
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: elements of business plan are defined
Meaning of the term business plan
Importance of the business plan
The needs of the business plan
Internal use
Performance criterion
Correctly define elements of business plan
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External use
Indicator: Elements of business plan identified
Title/cover Page
Executive Summary Description of the business
Production plan
Marketing plan
Business staff plan Financial plan
Risk associated to the business identified
Meaning of business risk Types of risks associated to the business activities
Observation
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Learning unit
LU 2: Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs
20 Hours
Learning Outcome 2.1: Describe the business
Title Page Business name Business logo Product mark Address Name of person who developed the
business In which month and year plan is
issued.
Executive summary the name and location of the
business Type of business to be done the industry/market of the business the uniqueness of the
products/services and what proprietary rights of the business
the current stage of development for the venture
the legal form of the organization and why
the key management personnel
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Resources Learning activities Content
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and what skills do they have that will help the business
Learning Outcome 2.1: Describe the business (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds
being requested the expected benefits of this
investment to your company funds repayment collateral to be used to secure a
loan the business financial milestones
Description of the business The rationale of the business idea Structure of the business What is the type of the business
(Manufacturing? Services? Construction?
Business mission Business vision Business objectives Competitive advantage of the
business
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
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of the business in accordance with business environment
analysis results
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.
Checklist Score
Yes No
Indicator: business is described
Title Page
Business name
Business logo
Product mark
Address
Name of person who developed the business
In which month and year plan is issued.
Executive summary
the name and location of the business
Type of business to be done
the industry/market of the business
the uniqueness of the products/services and what proprietary rights of the business
the current stage of development for the venture
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
Projection of sales
the break-even
Who is requesting the funds
For what purpose are the funds being requested
the expected benefits of this investment to your company
funds repayment
collateral to be used to secure a loan
the business financial milestones
Description of the business are identified
The rationale of the business idea
Structure of the business
What is the type of the business (Manufacturing? Services? Construction?
Business mission
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Business vision
Business objectives
Competitive advantage of the business
Observation
Learning Outcome 2.2: Design business production plan in line with results from business environment analysis
Product design Branding and Packaging
Business premises and plant location Location and reason of the choice House or land for the production
Equipment and machinery required types, quality and quantity for the
production
Production planning process under which the
production will pass through
Raw materials The amount of raw materials
needed to produce a given quantity of product
Amount of each ingredient that will be needed to formulate a batch/set of product
Competing technologies the technology to be used during
the production process technologies that should be
developed by other and affect your business
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
Learning Outcome 2.2: Design business production plan in line with results from business environment analysis (Cont’d)
Resources Learning activities Content
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Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost
Quality control and ongoing service plan to avoid defects or imperfections
of products Monitoring or inspection that you
intend to build into the production process
strategies will you use to satisfy the customer changing preferences
Labour requirements Types of workers needed during
production process the required skills of each workers
Operations The design of your production
operations
Utilities and office consumables Consumables needed in the
production
Packaging equipment required Types of materials that you will use to
package your product Source of supply and the quantity
needed The terms and conditions of suppliers
Importance of business product
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
Formative Assessment 2.2
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
Product
Multiple choice exercises Essay& Cases study True or false questioning
Performance criterion
Proper designing of business production plan in line with results from
business environment analysis
Resources Learning activities Content
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Sentence completion Observation checklist A produced production plan of the business.
Checklist Score
Yes No
Indicator : Design business production plan in line with results from business environment analysis are designed
Product design Identification of business premises and plant location Estimation of equipment and machinery required Designing production planning Estimation of raw materials Setting competing technologies Manufacturing and operations Quality control and ongoing service Labour requirements Operations Utilities and office consumables Packaging equipment required Importance of business product
Observation
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products
Market research (Customer description)
Market Analysis Geographical location of the customers The size of the different market
segments?
o Oral presentation
o Brainstorming
o Questions and answers
- Flipchart
- Marker pen
- Pen
Resources Learning activities Content
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The current and past trends affecting the market you plan to enter
Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats
Target market core customer group of customers that made you to start
your business
Marketing objectives market share The level of sales Market intermediaries
Product description Product positioning the proportions of sales revenue for each
type of product/service Economic value of your products/services
Price of products/services
Place Where will you locate your business and
why At which market will you sell your
product? What is channel of distribution of your
product
Promotion How will you communicate to customers
the availability of your product How will you offer discount to customer
o Practical exercise - Internet
- Reference books
- Case studies
- Business plan
template Including
questions that
guiding trainee to
write a business
plan
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products (Cont’d)
Market Strategies What will be the partners of your
business How will you manage your
customers How will you increase market
share
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
Resources Learning activities Content
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Ongoing marketing evaluation What methods will you use to
track customer satisfaction What methods will you use to
track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Marketing budget What will be the cost of
marketing activities
- Case studies
- Business plan
template Including
questions that guiding
trainee to write a
business plan
Formative Assessment 2.3
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
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.
Checklist Score
Yes No
Indicator: Marketing plan in line with market feasibility study and business products are designed
Market research Target market Marketing objectives Product description Price Place Promotion
Performance criterion
Clearly design marketing plan in line with market feasibility study and
business products
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Market Strategies Ongoing marketing evaluation Marketing budget
Observation
Learning Outcome 2.4: Design business staff in line with business activities
Job analysis What are the business
activities
Job description How each task will be
performed
Job specifications What are the
performance requirements to a specific task
Organizational structure What is the hierarchy of
the staff
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
Formative Assessment 2.4
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
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
Resources Learning activities Content
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Observation checklist A produced developed business staff.
Checklist Score
Yes No
Indicator: business staff in line with business activities are designed
Job analysis designed
Job description designed
Job specifications designed
Organizational structure designed
Observation
Learning Outcome 2.5: Develop business financial plan in line with business needs
Total cost
Start-up requirements plan Cost items (What are the cost
items your business will need in its first year of implementation
Cost : how much each item cost Source of funds: what are the
source of fund: What is the share owner
Projected cash flow statement for the first three years what is the estimated profit in three years?)
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
Resources Learning activities Content
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Details Period of twelve months
Projected Income: Profit & Loss statement for the first three years How your business will vary in
term of income for 3 years
Projected balance sheet for the first three years What will be the financial
position of your business in the first three years
Liquidity ration What is the business ability to
pay its short term obligations
Debt Equity ratio
Return of investment ratio What is profitability percentages
on business performance How efficiently the company will
use their total assets base to generate sales
Breakeven point At which point your business,
product will become financially viable
Payback period At which period the business
will cover cash invested on its asset
Projected sales plan
Loan payment plan
trainee to write a business plan
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Properly design business financial plan in line with business needs
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.
Checklist Score
Yes No
Indicator: business financial plan in line with business needs are developed Total cost Start-up requirements plan Projected Income (Profit & Loss) statement for the first three years Projected balance sheet for the first three years Projected cash flow statement for the first three years Liquidity ration Debt Equity ratio Return of investment ratio Breakeven point Payback period Projected sales plan Loan payment plan
Observation
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Learning Outcome 3.1: Analyse risk in accordance with business environment
Meaning of Monitoring, Evaluation and Updating business plan
Important tools used in updating business plan CANVAS model Marketing plan review
Importance of Monitoring and Evaluation
Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification
tools: SWOT Analysis PESTEL Analysis
Estimate risks (Quantitative and Qualitative risk estimation)
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Risk analysis
template
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).
3
Learning Outcomes:
1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
3 Hours
Resources Learning activities Content
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Risk estimation tools: Risk impact chart Probability chart
Formative Assessment 3.1
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
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: risk in accordance with business environment is analyzed
Meaning of monitoring, evaluation and updating business plan
Important tools used in updating business plan
Meaning of risk analysis
Importance of risk analysis
Steps involved in risk analysis
Steps involved in risk analysis
Observation
Performance criterion
Clearly identified risk in accordance with business environment
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Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Factors influencing risks assessment
SWOT analysis
What factors are critical for
the success of your plan?
What risk does your plan
should face?
Analyze the source of the
risk, the probability of it
happening and the effects
What measures can you
take to avoid these risks?
Define operational plan
PESTEL analysis
What factors are critical
for the success of your
plan in relation with
politics, economy, social,
technological,
environment and legal
What measures can you
take to avoid these risks
Define operational plan
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Assess identified risks in accordance with business plan are developed
Factors influencing risks assessment identified
SWOT analysis
What factors are critical for the success of your plan? What risk does your plan should face?
Analyze the source of the risk, the probability of it happening and the effects What measures can you take to avoid these risks?
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
operational plan defined
Observation
Learning Outcome 3.3: Explain business contingency plan concepts
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
o Brainstorming on identifying
meaning of key words
o Oral presentation
o Group discussion
o Questions and answers
o Documentary research
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
Resources Learning activities Content
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o Internet research - Business plan
- Computer
Formative Assessment 3.3
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
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator : business contingency plan concepts are explained Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
Performance criterion
Briefly explain business contingency plan concepts
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Learning Outcome 3.4: Development contingency plan in accordance of assessed risks
Steps involved in contingency plan
Identifying requirements related to
specific contingency plan
Cost Calculation of requirements
identified
Appreciation of company capacity
to cover risks identified
Decide choice to undertake
Adaptation
Complementarity
Abandon
Specific strategies to make the
contingency plan operational
Describe the risk statement
Define the protocol
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Role play scenarios
- Business plan
- Computer
Formative Assessment 3.4
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
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency
Performance criterion
Accurate development of contingency plan in accordance of assessed risks
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: A Development contingency plan in accordance of assessed risks are explained
Steps involved in contingency plan
Identifying requirements related to specific contingency plan
Cost Calculation of requirements identified
Appreciation of company capacity to cover risks identified
Decide choice to undertake
Specific strategies to make the contingency plan operational
the risk statement described
the protocol defined
Observation
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Learning unit
LU 4: Present a business plan
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1: Explain different ways to present the business plan
Purpose of business plan presentation
Financing support Strategic orientation Attracting investors
Types of preparation required Content preparation Material preparation Psychological preparation
Steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the presentation
of business plan. Prepare the body of the business plan to
be presented and anticipate the questions from audience
Prepare the suggestions and conclusion. Practice delivering the presentation of
business plan
Presentation content Business idea Market Marketing strategy
o Brainstorming
o Group discussion
o Questions and answers
o Practical exercise
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- play scenarios
- Computer
Resources Learning activities Content
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Formative Assessment 4.1
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
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan
Checklist Score
Yes No
Indicator: different ways to present the business plan are explained
Purpose of business plan presentation
Financing support
Strategic orientation
Attracting investors Types of preparation required
Content preparation Material preparation
Psychological preparation
Steps involved in preparation of business plan presentation Analyze your audience
Select a topic Define the objective of the presentation of business plan
Prepare the body of the business plan to be presented and anticipate the questions from audience
Prepare the suggestions and conclusion.
Practice delivering the presentation of business plan Presentation content explained
Business idea Market
Marketing strategy
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
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Observation
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Learning Outcome 4.2: Explain different ways to present the business plan
The business plan shall be presented
shareholder
stakeholder
Procedures involved in business plan
presentation
Connect with your audience Business like
Simple language
Presentation touch at a
personal level
Paint a picture in your audience’ minds Pick out great images and
visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Graph
o Brainstorming Questions
and answers
o Group discussion
o Role play
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Computer
- Internet
Performance criterion
Clearly explain different ways to present the business plan
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: different ways to present the business plan are explained
The business plan shall be presented Shareholder
stakeholder
Procedures involved in business plan presentation Connect with your audience
Business like
Simple language
Presentation touch at a personal level
Paint a picture in your audience’ minds Pick out great images and visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Observation
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Learning Outcome 4.3: Present a business plan
Techniques to present your business plan Only write key points Don’t read them, speak about
them Use visualization, pictures,
symbols, colours, tables Short, concise, come to the point,
not more than 10 min. React positive to questions Use body language, voice,
appearance Try to convince
Integrating comments, suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration
o Brainstorming o Group discussion o Questions and answers o Role play
o Internet o Reference books o Case studies o scenarios o Computer o Internet
Formative Assessment 4.3
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
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos
Performance criterion
Appropriately present a business plan
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Present a business plan explained Techniques to present your business plan explained
Integrating comments, suggestions and remarks in the business plan explained
Planning to maintain and enforce relationship with stakeholders (audience) for
further collaboration explained
Observation
References:
1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,
third edition. Uganda: Kyambogo University.
3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html
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Competence
C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE
CCMQS401 Provide quality customer service
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
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.
Learning assumed to be in place
Not applicable
Elements of competency and perfomance 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. Develop and maintain product, service and market knowledge.
1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.
1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.
1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
2. Provide a quality service experience to customers.
1.1. Determination and clarification of customer preferences, needs and expectations.
1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.
1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.
1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling
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3. Deal with complaints
and difficult customer
service situations.
3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.
3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.
3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.
3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.
3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.
4. Manage and use
information about
clients and customers
3.1 Proper determination and record of customer information where appropriate to provide personalized service.
3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.
3.3 Proactive provision of enhanced products and services to clients and customers based on client information.
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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
Products and services knowledge and its importance
Opportunities to develop and maintain knowledge of products and services Membership of
industry associations and networks
Conventional and creative sources of information
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - 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 according to organization policy.
5 Hours
Resources Learning activities Content
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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services. (Cont.)
Formal and informal research techniques: o Discussions with
colleagues
Reading organization information
Research of product and service information brochures
General media Attendance at
conferences, trade shows and industry events
Distributing surveys and questionnaires
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.1
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
Multiple choice True or false question Matching Sentence completion Ticking
Performance criterion
Proper identification of opportunities and use of formal and informal
research to develop and maintain knowledge of products and services.
Resources Learning activities Content
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Essay (short responses / extended responses)
Checklist Score
Yes No
Products and services are identified
Opportunities to develop and maintain knowledge of products and services are
identified
Use of formal research techniques
Use of informal research techniques
Observation
Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
Products, services and promotional initiatives Tours and transport Conferences and
conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or
packages.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations. (Cont.)
Resources Learning activities Content
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Ways to determine customer preferences, needs and expectations:
Active listening Questioning Observation Recognition of non-
verbal signs
Factors influencing customer preferences, needs and expectations:
Age Gender Social and cultural
characteristics Prior knowledge Special needs
Ways to satisfy customer preferences, needs and expectations:
Friendliness
Courtesy
Value for money
Prompt or timely
service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food,
shelter, transport or
other services.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
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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Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Identification of promotional initiatives
Application of ways to determine customer preferences, needs and expectations
Identification of Factors influencing customer preferences, needs and
expectations
Application of ways to satisfy customer preferences, needs and expectations
Observation
Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
Reasons to share knowledge
Methods and techniques of sharing knowledge at workplace
o Group discussion
o Role play
o Presentation
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.3
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
Resources Learning activities Content
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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
Practical task of a team
Checklist Score
Yes No
Identification of reasons to share knowledge of market, product and service
Application of methods and techniques of sharing knowledge at workplace
Observation
Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
Product and Service adjustment procedure
Importance of Product and Service adjustment on customer satisfaction
o Individual reflection o Brainstorming o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Suggestion of ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to
organization policy.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of product and Service adjustment procedure
Identification of the importance of product and Service adjustment procedure on customer satisfaction
Observation
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Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.
Customer needs and preferences
The importance of researching your customers needs and preferences
o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.1
Learnin unit
LU 2: Provide a quality service experience to customers.
2
Learning Outcomes:
1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services
to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate
5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase
10 Hours
Resources Learning activities Content
Performance criterion
Proper determination and clarification of customer preferences, needs
and expectations.
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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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of customer needs and preferences
Clarification of customer needs and preferences
Identification of the importance of researching customers needs and
preferences
Observation
Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers to meet their needs and expectations.
Needs and expectations of customers on products and services
General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or
order
o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Formative Assessment 2.2
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 Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Information about products and services to customers
Observation
Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
Steps to anticipate customer needs and preferences
Timely customer service
Importance of timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
Performance criterion
Proper offering of accurate information about appropriate products and
services to customers to meet their needs and expectations.
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Formative Assessment 2.3
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 Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service
Observation
Performance criterion
Anticipation of customer preferences needs and expectations throughout
the service experience and provide products and services in a timely
manner, appropriate to individual needs and preferences, and according
to organization standards.
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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers
arousing interest.
o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate
- Reference books - Online materials - Scholarly materials
Formative Assessment 2.4
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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Performance criterion
Offering possible extras and add-ons appropriately and provision of
personalized and additional services and products where appropriate.
Resources Learning activities Content
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Checklist Score
Yes No
Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services
Observation
Learning Outcome 2.5: Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers arousing interest.
o Large group discussion o Question and answer o Debate o Observation o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Formative Assessment 2.5
Resources Learning activities Content
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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 Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of methods to promote products and services Application of selling techniques
Observation
Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and
appropriate employment of selling
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Learning unit
LU 3: Deal with complaints and difficult customer service situations.
3
Learning Outcomes:
1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints
4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
9 Hours
Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
Questioning techniques
When and when not to use questioning techniques
Complaints or difficult customer service situations
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 3.1
Resources Learning activities Content
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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 Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of questioning techniques
Application of questioning techniques while dealing with difficult customer
service situations
Observation
Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer
of the situation.
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Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
Communication techniques Listening and active
listening Asking questions to
gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Role play
Checklist Score
Yes No
Application of communication techniques while handling customer complaints
Observation
Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints..
Organisation
constraints
Emotional and logical aspects of complaints.
Methods to manage and reduce stress when resolving complaints
Proactive complaint handling
- Small group discussion - Individual work - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Performance criterion
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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Formative Assessment 3.3
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 Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints
Observation
Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
Methods of transforming complaints into additional service opportunities
High quality customer
o Individual work o Debate o Discussion o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Resources Learning activities Content
Performance criterion
Proper determination of possible options to resolve the complaint and
prompt analysis and decision on the best solution, taking into account any
organization constraints.
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service
Formative Assessment 3.4
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 Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Use of techniques of transforming complaints into opportunities
Observation
Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
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The importance of feedback on customer complaints
Effective feedback giving
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.5
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 Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of the importance of feedback on customer complaints Effective feedback giving
Observation
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in
order to avoid future occurrence.
Resources Learning activities Content
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Complaint analysis May include:
Tools of analyzing customer complaints
Customer complaint checklist
Customer satisfaction
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 3.6
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
Product evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints
or difficult service situations
Observation
Performance criterion
Reflection and evaluation of complaint and solution to enhance response
to future complaints or difficult service situations.
Resources Learning activities Content
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Learning Outcome 4.1: Determine and record customer information where appropriate to provide personalised service.
Customer information
Collecting customer information
Storing information
Maintaining customer information
o Brainstorming o Large group discussion o Individual reflection o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Learning unit
LU 4: Manage and use information about clients and customers.
4
Learning Outcomes:
1. Determine and record customer information where appropriate to provide personalised service
2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate
3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours
Performance criterion
Proper determination and record of customer information where
appropriate to provide personalized service.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of types of customer information
Application of techniques of collecting customer information
Identification of means of storing and maintaining customer information
Observation
Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate.
Importance of promotional activities
Types of promotional activities
Steps to successfully implement organisation promotional initiatives
o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.2
Resources Learning activities Content
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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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional
initiatives
Observation
Learning Outcome 4.3: Proactively provide enhanced products and services to clients and customers based on client information.
Using stored customer information
The impact of enhanced products and services
Systems and methods of providing enhanced products and services
o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing
- - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Performance criterion
Perfect development and maintaining of knowledge of organization
promotional initiatives and implementation where appropriate.
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Formative Assessment 4.3
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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and
services
Observation
References:
2. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company
Profits"
3. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice
(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.
4. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/
5. https://www.customersure.com/blog/customer-complaints-online/
Performance criterion
Proactive provision of enhanced products and services to clients and
customers based on client information.
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Competence
C C M I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA301 Integrate workplace
REQF Level: 3 Learning hours
Credits: 30 300
Sector: ALL
Sub-sector: ALL
Issue date: July, 2019
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are
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familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.
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Learning assumed to be in place
All the modules covered at REQF level 3.
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.By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply for internship/employment
1.1. Appropriate use of resources in the community or nationwide to find internship/employment information
1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills
2. Demonstrate workplace behavior and attitudes
2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time
effectively 2.3. Efficient management of personal and work lives
3. Respect worker’s and employer’s rights and responsibilities
a. Respect of universal human rights b. Respect of worker’s and employer’s obligations according
to the Rwandan Labour code c. Respect of worker’s rights and responsibilities at the
workplace d. Respect of employer’s rights and responsibilities at the
workplace e. Appropriate reaction when the labor code is broken
4. Organize and evaluate one’s internship
a. Appropriate securing of the internship agreement with the enterprise
b. Adequate outlining of findings and experience c. Proper writing of the internship report that contains all
the required elements as well as one’s own findings and
experience
d. Active participation in the assessment of one’s internship
5. Develop one’s competences on the workplace
5.1. Adequate performance of tasks assigned according to the agreement with the enterprise
5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)
5.3. Adequate demonstration of work behaviour and attitudes
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Learning Outcome 1.1:Identify and use resources to find a job.
Resources to find employment in the community and at national level
- Job announcements
- Newspapers
advertisements
- From recruitment
agencies
- Internet websites
Identify contact persons
o Small group work o Panel discussion o Large group discussion o Speakers
- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…
Formative Assessment 1.1
Learning unit
LU 1: Apply for internship/employment
1
Learning Outcomes:
1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview
10 Hours
Performance criterion
Appropriate use of resources in the community or nationwide to find internship/employment information
Resources Learning activities Content
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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 evidences Perfomance
Essay
Scenarios
Checklist Score
Yes No
Indicator: Resources to find a job are identified
Job announcements
From recruitment agencies
Newspaper advertisements
Internet websites
Observation
Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.
Differences between a CV and an application letter
Types of application letters
Elements of a well written CV
Elements of an application letter
o Large group discussion o Individual work o Pair work
- Sample CVs and application letters
- Format of an application letter
Formative Assessment 1.2
Resources Learning activities Content
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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
Observation checklist
Questions and answers
Checklist Score
Yes No
Indicator: difference between CV and letter is explained
A letter is more concise
A letter express interest
CV gives detailed information
Observation
Learning Outcome 1.3: Take part in an interview.
Main parts of an interview
Interviewing tips: what to do before, during and after the interview
Typical questions asked during an interview
o Small group work o Interview role plays o Large group discussion
- Interview observation tool
Formative Assessment 1.3
Resources Learning activities Content
Performance criterion
Proper writing of a basic accurate and neat CV
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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
oral
performance
questionnaires and answers
scenarios
True or false questioning
Checklist Score
Yes No
Indicator : Main parts of the interview are identified
- The body of the interview
- The opening
- The closing
Indicator: Typical questions asked during an interview are identified
Tell me about yourself.
Describe a difficult work situation or project and how.
How do you handle stress and pressure?
How do you handle stress and pressure?
How do you handle stress and pressure?
How do you handle stress and pressure?
Why do you want this job?
What are your salary expectations?
Why are you leaving or why have you left your job?
What is your greatest weakness?
What is your greatest strength?
Why should we hire you?
Observation
Performance criterion
Proper demonstration of effective interviewing skills
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Learning unit
LU 2:Demonstrate appropriate workplace behavior and attitudes
2
Learning Outcomes:
1. Identify appropriate workplace behaviors and attitudes 2. Manage time 2. Balance work and personal life
15 Hours
Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.
Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)
Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)
o Small group work o Large group discussion o Brainstorming
- Workplace behaviour scenarios
- Work habits inventory
Formative Assessment 2.1
Performance criterion
Appropriate application of workplace habits and attitudes
Resources Learning activities Content
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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
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator1: appropriate workplace behaviors and attitudes are identified
dress code
time management
respect
honesty
integrity
work as a team member
Indicator2: Appropriate working habits are identified
Cooperation
Initiative
Courtesy
Constructive criticism
Supervision, accuracy
Pace of work
Adaptability
Personal appearance
Punctuality
Attendance
Observation
Learning Outcome 2.2: Manage time.
Resources Learning activities Content
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Importance of task planning and managing time
Strategies to better manage time
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking. Review your day.
o Large group discussion o Small group activity (tower
building) o Reflection o Pair sharing
- Workplace behaviour scenarios
- Work habits inventory
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
pPerformance
Product
Scenarios Different workplace documents
Performance criterion
Adequate implementation of strategies to manage time effectively
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Checklist Score
Yes No
Indicator: Effective management of time
Plan activities on time
Attend regularly
Promote effective work
Indicator Strategies to better manage time are mentioned
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking.
Review your day.
Observation
Learning Outcome 2.3: Balance work and personal life.
Common situations that make it challenging to balance work & personal life
Tips to manage personal and work lives
o Large group discussion o Individual work o Self-assessment o Pair sharing
- Scenarios: “did she/he do the right thing?”
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Efficient management of personal and work lives
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Workplace documents
Checklist Score
Yes No
Indicator : Challenging to balance work and personal life are mentioned
Lack of control.
Unrealistic demands.
Unsupportive relationships
Lack of resources.
Unhelpful attitude
High-stress levels.
Indicator : Tips to manage personal and work lives are identified
Prioritize your time
Know your peaks and troughs
Have set work hours and stick to them
Find time for your finances
Manage your time, long term
Make your workspace work for you
Observation
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Learning unit
LU 3: Respect worker’s and employer’s rights and responsibilities
3
Learning Outcomes:
1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan Labour
Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken
5Hours
Learning Outcome 3.1:Get familiar with the universal human rights.
Definition of “right” and “human rights.
Universal Declaration of Human Rights
o Small group work o Large group discussion
-Universal Declaration of Human Rights - Plain language version
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate of universal human rights
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
written
oral
performance
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator: Universal declaration is explained
know about your right
be informed touniversal declaration human rights
Observation
Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.
Legal obligations of employers Duty to pay worker Plan for work To have managerial skills
Legal obligations of workers Control of the workplace Provide information Take reasonable care
o Large group activity o Discussion o Small group work o Observation
- Statements and answers for Agree/Disagree game on Rwandan labour law
- Articles 47 and 48 of the labour code
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
writtten evidence
oral evidence
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation
Checklist Score
Yes No
Indicator :Legal obligations of employers are identified
Duty to pay worker
Plan for work
To have managerial skills
Indicator : Legal obligations of workers are mentioned
Provide information
Control of the workplace
Take reasonable care
Observation
Learning Outcome 3.3: Identify one’s rights and responsibilities at work.
‘Rights’ (what you can expect your employer to provide)
‘Responsibilities’ (what your employer can expect that you will do)
o Large group discussion o Small group work o Skits
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.3
Performance criterion
Appropriate respect of worker’s rights and responsibilities at the workplace
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Perfornce
Questions and answers
Expose
Discussion
Scenarios
Checklist Score
Yes No
Indicator: one’s rights and responsibilities at work are identified.
- Understanding the conditions of your employment.
- Working in a way that is not harmful to the health and safety of yourself or
others
Observation
Learning Outcome 3.4: Explore one’s personal rights and responsibilities.
Definition of “responsibility”
Relationship between rights and responsibilities
o Individual work o Pair share o Large group brainstorming and
discussion
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.4
Performance criterion
Appropriate respect of employer’s rights and responsibilities at the workplace
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten evidence
oral evidence
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation
Checklist Score
Yes No
Indicator: Definition of responsibility is well understood
- the state or fact of having a duty to deal with something or of having control
over someone.
Indicator: Relationship between rights and responsibilities is indicated.
- Right is a freedom that is protected, such as the right to free speech and religion.
- A responsibility is a duty or something you should do, such as recycling or doing
your homework.
- Voting is both a right and a responsibility
Observation
Learning Outcome 3.5: React appropriately when the labour code is broken.
Possible solutions or responses in case the labour code is broken
o Small group work o Scenario analysis o Large group discussion
- Labour code scenarios
- Labour code excerpts
Formative Assessment 3.5
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtten
oral
Perfornce
Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: possible solutions when the labour code is broken are identified
Dismiss the work
Reduction to a lower post
Stoppage of promotion
Suspension without wages
Withholding of increment
Observation
Performance criterion
Appropriate reaction when the labour code is broken
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Learning unit
LU 4: Organize and evaluate one’s internship
4
Learning Outcomes:
1. Conclude an internship agreement 2 Outline one’s findings and experience 3. Write and present the report of the internship 4. Participate actively to the assessment of one’s internship
270 Hours
Learning Outcome 4.1:Conclude an internship agreement.
Definition of the concept “internship”
Objectives of the internship
Presentation of internship agreement
o Brainstorming o Group discussion o Presentation by the trainer
- Sample internship agreement
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate securing of the internship agreement with the enterprise
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Writtten
Oral
Perfornce
Essay (short responses /extended responses) Role play Questionnaire and answers. Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: Definition of internship is well understood
- A structured work experience related to a student's major and/or career goal. An
experience that should enhance a student's academic, career, and personal
development.
Indicator: Objectives of the internship are mentioned
- Gain valuable work experience
Explore a career path.
Develop and refine skills.
Receive financial compensation
Network with professionals in the field.
Gain confidence
Transition into a job
Indicator :Presentation of internship agreement is indicated
Number your slides and give them a title
Prepare an Agenda or Table of Contents slide.
Tell a story
Prepare a company logo slide for your presentation
You can add a logo and other graphics to every slide using the slide master feature or by adding them to the footer
Observation
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Learning Outcome 4.2: Outline one’s findings and experience.
Presentation of the logbook
Tips to fill in the logbook
o Presentation by the trainer - Logbook
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Expose
Questions and answers
Checklist Score
Yes No
Indicator: presentation of the logbook is identified
IAP list of competencies to be developed
sheet
IAP agreement
IAP report form
IAP interview form
IAP Evaluation form
Indicator: Tips to fill in the logbook are mentioned
Take Time to Write Your Log.
Use a Rough Book.
Have One Logbook Per Project
Keep a Summary List
Performance criterion
Adequate outlining of findings and experience
Resources Learning activities Content
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Computer Filing
Be Consistent
Write a Conclusion.
Observation
Learning Outcome 4.3: Write and present the report of the internship.
Presentation techniques Contents of the internship report
o Group discussion o Role play
- Sample internship report
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Questions and answers
present
oral questions and their answers
Performance criterion
Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: contents of the internship report
- Declaration
- Approval
- Acknowledgement
- Abbreviations and acronyms
- General introduction
- Presentation of the institution where internship took place
- achievements
- conclusion and recommendation
Indicator 2: Presentation techniques
Students-centered approach
make a structure
Observation
Learning Outcome 4.4: Participate actively to the assessment of one’s internship.
Internship assessment and self-assessment packages
o Group discussion o Presentation by the trainer
Formative Assessment 4.4
Performance criterion
Active participation in the assessment of one’s internship
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Perfornce
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator:Internship assessment and self-assessment packages are indicated
Internship data
Educational and professional aspects
Relational and management aspects
Future perspective
Observation
Reference books:
1. Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project
2. https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities
3. https://www.slideshare.net/ranobiswas/labour-law-case-solutions
4. https://fremont.edu/8-benefits-of-an-internship/
5. https://internsdc.com/internship-opportunities/its-all-in-the-presentation/
6. https://mef.unimi.it/wp-content/uploads/Non-COSP
7. https://canadiangis.com
8. https://www.lifecoach-directory.org.uk
9. https://www.roche.com/careers/country/
10. https://www.collinsdictionary.com
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Competence
G E N A M 4 0 1 - BASIC ANALYSIS
GENAM401 Apply Basic Analysis
REQF Level: 4 Learning hours
Credits: 10 100
Sector: All
Sub-sector: All
Issue date: August, 2019
Purpose statement
This general module describes the knowledge, skills and attitude required to apply basic analysis.
Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday
mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other
fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)
of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply
analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential
functions. This module will be useful to trainee as a means of both measuring and improving their
understanding of Mathematics and he/she will be equipped to perform well in any fields that require
some knowledge of mathematics as well as working in design, demography, solving real problems, good
performance in critical thinking and so on.
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Learning assumed to be in place
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Determine and analyze numerical functions
1.1. Accurate determination of the domain and range of numerical function based on existence condition.
1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).
1.3. Perfect determination of limits of a function based on theory of calculating limits.
1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.
2. Apply fundamentals of differentiation
2.1. Proper determination of derivative from given definition.
2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.
2.3. Appropriate application of derivative based on definitions and calculation of derivatives.
2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.
3. Apply natural logarithmic functions
3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.
3.2. Accurate calculation of limits of natural logarithmic functions based on logarithmic properties.
3.3. Appropriate solving of equations involving logarithms based on domain of validity.
3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.
3.5. Accurate curve sketching of logarithmic functions
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based on table of variation.
4. Apply exponential functions
4.1. Accurate determination of the domain of definition of function based on existence condition.
4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.
4.3. Appropriate determination of solutions of exponential equations according to domain of validity.
4.4. Perfect differentiation of exponential functions based on definition of derivative.
4.5. Adequate curve sketching of exponential functions according to the table of variation.
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Learning unit LU 1: Determine and analyze numerical functions
1
Learning Outcomes:
1. Determine the domain and range of numerical function
2. Identify the symmetry of numerical function
3. Determine limits of a function
4. Determine the asymptotes to the rational and polynomial functions 20 Hours
Learning Outcome 1.1: Determine the domain and range of numerical function
Definitions Existence
condition Domain of
definition of a function
Range of a function
Calculations Domain of
definition of a function
Range of a function
o Group discussion on existence condition
o Practical exercises determination of domain and range of a function
o Documentary Research
- Reference Books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 1.1
Performance criterion
Accurate determination of the domain and range of numerical function based on
existence condition
Resources Learning activities Content
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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 Short questions Open questions Matching
Checklist Score
Yes No
Indicator: Definition is well given
Concept of existence condition is properly given
Concept of domain of definition (all allowed inputs) is properly given
Concept of range (all possible outcomes) is properly given
Indicator: Calculation is accurately done
Launch of existence condition is appropriately given
Determination of domain of definition is appropriately done
Determination of range is accurately found
Observation
Learning Outcome 1.2:Identify the symmetry of numerical function
Even function
Odd function
o Group discussion symmetry of
numerical function
o Pairing work
o Practical exercises o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - Internet
Resources Learning activities Content
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Formative Assessment 1.2
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 Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function
Checklist Score
Yes No
Indicator: Identification of Parameters that influence symmetry
Definition of even function is well given
Definition of odd function is well given
Identification of even function is correctly done
Identification of odd function is appropriately done
Observation
Learning Outcome 1.3:Determine limits of a function
Finite limits
Infinite limits
Limit at infinity
Indeterminate case
0
0
0
o Group discussion on
calculation of limits
o Pairing work
o Practical exercises on calculation of limits
o Documentary Research
- Reference Books - Hand-out notes - Didactic materials
such as manila paper, …
- Internet
Resources Learning activities Content
Performance criterion
Adequate identification of symmetry (parity) of numerical function based on
definitions of key words (even and odd)
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Formative Assessment 1.3
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
Open questions Short questions
Checklist Score
Yes No
Indicator: Perfect determination of limit
Finite limits are accurately determined
Infinite limits are accurately determined
Limit at infinity are accurately determined
Indeterminate cases are accurately determined
Indicator: Good performance in Determination of limit for indeterminate case
0
0
0
Observation
Performance criterion
Perfect determination of limits of a function based on theory of calculating limits
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Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial functions
Definitions
Boundaries of
domain of definition
Horizontal
asymptote
Vertical asymptote
Oblique asymptote
Calculations
Horizontal
asymptote
Vertical asymptote
Oblique asymptote
o Pairing work on boundaries of
domain of definition
o Practical exercises on different
types of asymptotes
o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - internet
Formative Assessment 1.4
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
Open questions
Short questions
Performance criterion
Accurate determination of the asymptotes to the rational and irrational
functions based on limits calculation
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Definition is well given
Definition of Boundaries of domain of definition is properly given
Definition of Horizontal asymptote is perfectly given
Definition of Vertical asymptote is perfectly given
Definition of Oblique asymptote is perfectly given
Indicator: Calculation/ determination of related asymptote is accurately done
Determination of Horizontal asymptote is appropriately done
Determination of Vertical asymptote is perfectly done
Determination of Oblique asymptote is appropriately done
Observation
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Learning unit nnLU 2: Apply fundamentals of differentiation
2
Learning Outcomes:
1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function
20 Hours
Learning Outcome 2.1:Determine derivative of a function
Definition of derivative
Calculation of derivatives Derivative of function at a given point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives
o Group discussion on derivative of function
o Practical exercises o Documentary Research
- Reference Books - Didactic
materials such as manila paper, …
- Hand-out notes - internet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Proper determination of derivative from given definition
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions all based on definition or determination of derivative
Checklist Score
Yes No
Indicator:Definition is given
Definition of derivative is correctly given
Indicator : Calculation is well performed
Calculation of derivative of a function at a given point is accurately done
Calculation of derivative of a polynomial function is accurately done
Calculation of derivative of a rational function is accurately done
Calculation of derivative of an irrational function is accurately done
Calculation of successive derivative is accurately done
Observation
Learning Outcome 2.2 :Interpret derivative of a function
Geometric interpretation of a derivative of a function at a point
Kinematical meaning of a derivative
o Group discussion on derivative function
o Practical exercises o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper, …
- Hand-out notes - Internet
Formative Assessment 2.2
Performance criterion
Adequate interpretation of derivative of a function by illustrating a curve with its
tangent and secant line
Resources Learning activities Content
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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
Short questions based on interpretation of derivative Open questions based on interpretation of derivative
Checklist Score
Yes No
Indicator: Interpretation of derivative is correctly given
Geometric interpretation of a derivative is correctly given
Kinematical meaning of a derivative is correctly given
Observation
Learning Outcome 2.3:Apply derivative
Tangent and normal at a point of a function
Increasing and decreasing function
Maximum and minimum points of a function
Concavity, inflection point on a curve
o Group discussion on differentiation of function
o Practical exercises on different applications of derivative
o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper, …
- Hand-out notes
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Appropriate application of derivative based on definitions and calculation of
derivatives
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator : Application of derivative is accuratelydone
Determination of tangent at a point of a function is properly done
Determination of increasing interval is appropriately done
Determination of decreasing interval is appropriately done
Calculation of Minimum point of a function is accurately done
Calculation of Maximum point of a function is accurately done
Determination of concavity of a curve is appropriately done
Determination of inflexion point on a curve is accurately done
Observation
Learning Outcome 2.4: Sketch an accurate curve of a given function
Parameters required Variation table Additional points
Curve sketching Curve sketching of
polynomial function Curve sketching of rational
function Curve sketching of
irrational function
o Group discussion on different types of function
o Practical exercises on curves sketching
o Documentary Research
- Scientific calculator
- Reference Books - Geometric
instruments (Ruler, T-square,..)
- Didactic materials such as manila paper, …
- Hand-out notes - Internet
Resources Learning activities Content
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Formative Assessment 2.4
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
Short questions based on derivative Open questions based on derivative and table of variation Curve sketched
Checklist Score
Yes No
Indicator : Parameters that influence curve skecthing are well established
Construction of table of variation is appropriately done
Choice of additional points is appropriately done
Indicator : Curve sketching is accurately done
Curve sketching of polynomial function is properly done
Curve sketching of rational function is properly done
Curve sketching of irrational function is properly done
Observation
Performance criterion
Accurate curve sketching of a numerical function from the table of variation of
the given function
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Learning unit LU 3: Apply natural logarithmic functions
3
Learning Outcomes:
1. Determine the domain of definition of natural logarithmic
functions
2. Calculate limits of natural logarithmic functions
3. Solve equations involving logarithms
4. Differentiate natural logarithmic functions
5. Sketch the curve of logarithmic functions 20 Hours
Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming on existence condition
o Pairing in determining the boundaries of domain of definition
o Group work on determination of domain of definition
- Hand-out notes - Reference books - Didactic materials such as
manila paper, … - Internet
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper determination of the domain of natural logarithmic functions based on
existence conditions
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions related to existence condition
Open questions related to determination of domain of definition of logarithmic functions.
Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Determination of existence conditions is well given
Indicator: Determination of domain is accurate
Determination of boundaries of domain of definition is perfectly done
Deduction of domain of definition is correctly done
Observation
Learning Outcome 3.2: Calculate limit of natural logarithmic functions
Properties of logarithms
Finite limits
Limits at infinity
Deduction of Asymptotes
o Brainstorming on calculation of limits
o Documentary Research o Group work in determining
asymptotes equations
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.2
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
Short questions based on logarithmic properties Open questions related to limits calculation of natural
logarithmic function
Performance criterion
Accurate calculation of limit of natural logarithmic functions based on
logarithmic properties
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are well identified
Indicator: Deduction/ Calculation of asymptotes is appropriately done
Vertical asymptotes are appropriately determined
Horizontal asymptotes are appropriately determined
Oblique asymptotes are appropriately determined
Observation
Learning Outcome 3.3: Solve equations involving logarithms
Domain of validity
Solving logarithmic equations
Set of solutions
o Brainstorming on domain of validity and solution set of logarithmic equation
o Group discussion on solving logarithmic equations
o Documentary Research
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.3
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
Short questions Open questions Solving equations
Performance criterion
Appropriate solving of equations involving logarithms based on domain of validity
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Application of properties of logarithms is well performed
Application of properties of logarithms is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is accurately done
Indicator: Solving logarithmic equation is well done
Solutions of logarithmic equations are accurately given
Identification of domain of validity and set of solutions is accurately done
Observation
Learning Outcome 3.4: Differentiate natural logarithmic functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming on differentiation o Group discussion on
differentiating natural logarithmic functions
o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Perfect differentiation of natural logarithmic functions according to
differentiation definition
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questio
Checklist Score
Yes No
Indicator: Determination/ calculation is well performed
Calculation of First derivative
Identification of increasing intervals
Identification of decreasing intervals
Determination of maximum points
Determination of minimum points
Calculation of second derivative
Identification of concavity
Determination of inflection points
Observation
Learning Outcome 3.5: Sketch the curve of logarithmic functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming variation table o Group discussion on how to
choose additional points o Pairing work on curve sketching o Documentary Research
- Hand-out notes - Reference books - Geometric instruments
(Ruler, T-square,..) - Didactic materials such as
manila paper, … - Internet
Formative Assessment 3.5
Performance criterion
Accurate curve sketching of logarithmic functions based on table of variation
Resources Learning activities Content
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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
Short questions Open questions Curve sketched
Checklist Score
Yes No
Indicator: Parameters that influence curve sketching are well identified
Presentation of variation table is properly done
Selection of additional points is properly done
Indicator: Curve sketched is accurate
Presentation of asymptotes if any is properly done
Plotting the curve is properly done
Observation
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Learning unit LU 4: Apply exponential functions
4
Learning Outcomes:
1. Determine the domain of exponential functions
2. Calculate limit of exponential functions
3. Solve equations involving exponentials
4. Differentiate exponential functions
5. Sketch the curve of exponential functions 40 Hours
Learning Outcome 4.1: Determine the domain of exponential functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming domain and range of exponential function
o Group work on determination of domain of definition of exponential function
o Documentary Research
- Reference books - Didactic materials such as
manila paper, … - Internet - Hand-out notes
Formative Assessment 4.1
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
Short questions related to existence condition Open questions related to determination of domain of definition
of exponential functions.
Performance criterion
Accurate determination of the domain of definition of function based on
existence condition
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Existence conditions are appropriately indicated
Indicator: Determined domain is appropriate
Determination of boundaries of domain of definition is properly done
Deduction of domain of definition is perfectly done
Observation
Learning Outcome 4.2: Calculate limit of exponential functions
Finite limits
Limits at infinity
Deduction/ calculation of Asymptotes
o Brainstorming on calculating limits
o Documentary Research o Group work on determination
of asymptotes
- Hand-out notes - Reference books - Didactic materials such as
manila paper, … - Internet
Formative Assessment 4.2
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
Short questions Open questions
Performance criterion
Adequate calculation of limit of exponential functions based on properties of
exponentials
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Limits calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are properly found
Indicator: Deduction/ Calculation of asymptotes is appropriate
Horizontal asymptotes are appropriately determined
Vertical asymptotes are appropriately determined
Oblique asymptotes are accurately determined
Observation
Learning Outcome 4.3: Solve equations involving exponentials
Properties of exponentials
Domain of validity
Solving equations involving exponentials
Set of solutions
o Discussion on domain of validity o Group work on solving
exponential equations o Documentary Research
Hand-out notes
Reference books
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.3
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
Short questions Open questions Solving equations
Performance criterion
Appropriate determination of solutions of exponential equations according to
domain of validity
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Application of properties of exponentials is well performed
Application of properties of exponentials is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is appropriately done
Indicator: Solving exponential equation is well done
Solutions of exponential equations are appropriately found
Identification of domain of validity is properly done
Determination of solutions set is appropriately done
Observation
Learning Outcome 4.4: Differentiate exponentials functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming differentiation o Group discussion on increasing
and decreasing intervals o Pairing work on concavity o Documentary Research
Hand-out notes
Reference books
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.4
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
Short questions related to derivative Open questions related to derivative
Performance criterion
Perfect differentiation of exponential functions based on definition of derivative
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Calculation/determination is well performed
First derivative
Increasing and decreasing intervals
Maximum or minimum points
Second derivative
Concavity
Inflection points
Observation
Learning Outcome 4.5: Sketch the curve of exponential functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming on variation table
o Group discussion on curve sketching
o Documentary Research
Hand-out notes
Reference books
Geometric instruments (Ruler, T-square,..)
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate curve sketching of exponential functions according to the table of
variation
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Open questions related to table of variation Sketching curve
Checklist Score
Yes No
Indicator: Parameters that influence curve sketching are well identified
Presentation of variation table
Selection of additional points
Indicator: Curve sketched is accurate
Presentation of asymptotes if any
Plotting the curve
Observation
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Reference books:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.
2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
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C U A V P 4 0 1 - VEGETABLES PREPARATION
CUASW401 Prepare vegetables
RTQF Level: 4 Learning hours
Credits: 5 50
Sector: Hospitality and tourism
Sub-sector: Hospitality
Issue date: February, 2014
Purpose statement
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Learning assumed to be in place
CUAFS401 Hygiene and food safety
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Select equipment,
stools and ingredients
1.1. Proper identification of equipment, tools used in preparing
vegetables
1.2. Appropriate application of basic maintenance of equipment and
tools
1.3. Proper cleaning and sterilization of equipment and tools
1.4. Proper identification of the six categories of vegetables
1.5. Appropriate identification of good qualities of vegetables and
consideration of purchasing fresh vegetables
1.6. Proper selection of raw materials to use that are fresh
according to the recipe guide
2. Prepare vegetables 2.1 Proper cleaning of raw materials including trimming and peeling
off the loose skins
2.2 Respect of nutritional value while cleaning, preparing and
storing vegetables
2.3 Regularly examination of quality signs of freshness of the
vegetables
2.4 Proper setting up of work table basing on the work plan while
respecting three system
container
2.5 Accurate measurements of raw materials in terms of quantity
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according to the recipe
standards
2.6 Relevant cutting of vegetables in accordance with the recipe
standards (e.g.: Brunoise, macedoine, juliene, batonettes,
chiffonade, etc.)
3. Cook vegetables 3.1. Respect of hygiene standards while preparing vegetables
3.2. Appropriate application of cooking method according to the
recipe
3.3. Correct cooking timing to avoid vegetables change of color,
texture and loss of nutrients
3.4. Proper presentation of vegetable dishes and at recommended
temperature
4. Store vegetables 4.1. Adequate check of cleanliness of vegetable store
4.2. Appropriate adjustment of storage temperature as required for
vegetables
4.3. Appropriate labelling of the storage containers with the
indication of items, life span of the dish and preparation date.
4.4. Proper cleaning and covering of storage container and the store
area all the time in order to avoid insects and parasites
4.5. Proper packing of vegetables in containers while avoiding the
overload
4.6. Correct conservation of vegetables
4.7. Proper arrangement of storage per item in the fridge for the
purpose of enhancing the storage procedures (FIFO-LIFO)
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LU 1:Select equipment, tool, and ingredients
1
Learning Outcomes:
1. Identify equipment and tools used in preparing vegetables 2. Perform basic maintenance tools and equipment 3. Identify vegetables
20 Hours
Learning Outcome1.1 Identify equipment and tools used in preparing vegetables
Type of equipment and tools in preparing vegetables for: Washing Cutting Cooking Presenting Storing Peeling
o Research on different types of equipment and tools
o Presentation on different types of equipment and tools
o Demonstration on handling equipment and tools
o Brainstorming on equipment and tools
o Practical exercise on handling equipment and tools
o Study tour to the Hotel/supermarket
- Reference books - Flip Chart - Boards - Markers - Video aids - Knives - internet - Cutting board - Melon baller - Cookers - strainers - wooden spatula - Internet - Ladles - Carrot peeler - Vegetable slicer - Grater - Pots/pans - Perforated container - User’s manual - Cleaning and
sanitizing products
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Perform basic maintenance tools and equipment
Maintenance materials
Maintenance procedures: Dismantling and assembling
techniques of equipment and tools Cleaning and sterilizing techniques Greasing techniques
o Demonstration on dismantling and assembling techniques of equipment and tools
o Practical exercise Dismantling and assembling techniques of equipment and tools
o Brainstorming on dismantling and
- Video aids - Reference - Internet - Catalogue - Water - Chemical
products - Paper rolls - Oil
Resources Learning activities Content
Performance criterion
Proper identification of equipment, tools used in preparing vegetables
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assembling techniques of equipment and tools
o Group work on Dismantling and assembling techniques of equipment and tools
Observation on Dismantling and assembling techniques of equipment and tools
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment 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
Resources Learning activities Content
Performance criterion
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
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.4: Identify freshness of vegetables
Characteristics of good quality(fresh) of vegetables:
Crispy Firm Not wilted
Other Specific characteristics
o Research on good qualities of vegetables
o Demonstration on good quality of vegetables
o Practical exercise on good quality of vegetables
o Brainstorming on good
- Reference books - Video aids - Internet - Pictures - Flip chart - Markers - Boards
Resources Learning activities Content
Performance criterion
Proper identification of the six categories of vegetables
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quality of vegetables o Observation on good
quality of vegetables o Site visit o Examination of quality
signs of vegetables.
- Vegetables
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
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
Formative Assessment 2.1
Performance criterion
Proper cleaning of raw materials including trimming and peeling off the loose
skins
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
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
Formative Assessment 2.2
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards (e.g.:
Brunoise, macedoine, juliene, batonettes, chiffonade, etc.)
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
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
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.4: Present 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
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 3:Store vegetables
3
Learning Outcomes:
1. Identify store 2. Label storage containers 3. Conserve vegetable products 4. Apply storage procedures
20 Hours
Learning Outcome 3.1: Identify store
Types of storage Dry store Perishable store
Storage tools: Containers Plastic Stainless steel Porcelain
Shelves Wooden Stainless
Cleaning techniques and procedures according to the type of store
o Research on types of storage and tools
o Presentation on types storage and tools
o Brainstorming on types of storage and tools
o Demonstration on types of storage and tools Study tour of a nearby hotel
o Practical exercise on classification on types storage and tools
o Demonstration on cleaning store and tools
o Practical exercise on cleaning store and tools while following procedures
- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Fridge - Freezer - Containers - Cold room - Detergents - Cleaning tools - Water - Sanitizer - Wiping pads
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Label storage containers
Labelling techniques: label information writing rules position of label/ products logo
on the storage container
Importance of labelling
o Research on labelling techniques
o Demonstration on labelling o Practical exercise on
labelling o Brainstorming on labelling
techniques o Presentation on labelling o Group work on importance
of labelling and techniques
- Video aids - Internet - Labels - Logos - Storage
containers - Boards - Markers - Reference books - pictures
Resources Learning activities Content
Performance criterion
Adequate check of cleanliness of vegetable store
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Label storage containers
Labelling techniques: label information writing rules position of label/ products logo
on the storage container
Importance of labelling
o Research on labelling techniques
o Demonstration on labelling o Practical exercise on
labelling o Brainstorming on labelling
techniques o Presentation on labelling o Group work on importance
of labelling and techniques
- Video aids - Internet - Labels - Logos - Storage
containers - Boards - Markers - Reference books - pictures
Resources Learning activities Content
Performance criterion
Appropriate storage of sandwiches and wrapsas per procedures
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Conserve vegetable products
Importance of conservation.
Conservation methods and techniques while:
Freezing Canning Drying Cooking Chilling Cooling
o Demonstration on conservation methods and techniques
o Practical exercise on conservation methods and techniques
o Research on conservation methods and techniques
o Presentation on conservation methods and techniques
- Reference books - Video aids - Internet - Conservation
products - Cans - Freezer - Fridge - Pots - Boards - Markers
Resources Learning activities Content
Performance criterion
Appropriate labelling of the storage containers with the indication of items, life
span of the dish and preparation date.
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o Brainstorming on importance of conservation
- Conservation containers
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4: Apply storage procedures
Storage procedures: LIFO FIFO Temperature.
o Research on storage procedures
o Demonstration on storing while respecting storage procedures
o Presentation on storage procedures
o Practical exercise on storing
- Reference books - Video aids - Procedural
pictures - Internet - Products - Freezer - Fridge
Resources Learning activities Content
Performance criterion
Proper cleaning and covering of storage container and the store area all
the time in order
to avoid insects and parasites
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while respecting storage procedures
o Brainstorming on storage procedures
- Boards - Markers - Containers - Shelves
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
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
RTQF Level: 4 Learning hours
Credits: 4 40
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: January, 2014
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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Learning assumed to be in place
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply hygiene control measures when handling food
1.1 Proper identification of various types of food contamination 1.2 Accurate recognition of food poisoning symptoms 1.3 Precise description of causes of food poisoning 1.4 Proper identification of food safety 1.5 Appropriate usage of equipment and tools while handling food. 1.6 Suitable techniques when handling food 1.7 Proper use of clean equipment and tools while handling food 1.8 Appropriate application of personal hygiene procedures while handling food 1.9 Proper application personal health guidelines and
procedures while handling food
2. Apply HACCP 2.1 Proper identification of Hazard Analysis Critical Control Point (HACCP) 2.2 Proper application of HACCP while purchasing, delivering and receiving supplies 2.3 Appropriate application of HACCP while preparing, cooking, hot holding, reheating, presenting and serving food and beverage. 2.4 Correct application of HACCP when dealing chilled storage
3. Prevent food contamination and poisoning
3.1 Correct selection of required temperature and time while storing, cooling, reheating and/or handling food in order to prevent and control food contamination
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3.2 Respect of hygienic practices while handling and storing food and beverage to prevent food contamination and poisoning
3.3 Correct storing process when handling raw and cooked food
3.4 Methodical sanitization of workplace in order to avoid cross contamination
3.5 Appropriate application of pests control measures to avoid food contamination and poisoning
1. Document the work done 4.1 Accurate documentation of review process 4.2 Effective reporting procedures of the task
accomplished are in place and used 4.3 Methodical Writing of the technical journal and
recommendation
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LU 1:Apply hygiene procedures
1
Learning Outcomes:
1. Maintain personal hygiene 2. Use clean equipment and tools 3. Maintain good health
10 Hours
Learning Outcome1.1Maintain personal hygiene
Body hygiene
Work attire hygiene
o Brainstorming on hygiene and good health
o Group discussion on hygiene and good health
o Presentation on hygiene and good health
o Site visit o Demonstration on sanitizing,
sterilizing equipment and tools
o Practical on sanitizing, sterilizing equipment and tools
o Observation
- Sanitizers - Sterilizing products
and tools - Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Essay (short responses/ extended responses) Essay (short or
extended responses)
Checklist Score
Yes No
Personal hygiene measures:
Regular washing hands
Cutting nails
Cutting beards
Professional attire hygiene
measures:
Observation
Learning Outcome 1.2Use clean equipment and tools
Cleaning techniques
Cleaning detergents/chemicals
Sanitizers
Sterilization techniques
o 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
- Sanitizers - Sterilizing
products and tools
- Soap - Hand soap - Pictures - Video aids
Resources Learning activities Content
Performance criterion
Appropriate application of personal hygiene procedures while handling food
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sanitizing, sterilizing equipment and tools
o Practical on sanitizing, sterilizing equipment and tools
o Observation
- Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
Performance criterion
Proper use of clean equipment and tools while handling food
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Checklist Score
Yes No
Types of materials and tools used while storing food:
Plastic foil
Plastic gloves
Paper foil
Container
Tongs
Cleaning detergents, chemicals, sanitizers
Types of materials and tools used while storing food:
Plastic foil
Learning Outcome 1.3: Maintain good health
Personal health guidelines and procedures
Common contamination diseases
o 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
Formative Assessment 1.3
Performance criterion
Proper application personal health guidelines and procedures while handling
food
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Multiple choice
True or false questions
Essay (short responses/ extended responses)
Checklist Score
Yes No
Personal health habits;
Taking enough diets
Enough sleep
Body exercises(sport)
Personal health habits;
Taking enough diets
Enough sleep
Body exercises(sport)
Observation
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LU 2:Apply HACCP
2
Learning Outcomes:
5. Identify HACCP 6. Apply HACCP 7. Apply HACCP in storage
20 Hours
Learning Outcome 2.1Identify HACCP
Principles of Hazard Analysis Critical Control Point (HACCP)
Food Safety Management System
Benefits of HACCP
o 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
Formative Assessment 2.1
Performance criterion
SProper identification of Hazard Analysis Critical Control Point (HACCP)
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Principles of Hazard Analysis Critical Control Point (HACCP)
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
Principles of Hazard Analysis Critical Control Point (HACCP)
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
Principles of Hazard Analysis Critical Control Point (HACCP)
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
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
- Sanitizers - Sterilizing products
and tools - Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
PProper application of HACCP while purchasing, delivering and receiving supplies
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
HACCP principles while;
Purchasing principles
Delivering principles
Receiving principles
HACCP principles while;
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
Resources Learning activities Content
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Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
HACCP principles while;
Preparing
Cooking
Reheating
Presenting and serving food and beverage
Observation
Performance criterion
Appropriate application of HACCP while preparing, cooking, hot holding,
reheating, presenting and serving food and beverage
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LU 3:Prevent food contamination and poisoning
3
Learning Outcomes:
5. Select required temperature for food 6. Apply hygiene rules in storage 7. Apply the storage procedures.
10 Hours
Learning Outcome 3.1Select required temperature for food
Causes of food poisoning
Symptoms of food poisoning
Conditions that are conducive to bacteria:
Storage of foods according to their needs temperature and time while
storing, cooling, reheating
Preventive measures of food contamination and poisoning Hygienic practices while
handling and storing food and beverage
Time and temperature control practices
Storing process when handling raw and cooked food
Techniques of sanitization of workplace and equipment
Pests control measures
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research on
food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and poisoning
preventive and control
measures
o Practical exercises on
application of food
contamination and poisoning
preventive and control
measures
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Matching
Checklist Score
Yes No
Temperature levels and time while;
storing
cooling
reheating
Observation
Performance criterion
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
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research on
food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and
poisoning preventive and
control measures
o Practical exercises on
application of food
contamination and
poisoning preventive and
control measures
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Performance criterion
Respect of hygienic practices while handling and storing food and beverage to
prevent food contamination and poisoning
Resources Learning activities Content
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Checklist Score
Yes No
Hygienic practices while handling and Storing food;
Clean surface before preparing food
use separate utensils
Wash hands
Cover wounds with waterproof high visibility dressings
Observation
Learning Outcome 3.3.Apply the storage procedures
Refer to content on Learning
outcome 3.1
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research on
food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and poisoning
preventive and control
measures
o Practical exercises on
application of food
contamination and poisoning
preventive and control
measures
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Resources Learning activities Content
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Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
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
Refer to content on Learning
outcome 3.1
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research on
food contamination and
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
Resources Learning activities Content
Performance criterion
Correct storing process when handling raw and cooked food
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poisoning measures and
causes
o Demonstration on
application of food
contamination and poisoning
preventive and control
measures
o Practical exercises on
application of food
contamination and poisoning
preventive and control
measures
- Gas
- Utensils
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Causes of pests at workplace:
Chopped food or paper
Droppings
Live/ dead bodies of insects
Holes
Observation
Performance criterion
Appropriate application of pests control measures to avoid food contamination
and poisoning
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Learning Outcome 3.5.sanitize workplace in order to avoid cross contamination
Refer to content on Learning
outcome 3.1
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research on
food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and poisoning
preventive and control
measures
o Practical exercises on
application of food
contamination and poisoning
preventive and control
measures
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Formative Assessment 3.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate application of pests control measures to avoid food contamination
and poisoning
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Types of sanitizers in kitchen:
Chlorine
Iodine
quats
workplace, tools and equipment sanitization procedures;
Make sanitizing solution
Check the concentration with test kit
Use with food and surface contacts
pots
pans,
dishes,
chopping boards
utensils
Observation
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C U A B P 4 0 1 - BAKERY AND PASTRY PRODUCTS
CUABP401Prepare bakery and pastry products
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date:January, 2014
Purpose statement
This module d describes the performance outcomes, skills and knowledge required to prepare
and produce a variety of high-quality bakery products.
Bakery products to be produced may be of varied cultural and ethnic origins and derived from
classical or contemporary recipes; to produce a range of pastries, cakes and yeast-based
foods in a commercial kitchen or catering operation. Pastries, cakes and yeast-based goods
may include foods from varying cultural origins and may be derived from classical or
contemporary recipes..
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Learning assumed to be in place
CUAFS401 Hygiene and food safety
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare pastries and cakes. 1.1 Proper selection of tools and equipment for the preparation of pastries and cakes
1.2 Appropriate choice of ingredients for preparing pastries and cakes products.
1.3 Appropriate preparation of variety of pastries and cakes.
1.4 Proper decoration of variety of pastries and cakes. 1.5 Suitable selection and use of equipment safely and efficiently.
2. Prepare and produce bakery products.
2.1 Appropriate preparation of a range of yeast-based dough according to standard recipes.
2.2 Suitable selection and use of equipment safely and efficiently.
3. Portion and store pastries, cakes and yeast products.
3.1 Appropriate portioning control to minimize wastage. 3.2 Suitable storage of cakes, pastry and bakery products to
minimize spoilage and wastage.
4. Document the work done 4.4 Accurate documentation of review process 4.5 Effective reporting procedures of the task
accomplished are in place and used 4.6 Methodical Writing of the technical journal and
recommendation
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LU 1:Prepare pastries
1
Learning Outcomes:
1. Identify different types of pastries 2. Prepare pastry products 3. Decorate pastries and cakes
50 Hours
Learning Outcome1.1Identify different types of pastries
Types of pastry products Sponge cakes Choux paste Sugar paste Sweet bread Cookies Mousses Ice cream doughnuts
o Research o Presentation o Brainstorming
- Reference books
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of equipment, tools and utensils used in preparing
vegetables
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
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
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Learning Outcome 1.3 Decorate pastries and cakes
Fillings Butter cream Fruit Jam
Sauces Chocolate sauce Custard Sauce Strawberry Vanilla
o Demonstration o Individual practices
- Rolling pins - Baking trays - Baking Ovens - Baking Moulds - Required
ingredients - Cooking pans - Mixing machine - Flip chart - Markers - Boards
Resources Learning activities Content
Performance criterion
Appropriate dismantling and assembling, cleaning and sterilization of equipment
and tools
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- Spoons
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Performance criterion
Appropriate dismantling and assembling, cleaning and sterilization of equipment
and tools
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LU 2:Prepare and produce bakery products
2
Learning Outcomes:
1. Identify different types of bakery products 2. Prepare bakery Products
60 Hours
Learning Outcome 2.1Identify different types of bakery products
Types of bakery Products Yeast products
White bread Brown bread French bread Rolls
Non Yeast products Puff paste and products
(Croissant) Pizza dough Chapatti dough Samosa dough
o Research o Presentation o Brainstorming
- Reference books
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Simulation
Presentation
Checklist Score
Yes No
Selection criteria:
Quality signs
Recipe
Safe practices in washing vegetables for nutritional value purpose :
Washing
Trimming
Peeling/off loose skin
Observation
Learning Outcome 2.2 Prepare bakery Products
White bread
Brown bread
French bread
Rolls
Puff paste and products (Croissant)
Pizza dough
Chapatti dough
Samosa dough Preparation techniques Cooking / Baking techniques
o Demonstration o Individual practices o Presentation
- Rolling pins - Baking trays - Baking Ovens - Baking Moulds - Required ingredients - Cooking pans - Mixing machine - Flip chart - Markers - Boards - Spoons - Baking ovens
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
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
Sanitization of workplace equipment and tools
Sterilization equipment and tools
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
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
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LU 3:Portion and store pastries, cakes and yeast products
3
Learning Outcomes:
1. Portion a cake 2. Store pastries, cakes and yeast products
10 Hours
Learning Outcome 3.1Portion a cake
Cutting techniques for rectangular and round cakes
o Demonstration o Individual practices
- Knife set - Pie lifter
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieve.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Performance criterion
Correct selection of storage temperature requirements for vegetables to be
stored
Resources Learning activities Content
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Matching
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Store pastries, cakes and yeast products
Storing methods
Health regulations
o Brainstorming o Presentation o Demonstration o Individual practices
- Board - Foil - Plastic wrap - Container - Fridge - Cupboard
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
position of label on the storage container
Observation
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Proper identification of tools and equipment to be used while preparing egg dishes.
Ingredients are selected according to the recipe
tools are selected as per recipe
Indicator: Proper choice of the raw materials to use in preparation of egg dishes
Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedoine.
Careful breaking of eggshell before cooking processProper selection of cooking methods according to the recipe
Indicator:Right measurements of ingredients to be used.
Portioning standards are applied
Ingredients are measured using correct measuring tools (scale, measuring spoon, jug or cup) and units (weight; kg, capacity; l, ml or cl )
Indicator:Proper selection of cooking methods according to the recipe
cooking techniques are followed according to the recipe
Recipe preparation procedures are respected (washing, peeling, cutting, frying, turning)
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Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Dish is well presented and garnished according to standards
Fresh ingredients are used while garnishing
Prepared dishes is presented attractively (texture, colour, taste, flavour and shape)
The final product is presented accordingly (type of plate, garnishing)
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cooking time according to the recipe
Cooking degrees requested are respected (lightly-done, well-done).
Time is respected
Right ingredients for recipe are used
Requested dishes is prepared
Appropriate tools and equipment are used
Observation
Assesment Criterion 4: Hygiene
Checklist Score
Yes No
Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe standards
Ingredients are washed properly using running water/or pre-boiled water
Three-system container is used
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s
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hat or cap apron
Ingredients are washed properly using running water/or pre-boiled water
Indicator: Equipment and tools after use are properly sterilized
The work place is well cleaned and sanitized
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
Assesment Criterion 5: Safety
Checklist Score
Yes No
Indicator: Right temperature of working area.
the workplace is aerated
Indicator: Equipment and tools and ingredients are properly arranged on the workstation
Correct use of tools and equipment is respected (good status of tools, use of tools and equipment according to the instructions
Tools and equipment are handled and used safely (washing, cleaning and cooking)
Ingredients are handled safely
Ingredients, tools and equipment are arranged on working station safely according to the food safety procedures to prevent cross-contamination.
Spoiled ingredients are sorted to prevent food cross-contamination
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
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C U A F P 4 0 1 - FRUIT BASED PRODUCTS PREPARATION
CUABP401Prepare fruits
RTQF Level: 4 Learning hours
Credits: 5 50
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: January, 2014
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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Learning assumed to be in place
CUAFS401 Hygiene and food safety
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Select tools and equipment
1.1 Proper identification of tools and equipment used in fruit based products preparation
1.2 Proper selection of tools and equipment according to the recipe 1.3 Appropriate maintenance of tools and equipment used in preparing fruit based products
2. Prepare fruits product 2.1 Correct preparation of workplace, tools and equipment as per recipe 2.2 Proper choice of fresh fruits according to the fruit based products 2.3 Careful cleaning, peeling, cutting and/or cooking of ingredients 2.4 Appropriate application of preparation techniques according to the
fruit based products to be prepared 2.5 Proper presentation and well garnished of the fruit based product
3. Store fruits product 3.1 Proper identification of container and the type of store 3.2 Correct conservation of fruits 3.3 Appropriate labelling of product container 3.4 Proper arrangement of fruits in store in accordance with storage
procedures 3.5 Appropriate storage and respecting the required temperature
4. Select tools and equipment
4.1 Proper identification of tools and equipment used in fruit based products preparation
1.2 Proper selection of tools and equipment according to the recipe 1.3 Appropriate maintenance of tools and equipment used in preparing fruit based products
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LU 1:Select tools and equipment
1
Learning Outcomes:
1. Identify fruits. 2. Select tools and equipment 3. Maintain tools and equipment used in fruit based products
20 Hours
Learning Outcome1.1Identify fruits
The types of fruits. soft
hard
Stone
Tropical
Exotic
Melons
Selection of quality signs: Crispy
Firm
Not wilted
Specific quality criteria
o Display of different types of fruits
o Research on the quality of fresh fruits
o Presentation on classification of fruits
o Observation of fruits o Group discussion on fruits o Brainstorming on fruits
- Fruits - Reference books - Flip Chart - Boards - Markers - Video aids - Pictures
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching questions
Simulation
Essay (short responses/ extended responses)
Essay (short or extended responses)
Checklist Score
Yes No
Freshingredients
texture
colour
taste
flavour
Observation
Performance criterion
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
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
peeling
deseeding,
Performance criterion
Appropriate cleaning of ingredients
Resources Learning activities Content
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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
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures of different types of fruits with respective categories
Label different types of fruits displayed
Multiple choice
Essay (short responses/ extended responses)
Checklist Score
Yes No
Describe the categories of fruits:
soft
hard
Stone
Tropical
Exotic
Melons
soft
hard
Stone
Nutritional value
Observation
Performance criterion
Proper identification of the six categories/ types of vegetables
Resources Learning activities Content
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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
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
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
Peeling/off loose skin
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
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Fruits cuts:
Shape
Size
hygiene standards to be followed while preparing fruits
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Sanitization of workplace equipment and tools
Sterilization equipment and tools
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
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
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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
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
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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
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
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Checklist Score
Yes No
Different cooking methods and procedures:
Boiling
Steaming
Stewing
Poaching
Grilling
Baking
Roasting
Correct timing to avoid fruits change of color, texture and loss of nutrients
Method
Timing
Proper presentation of vegetable dishes
Serving tool
Garnish
Observation
Learning Outcome 2.5 Present fruit based products
Presentation techniques: Garnishing
Presentation tools Plates Jugs Glasses Bowls Platters
o Demonstration on garnishing and presentation
o Practical exercise on garnishing and presentation
o Presentation on fruit based products presentation and garnishing
o Brainstorming on fruit based products presentation and garnishing
- Reference books - Video aids - Boards - Markers - Plates - Jugs - Glasses - Bowls - Platters - Internet - Fruit products - Pictures
Resources Learning activities Content
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Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Correct timing to avoid fruits change of color, texture and loss of nutrients
Method
Timing
Proper presentation of vegetable dishes
Serving tool
Garnish
Observation
Performance criterion
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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
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct selection of storage temperature requirements for vegetables to be
stored
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
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
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
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
position of label on the storage container
Observation
Learning Outcome 3.3.Conserve fruit products
Importance of conservation.
Conservation methods and techniques while:
Freezing
o Demonstration on conservation methods and techniques
o Practical exercise on conservation methods and
- Reference books - Video aids - Internet - Conservation
products
Resources Learning activities Content
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
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Canning Drying Cooking Chilling Cooling
techniques o Research on conservation
methods and techniques o Presentation on conservation
methods and techniques o Brainstorming on importance
of conservation
- Cans - Freezer - Fridge - Pots - Boards - Markers - Conservation
containers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Hygiene standards in vegetable storage
storage containers
storage area
Equipment relevant to the methods
Conservation products
Observation
Performance criterion
Correct storing process when handling raw and cooked food
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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
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Storage procedures:
FIFO
LIFO
Observation
Performance criterion
Appropriate application of pests control measures to avoid food contamination
and poisoning
Resources Learning activities Content
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Proper identification of tools and equipment to be used while preparing egg dishes.
Indicator: Proper choice of the raw materials to use in preparation of egg dishes
Indicator:Right measurements of ingredients to be used.
Indicator:Proper selection of cooking methods according to the recipe
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)
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Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cooking time according to the recipe
Cooking degrees requested are respected (lightly-done, well-done).
Time is respected
Right ingredients for recipe are used
Requested dishes is prepared
Appropriate tools and equipment are used
Observation
Assesment Criterion 4: Hygiene
Checklist Score
Yes No
Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe standards
Ingredients are washed properly using running water/or pre-boiled water
Three-system container is used
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Ingredients are washed properly using running water/or pre-boiled water
Indicator: Equipment and tools after use are properly sterilized
The work place is well cleaned and sanitized
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
Assesment Criterion 5: Safety
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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
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
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C U A P S 4 0 1 - PASTA AND STARCHES
CUAPS401Cook pasta and starches
RTQF Level: 4 Learning hours
Credits: 6 60
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date:January, 2014
Purpose statement
Thismodule describes the skills and knowledge required to prepare and present pastas and
starches..
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Learning assumed to be in place
CUAFS401 Hygiene and food safety
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
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.
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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
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching questions
Simulation
Essay (short responses/ extended responses)
Essay (short or extended responses)
Checklist Score
Yes No
Freshingredients
texture
colour
taste
flavour
Observation
Performance criterion
Proper choice of fresh fruits to use as per requirements
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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
-
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
peeling
deseeding,
Performance criterion
Appropriate cleaning of ingredients
Resources Learning activities Content
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Learning Outcome 1.3: Prepare pasta dishes
Cooking methods : Boiling Stir-frying Baking Steaming
Range of pasta dishes
o Demonstration o Individual practices
- Recipes - Baking trays - Baking Ovens - Required ingredients - Cooking pans - Pasta roller - Flip chart - Markers - Boards - Tongs - Forks - Plates
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures of different types of fruits with respective categories
Label different types of fruits displayed
Multiple choice
Essay (short responses/ extended responses)
Performance criterion
Proper identification of the six categories/ types of vegetables
Resources Learning activities Content
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Checklist Score
Yes No
Describe the categories of fruits:
soft
hard
Stone
Tropical
Exotic
Melons
soft
hard
Stone
Nutritional value
Observation
Learning Outcome 1.4: Present pasta dishes
Presentation techniques
Appropriate sauces and accompaniments.
o Demonstration o Individual practice
- Recipes - Baking trays - Baking Ovens - Required ingredients - Cooking pans - Pasta roller - Flip chart - Markers - Boards - Tongs - Forks - Plates
Resources Learning activities Content
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Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures of different types of fruits with respective categories
Label different types of fruits displayed
Multiple choice
Essay (short responses/ extended responses)
Checklist Score
Yes No
Describe the categories of fruits:
soft
hard
Stone
Tropical
Exotic
Melons
soft
hard
Stone
Nutritional value
Observation
Performance criterion
Proper identification of the six categories/ types of vegetables
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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
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
.
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
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
Peeling/off loose skin
Observation
Learning Outcome 2.2 Prepare starch dishes
Cooking methods : Boiling Deep frying Stir-frying Baking Steaming
Range of starch dishes
o Demonstration o Individual practices
- Baking trays - Baking Ovens - Required ingredients - Cooking pans - Steaming Machine - Flip chart - Markers - Boards - Forks - Spoons - Plates
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Observation
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
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Learning Outcome 2.3 Present starch dishes
Presentation techniques
Appropriate sauces and accompaniments.
o Demonstration o Individual practice
- Baking trays - Baking Ovens - Required
ingredients - Cooking pans - Steaming Machine - Flip chart - Markers - Boards - Forks - Spoons - Plates
Resources Learning activities Content
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C U A M F 4 0 1 - PREPARINGMEAT, POULTRY AND FISH DISHES
CUAMF401Cook meat, poultry and fish
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date:January, 2014
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.
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Learning assumed to be in place
CUAFS401 Hygiene and food safety
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
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.
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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
Formative Assessment 1.1
Performance criterion
Proper identification of equipment, tools and utensils used in preparing
vegetables
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
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 1.2Select poultry, meat and fish
Chicken, meat and fish cuts.
Processed products.
Quality criteria for selecting fresh and healthy chicken, meat and fish. Quality points for poultry:
Smell Skin Colour Flexible breastbone Unbroken bones
Quality points for meat:
o Visit of butchery o Group work o Research o Presentation
- Resource books
Resources Learning activities Content
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Smell Colour Compact structure Texture and colour of fat Kidney covered with fat
Quality points for fish: Eyes Gills Fresh Scales Skin Smell Guts.
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Performance criterion
Appropriate dismantling and assembling, cleaning and sterilization of equipment
and tools
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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
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
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 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
Formative Assessment 2.2
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
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
Sanitization of workplace equipment and tools
Sterilization equipment and tools
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
Learning Outcome 2.3 Handle and portion fish
Preparation of fish: Gutting/ portioning Scaling Filleting Skinning
o Demonstration o Individual practice
- Board - Laptop - Projector - Cutting board - Knife set - weighing scale
Resources Learning activities Content
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Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Observation
Learning Outcome 2.4 Store chicken, meat and fish
Storage standards Chemical Store Dry Store Perishable Freezer Quality and Quantity
Preservation methods: Salting
o Demonstration o Individual practice
- Freezer - Fridge - Reference Books - Flip chart - Markers - Board - Scale - Shelves
Resources Learning activities Content
Performance criterion
Appropriate application cooking method according to recipe
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Smoking Drying Canning Freezing Marinating
Ordering
Receiving
Issuing
- Containers - Trolley - Probe
Thermometer - Purchasing order - Receiving form - Requisition form
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Observation
Performance criterion
Appropriate application cooking method according to recipe
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Learning Outcome 2.5 Store chicken, meat and fish
Defrosting techniques.
Health and hygiene regulations.
o Demonstration o Individual practice
- drip tray
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Observation
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
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LU 3:Cook and present poultry, meat and fish dishes
3
Learning Outcomes:
1. Cook and present poultry dishes. 2. Cook and present meat dishes 3. Cook and present fish dishes.
70 Hours
Learning Outcome 3.1Cook and present poultry dishes
Marinating Herbs Oil spices
Cooking method steaming grilling roasting boiling baking broiling smoking poaching
Seasoning salt black pepper or white pepper
Presentation techniques
o Demonstration, o Individual practice
- Recipes - Heavy pans - Frying pans - Chopping board - Knives - Flip chat - Markers - Board - Laptop - Projector - Cutting board - Knife set - Weighing scale - Oil - Onions - Garlic - Rosemary - Salt - Light soya sauce -
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Matching
Checklist Score
Yes No
Storage temperature
Storage equipment
Selection criteria of storage temperature
Life span
Type of dish
Observation
Performance criterion
Correct selection of storage temperature requirements for vegetables to be
stored
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Learning Outcome 3.2 Cook and present meat dishes
Reheating techniques
Principles of hygiene
o Demonstration o Explanation o Individual practice o
- Equipment
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
position of label on the storage container
Observation
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
Resources Learning activities Content
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Learning Outcome 3.2 Cook and present fish dishes
Reheating techniques
Principles of hygiene
o Demonstration o Explanation o Individual practice o
- Equipment
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
position of label on the storage container
Observation
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
Resources Learning activities Content
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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
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, Macedone.
Careful breaking of eggshell before cooking processProper selection of cooking methods according to the recipe
Indicator:Right measurements of ingredients to be used.
Portioning standards are applied
Ingredients are measured using correct measuring tools (scale, measuring spoon, jug or cup) and units (weight; kg, capacity; l, ml or cl )
Indicator:Proper selection of cooking methods according to the recipe
cooking techniques are followed according to the recipe
Recipe preparation procedures are respected (washing, peeling, cutting, frying, turning)
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Dish is well presented and garnished according to standards
Fresh ingredients are used while garnishing
Prepared dishes is presented attractively (texture, colour, taste, flavour and shape)
The final product is presented accordingly (type of plate, garnishing)
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cooking time according to the recipe
Cooking degrees requested are respected (lightly-done, well-done).
Time is respected
Right ingredients for recipe are used
Requested dishes is prepared
Appropriate tools and equipment are used
Observation
Assesment Criterion 4: Hygiene
Checklist Score
Yes No
Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe standards
Ingredients are washed properly using running water/or pre-boiled water
Three-system container is used
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Ingredients are washed properly using running water/or pre-boiled water
Indicator: Equipment and tools after use are properly sterilized
The work place is well cleaned and sanitized
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
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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
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
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C U A S W 4 0 1 - SANDWICHES AND WRAPS
CUASW401Prepare sandwiches and wraps
RTQF Level: 4 Learning hours
Credits: 4 40
Sector: Hospitality and tourism
Sub-sector: Culinary arts
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.
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Learning assumed to be in place
CUAFS401 Hygiene and food safety
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
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
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LU 1:Prepare ingredients, equipment and tools for a variety of sandwiches and wraps
1
Learning Outcomes:
4. Identify sandwiches and wraps 5. Identify equipment, tools and materials 6. Perform basic maintenance of tools and equipment
15 Hours
Learning Outcome1.1Identify sandwiches and wraps
Suitable breads: White bread Wheat bread Buns Baguette
Types of wraps: Chapattis Pancakes
Suitable filling : Cheese Ham Egg dishes Vegetables Cooked meat Fruits
o Presentation on types sandwiches and wraps
o Research on types sandwiches and wraps
- Sandwiches recipes - Wraps recipes
Formative Assessment 1.1
Performance criterion
Proper identification of sandwiches and wraps
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
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
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
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
Resources Learning activities Content
Performance criterion
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
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures
Multiple choice
Essay (short responses/ extended responses)
Checklist Score
Yes No
Observation
Performance criterion
Proper dismantling and assembling of tools and equipment as per standards
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LU 2:Prepare sandwiches and wraps
2
Learning Outcomes:
8. Prepare ingredients for sandwiches and wraps 9. Prepare sandwiches and wraps
15 Hours
Learning Outcome 2.1Prepare ingredients for sandwiches and wraps
Types of filling
Preparation techniques : spreading layering portioning moulding cutting garnishing toasting cooking
Presentation on types of filling for sandwiches and wraps Demonstration on preparing filling for sandwiches and wraps and sandwiches
- Bowls - Knife sets - Required ingredients - Salamander - Cutting Board - Toasting machine - Garnishes - Spatulas - Gloves - Internet - Video aids - Pictures - Reference books
Formative Assessment 2.1
Performance criterion
Proper preparation ofingredients for sandwiches and wraps as per recipe
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
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
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Observation
Performance criterion
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:
8. Set sandwiches and wraps 9. Store sandwiches and wraps
20 Hours
Learning Outcome 3.1Set sandwiches and wraps
Presentation techniques according to:
Recipe Shape Dish
Garnishing ingredients and techniques
o Demonstration on setting wraps and sandwiches on a dish
o Individual practice on setting wraps and sandwiches on a dish
o Presentation on setting wraps and sandwiches on a dish
- Plates - Sandwiches - Wraps - Containers - Boards - Flip chart - Markers - Internet - Video aids - Pictures - References books - gloves
Formative Assessment 3.1
Performance criterion
Correct setup of sandwiches and wraps as per requirements
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Matching
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Store sandwiches and wraps
Suitable storage techniques and timing to maintain optimum quality and safety of ingredients
Types of containers
o Presentation on sandwiches and wraps storage techniques and timing
o Demonstration on sandwiches and wraps storage techniques and timing
o Individual practice on sandwiches and wraps storage techniques and timing
- Containers - Fridge - Foil papers - Plastic wraps - internet - reference books - pictures - video aids - gloves
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Observation
Performance criterion
Appropriate storage of sandwiches and wrapsas per procedures
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C U A S W 4 0 1 - SAUCES AND SOUPS
CUASS401Prepare sauces and soups
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: January, 2014
Purpose statement
This module describes the performance outcomes, skills and knowledge required to prepare
various stocks, sauces and soups in a commercial kitchen or catering operation.
Stocks, sauces and soups can be classical or contemporary and be from varying ethnic and
cultural origins. Soups may be served hot or cold.
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Learning assumed to be in place
CUAFS401 Hygiene and food safety
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.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
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:
7. Identify the ingredients for different types of sauces 8. Identify equipment 9. Prepare sauces 10. Evaluate the quality of sauces and rectify them.
60 Hours
Learning Outcome1.1Identify the ingredients for different types of sauces
Types of sauces: Cold sauces, Hot sauces, Mother sauces, Basic Derivations, Special sauces
o Demonstration o Individual practice o Presentation
- Books - Flipchart - Markers Projectors - White board Laptops - Recipe books
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of equipment, tools and utensils used in preparing
vegetables
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
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 1.2Identify 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
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
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
Performance criterion
Appropriate dismantling and assembling, cleaning and sterilization of 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
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures of different types of vegetables with respective categories
Label different types of vegetables displayed
Multiple choice
Essay (short responses/ extended responses)
Checklist Score
Yes No
Observation
Performance criterion
Proper identification of the six categories/ types of vegetables
Resources Learning activities Content
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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
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Essay writing on good and bad qualities of vegetables and
advantages of purchasing fresh vegetables.
Checklist Score
Yes No
Observation
Performance criterion
Resources Learning activities Content
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LU 2:Prepare soup
2
Learning Outcomes:
10. Identify the ingredients for different types of soups 11. Prepare different types of soups 12. Evaluate the quality of soups and rectify them. 13. Present soup
50 Hours
Learning Outcome 2.1Identify the ingredients for different types of soups
Types of soups Clear soups Purée soups Cream soups
Ingredients
o Research o Brainstorming
- Recipe guide - Cooking books
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
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 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
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
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
Sanitization of workplace equipment and tools
Sterilization equipment and tools
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
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
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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
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
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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
Proper presentation of vegetable dishes
Serving tool
Garnish
Observation
Learning Outcome 2.4 Present soup
Presentation techniques
Garnishing techniques
Soup accompaniments
o Observation o Individual practice
- Plates - Bowls
Formative Assessment 2.4
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Observation
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LU 3: Store and reconstitute stocks, sauces and soups
3
Learning Outcomes:
10. Store stocks, sauces and soups 11. Reconstitute stocks, sauces and soups
10 Hours
Learning Outcome 3.1Store stocks, sauces and soups
Storage techniques and procedures
Labelling
o Demonstration o Explanation o Individual practice
- Pots - Fridge - Freezer - Labelling cards
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct selection of storage temperature requirements for vegetables to be
stored
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
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 Reconstitute stocks, sauces and soups
Reheating techniques
Principles of hygiene
o Demonstration o Explanation o Individual practice o
- Equipment
Formative Assessment 3.2
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
position of label on the storage container
Observation
Integrated Situation Resources
The PAFP team (10 pax) is in a workshop at Beauséjour Hotel.
On the last day, they have ordered sauté French beans. You
are requested to prepare their order within 1h.
- Customer files - telephone - internet - printer - Computer - fax - photocopies - punching machine - stapling machine - books - pens - paper
426 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Proper identification of tools and equipment to be used while preparing egg dishes.
Ingredients are selected according to the recipe
tools are selected as per recipe
Indicator: Proper choice of the raw materials to use in preparation of egg dishes
Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedoine.
Careful breaking of eggshell before cooking processProper selection of cooking methods according to the recipe
Indicator:Right measurements of ingredients to be used.
Portioning standards are applied
Ingredients are measured using correct measuring tools (scale, measuring spoon, jug or cup) and units (weight; kg, capacity; l, ml or cl )
Indicator:Proper selection of cooking methods according to the recipe
cooking techniques are followed according to the recipe
Recipe preparation procedures are respected (washing, peeling, cutting, frying, turning)
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
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cooking time according to the recipe
Cooking degrees requested are respected (lightly-done, well-done).
Time is respected
Right ingredients for recipe are used
Requested dishes is prepared
Appropriate tools and equipment are used
Observation
Assesment Criterion 4: Hygiene
Checklist Score
Yes No
Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe standards
Ingredients are washed properly using running water/or pre-boiled water
Three-system container is used
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Ingredients are washed properly using running water/or pre-boiled water
Indicator: Equipment and tools after use are properly sterilized
The work place is well cleaned and sanitized
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
428 | P a g e
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
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
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:
GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment.
Competency standards are made up of units of
competency, which are themselves made up of
elements of competency, together with
performance criteria, a range of variables, and
an evidence guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure
to the tasks and series of training allowing one
to perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many
cases competency at a level will involve core
modules plus optional or specialization
modules. Core competencies are normally
those central to work in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a
course in recognition of having achieved
particular knowledge, skills or competencies;
successful completion of an apprenticeship or
traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships
to other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving
learners greater choice of when, where and
how they learn. Flexible delivery may involve
distance education, mixed-mode delivery,
online education, self-paced learning, self-
directed learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally
common to several tasks and transferable to
many work situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for
people to participate effectively in the
workforce. Key competencies apply to work
generally, rather than being specific to work in a
particular occupation or industry. The following
are key areas of competency which were
developed into seven key competencies:
collecting, analyzing and organizing
information; communicating ideas and
information; planning and organizing activities;
working with others and in teams; using
mathematical ideas and techniques; solving
problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study.
In CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that
can be developed during lesson planning and
activity preparation. The choice of learning
activities must be tailored according to group
size, available material resources and
communication tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
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