Download - TVET CERTIFICATE V In TELECOMMUNICATION
5
TVET CERTIFICATE V In
TELECOMMUNICATION
CODE
TSVTLC5001 December, 2018
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TSVTLC5001-TVET CERTIFICATE V In
Telecommunication
REQF Level 5 CURRICULUM
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© Rwanda Polytechnic, 2018
Copies available from:
Rwanda Polytechnic (RP)
Email: [email protected]
Web: www.rp.ac.rw
P.O. Box: 164 Kigali, Rwanda
Original published version updated:
December, 2018
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Copyright
The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP).
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 RP. 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 RP. The competent Body does not give warranty nor accept
any liability.
The RP 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 RP 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 the RP.
© Rwanda Polytechnic (RP) 2018
Published by
Rwanda Polytechnic (RP)
Internet: http://www.rp.ac.rw
P.O. Box: Kigali, Rwanda
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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 i x
1 . G E N E R A L I N T R O D U C T I O N 1
2.2 Minimum entry requirements 2
2.6 Information about competencies 5
2 . T R A I N I N G P A C K A G E 6
3.1 Course structure 6
3.2 Competencies chart 6
3.3 Flowchart 9
3 . 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
C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 3
LU1: Conduct OSH (occupational safety and health) monitoring 15
LU 2: Collect and analyze Occupational health, safety incidents report 19
LU 3: Train all staff on occupational health and safety matters 25
C C M E N 5 0 1 - U P P E R 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 3 2
LU 1: Communicate orally in social and professional situations with ease 34
LU 2: Read correctly a range of materials 39
LU 3:Listen to audio messages with different English accents to get the intended message 43
LU 4:Produce a variety of medium texts on professional and general topics 48
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 5 5
LU 1: Communicate with customers and colleagues from diverse backgrounds 57
LU 2: Address cross-cultural misunderstandings 61
C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 6 6
LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 69
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LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 77
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 87
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 97
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 108
C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 1 8
LU 1: Prepare document Layout 120
LU 2: Apply basic computer operations 124
LU 3: Manage Data 130
C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 3 7
LU 1:Apply human values 139
LU 2:Respect engineering ethics 144
LU 3:Apply safety 148
C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 5 3
LU 1: Identify Activities To Be Accomplished For Real Business 155
LU 2: Create a productive working environment 162
LU 3: Run real business operation 171
LU 4: Monitor and evaluate the business 178
E L S 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 ) 1 8 4
LU 1: Apply for internship/employment 186
LU 2: Demonstrate appropriate workplace behavior and attitudes 190
LU 3: Respect worker’s and employer’s rights and responsibilities 195
LU 4: Organize and evaluate one’s internship 201
G E N A M 5 0 1 - A D V A N C E D A N A L Y S I S A N D S T A T I S T I C S 2 0 7
LU 1: Apply fundamentals of integrals 209
LU 2: Identify measures of dispersion and interpret bivariate data 213
G E N G P 5 0 1 - G E N E R A L P H Y S I C S 2 1 8
LU 1: Sources of Energy in the world 221
LU 2: Motion in orbits 226
LU 3: Mobile phone and radio communication 231
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LU 4: Mobile phone and radio communication 237
LU 5: Earthquakes, Tsunami, floods landslides and cyclone 242
LU 6: Earthquakes, Tsunami, floods landslides and cyclone 247
T L C A F 5 0 1 - A P P L I C A T I O N O F T E L E C O M T R A N S M I S S I O N F U N D A M E N T A L S 2 5 4
LU 1 Identification of Telecommunication regulatory authorities 256
LU 2:Describe telecommunication regulations authorities 260
LU 3:Describe transmission technologies 264
T L C T D 5 0 1 - T E C H N I C A L D R A W I N G 2 7 0
LU 1: Prepare drawing tools and materials 272
LU 2: Draw telecommunication diagram 278
LU 3: Read and Interpret 283
T L C C B 5 0 1 - C O N F I G U R A T I O N O F B R O A D C A S T I N G T R A N S M I S S I O N S Y S T E M 2 8 9
LU 1:Prepare tools and equipment 292
LU 2: Check Physical installation 297
LU 3:Set up streaming equipment parameters 302
LU 4: Set up terrestrial equipment parameters 308
LU 5: Set up satellite equipment (uplink and downlink) parameters 315
LU 6:Perform testing and acceptance of transmission system 322
Summative Assessment 326
T L C M B 5 0 1 - M A I N T E N A N C E O F B R O A D C A S T I N G T R A N S M I S S I O N S Y S T E M 3 3 1
LU 1: Prepare tools and materials for maintenance 334
LU 2: Conduct regular maintenance 342
LU 3: Diagnose and correct abnormalities and malfunctions 348
Summative Assessment 354
T L C O B 5 0 1 - O P E R A T I O N O F B R O A D C A S T I N G T R A N S M I S S I O N S Y S T E M
3 6 0
LU 1: Manipulate measurement instruments used in transmission 362
LU 2: Perform routine transmission activities 367
LU 3: Inspect signal parameters 372
LU 4: Carry out inventory and Perform requisition needs of transmission site 377
T L C C G 5 0 1 C O N F I G U R A T I O N O F G S M T R A N S M I S S I O N S Y S T E M 3 8 3
LU 1: Prepare tools and equipment 386
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Lu2: Check Design Layout Physical Installation 395
LU3 Set up GSM streaming transmission equipment parameters 400
LU 4: Set up GSM terrestrial Transmission equipment parameters 410
LU 5: Set up GSM satellite Transmission equipment parameters. 417
Summative Assessment 427
T L C G T 5 0 1 - M A I N T A I N A N C E O F G S M T R A N S M I S S I O N S Y S T E M E r r o r !
B o o k m a r k n o t d e f i n e d .
LU1: Prepare tools and materials for GSM Transmission maintenance 435
LU2: Conduct regular maintenance 444
LU3: Diagnose and correct abnormalities and malfunctions 450
G L O S S A R Y 4 6 3
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List of abbreviations
RP: Rwanda Polytechnic
N/A: Not applicable
ITU: International Telecommunication Union
ITU-R: ITU Radiocommunication Sector
ITU-T: ITU Telecommunication Standardization Sector
ITU-D: ITU Telecommunication Development Sector
ATU: African Telecommunication Union
EACO: East African Communications Organization
RURA: Rwanda Utilities Regulatory Authority
PPE: Personal Protecitive Equipment
RF: Radio Frequency
OTDR: Optical Time Domain Reflectometer
GSM: Global System for Mobile Communications
CD: Compact Disk
LOS: Line of Site
PAL: Phase Alternation Line
ISDB: Integrated Services Digital Broadcasting
ATSC: Advanced Television Systems Committee
SECAM: Système Électronique pour Couleur avec Mémoire
TCP/IP: Transmission Control Protocol/Internet Protocol
TCP: Transmission Control Protocol
IP: Internet Protocol
DHCP: Dynamic Host Configuration Protocol
UDP: User Datagram Protocol
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RTP: Real-time Transport Protocol
RTSP: Real Time Streaming Protocol
AM: Amplitude Modulation
FM: Frequency Modulation
PM: Phase Modulation
HPA: High Power Amplifiers
Ltd: Limited
IF: Intermediate Frequency
TX: Transmission
ESD: Electrostatic Discharge
LAN: Local Area Network
DNS: Domain Name System
TC: Telecommunications Closet
ID: Identity document
DCN: Dynamic Circuit Network
VLAN: Virtual Local Area Network
CAD: Computer Aided Design
RJ 45: Registered Jack 45 (RJ 45 Connector)
RJ 11: Registered Jack 11 (RJ 11 Connector)
VPN: Virtual Private Network
UPS: Uninterrupted Power Supply
AVR: Automatic Voltage Regulator
NTSC: National Television System Committee
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Acknowledgments
Rwanda Polytechnic wishes to thank the following persons who participated in the
development of this curriculum:
Coordination
RWAMASIRABO Aimable
Curriculum coordinator
Facilitator
NIYONGABO Ezechiel, Facilitator/RBA
Curriculum Development Team
# Names Function Institution
1. NSHIMIYIMANA Telesphore TVET Trainer Nyanza TVET School
2. NIYONZIMA Emmanuel TVET Trainer Nyanza TVET School
3. NIZEYIMANA Clement Telecom Engineer Ihaha Technology Ltd
4. NYABYUNGO Joseph Telecom Engineer Solve IT Ltd
5. TWIZIHIRWE Donatien IT Manager Youth Solutions Ltd
6. NDAYISENGA Callixte Head of Transmission and Energy
RBA
7. SIMBI Claude Engineer EEE
PROMO Engineering
8. HABIMANA Theobard
Technical expert MINEDUC
9. IGIRANEZA Benjamin Data Manager and Format Editor
Digital Link
10. MUSAFIRI Ernest Instructor IPRC NGOMA
11. MUSONI Jean Claude Trainer Nyabihu TVET School
12. UWERA Marceline Socio-linguistics Officer
RALC
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13. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
14. MATATA Jean Bosco Teacher College Ami des Enfants
15. GASIMBA François Xavier Lecturer UR/College of Education
16. KAMBARI Vincent Teacher GS St Marcel/Kayonza
17. MUREGO Yves Quality Assurance Officer
WDA
18. BUCYENSENGE Vincent Instructor IPRC KARONGI
19. GASANA Vedaste Lecturer INES
20. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
21. NGEZAHAYO Emmanuel Maths Teacher/author
Rusumo High School
22. UWINEZA Patrice Sciences trainer Nyamata TVET School
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies
required to perform as telecom transmission technician. 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 details including 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 credit values, and the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2
1. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills, knowledge
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 technical
services sector/industries where configure
broadcasting and GSM transmission system,
operate broadcasting and GSM transmission
system, maintain broadcasting and GSM
transmission system, apply transmission
fundamentals are carried out. Learners may
work with minimum supervision.
At the end of this qualification, qualified
learners will be able to:
Apply mathematical advanced analysis and sitatistics
Monitor occupational SHE at workplace
Maintain professional conversation in
upper-intermediate English
Gukoresha ikinyarwanda cy’intyoza
Work in a socially diverse environment
Use ICT at workplace
Organize a business
Apply professional ethics
Apply transmission fundamentals
Configure broadcasting transmission
system
Operate broadcasting transmission
system
Maintain broadcasting transmission
system
Configure GSM transmission system
Maintain GSM transmission system
Integrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in telecommunication services or other relevant qualifications or through recognition of prior learning.
Title: TVET Certificate V in Telecommunication
Level: REQF Level 5
Credits: 123
Sector: Technical services
Sub-sector: Telecommunication
Issue date: December, 2018
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the technical services industry with the
professionalization of telecommunication services; this qualification again offers the opportunity to
execute the works as telecommunication service technician while ensuring that safety, security and
environmental regulations are respected.
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
Documenting technical work in plain English
Writing and presenting reports
Pathways into the qualification
Pathways from the qualification
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification
after achieving TVET Certificate IV in
telecommunication services or other
relevant qualifications or through
Recognition of Prior Learning
Progression route of candidates achieving
this qualification include:
Candidates exiting this qualification are able to enter TVET Diploma in telecommunication services.
Possible jobs related to this qualification
Broadcasting transmission technician
GSM transmission technician
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Safety and security precautions
Working collaboratively with project team members
Health and environment
Health reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small IT business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
Technology
Manipulate computer
Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 17 Core competencies : 10 Complementary competencies : 7 The total number of Credits: 123
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMMS501 Monitor occupational SHE at workplace 3
2 CCMUE501 Maintain professional conversation in upper-intermediate English 3
3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3
4 CCMSE501 Work in a socially diverse environment 3
5 CCMIW501 Use ICT at workplace 3
6 CCMBO501 Organize a business 3
7 CCMPE501 Apply professional ethics 3 Total 21
No Code Core competencies Credit
GEN
ERA
L 1. GENMA501 Apply mathematical advanced analysis and sitatistics 8
2. GENGP501 Apply general physics 5
3. TLCTD501 Apply technical drawing 3
SP
ECIF
IC
4. TLCAT501 Apply transmission fundamentals 4
5. TLCCB501 Configure broadcasting transmission system 12
6. TLCOB501 Operate broadcasting transmission system 8
7. TLCMB501 Maintain broadcasting transmission system 10
8. TLCCG501 Configure GSM transmission system 12
9. TLCMG501 Maintain GSM transmission system 10
10. TLCIA501 Integrate workplace 30
Total 102
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2. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2 Competencies 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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BROADCASTING TRANSMISSION TECHNICIAN AND GSM TRANSMISSION TECHNICIAN
PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES D
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# 1
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3
4
5
6
7
8
9
10
11
12
Duration (510Hrs)
30
30
30
30
30
30
30
30
30
0
70
40
30
1
Configure broadcasting transmission system
120 ▲ ▲ ▲ ▲ ∆ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
2
Maintain broadcasting transmission system
90 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
3
Operate broadcasting transmission system
90 ∆ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
4
Configure GSM transmission system
120 ▲ ▲ ▲ ▲ ∆ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
5
Maintain GSM transmission system
90 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
6
Integrate the workplace
▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ●
●
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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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3.3 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.
Advanced Analysis and Statistics 8
Figure 2: Flowchart
General Physics 5
Industrial Attachment Program ( IAP) 30
Monitoring of occupational she at workplace 3
Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3
Working in a socially diverse environment 3 ICT at workplace 3
Professional ethcics 3
Business organisation 3
Apply transmission fundamentals 4
Apply Technical drawing 3
Configure broadcasting transmissionsystem12
Maintain broadcasting transmission system9
Operate broadcasting transmission system9
Configure GSM transmission system 12
Maintain GSM transmission system 9
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3. 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
Section
4
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All formative assessment should be declared competent before taking the
summative/integrated assessment
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 assessor has the role of developing a customized assessment referring to
the task to be carried out in the integrated situation in accordance with the environment
and the context in which they operate, 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 100%
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(example: Safety)
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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Competence
C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
FBSFT201 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring
systems taken as instruments used for measurement and analysis in the area of occupational
safety and health. They are commonly used to inform and guide government policy. Typically,
these systems are used to give an indication of the number of work accidents or occupational
diseases, or they might record information about places of work, or about the activities of the
organizations involved in ensuring good working conditions. Moreover, the module describes
the skills, knowledge and attitudes required to monitor occupational safety, health and security
policies and procedures. Finally, the learner learns how to advice and train all employees on
health and safety matters.
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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. Conduct OSHE ( occupational safety
and health) monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health and safety matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors
on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
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Learning unit LU1: Conduct OSH (occupational safety and health) monitoring
1
Learning Outcomes:
1. Check if SHE policies, procedures and regulations are applied
2. Monitor use of PPEs
3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied
SHE policies in accordance with the discipline
SHE regulations; Safety roles of employees Responsibility of
administration Incident reporting Ventilation and air quality First aid facilities Hazard control in
workplace Equipment and machinery Emergency response plans
SHE standards; Responsibility in working
place Hazard identification and
risk Control Making the working area
safe Personnel protective
equipment Health of employees Facilities Reporting of incidents and
accidents Emergency preparedness
o Brainstorming o Documentary research o Group discussion
˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Internet
Resources Learning activities
Content
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Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are
applied
Checklist Score
Yes No
OSHE policies are checked
OSHE regulations are checked
OSHE standards are checked
Observation
procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
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Learning Outcome 1.2: Monitor use of PPEs
Types of PPEs to be used according to the trade
Physical verification of PPEs
Cleaning and storage of materials, tools and equipment
o Group discussion o Practical exercise
˗ Checklist
˗ PPEs
˗ Brushes
˗ Store
˗ Shelter
˗ Shelves
˗ Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Checklist Score
Yes No
List of PPEs to be used according to the trade is checked
Physical verification of PPEs is done
Cleaning and storage of materials, tools and equipments are checked
Observation
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
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Learning Outcome 1.3: Monitor compliance of OSHE best practice
OSHE best practice
regulations
standards
Standards checklist to be evaluated according to the specific trade
o Brainstorming o Group discussion o Group work
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
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LU 2: Collect and analyze Occupational health, safety incidents report
2
Learning Outcomes:
1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; o Consulting of incident
report documents o Talk to people involved or
witnesses to the event o Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Proper collection of data regarding OSHE incidents
Resources Learning activities
Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Steps of data collection are followed
Categories of incidents are identified
Observation
Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual physical abilities,
organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
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Social impact
loss of manpower
medical expenses Economic impact
poor production,
closer of the company
compensation
repairs Physical effects
permanent injuries,
loss of ability to handle materials,
persistent pain
headaches Psychological effects
anxiety,
depression
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Performance criterion
Proper analysis of OSHE data collected
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Checklist Score
Yes No
Identification of root and causes of incident
Identification of impact of incidents
Observation
Learning Outcome 2. 3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal
permanent injury Minor accident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
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Checklist Score
Yes No
Types of incident reports are identified
Categories of incidents are identified
Template of incidents is well filled
Observation
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Performance criterion
Proper recommendation of safest way to do the job
Resources Learning activities Content
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Checklist Score
Yes No
Use of adequate PPEs is recommended
Emergency Preparedness Procedures is recommended
Hazard Identification And Risk Control is recommended
Making The Working Area Safe is recommended
Reporting Of Incidents And Accidents is recommended
Training of employees is recommended
Observation
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Learning unit LU 3: Train all staff on occupational health and safety matters
3
Learning Outcomes:
1. Provide information and instructions
2. Train all employees and supervisors on OSHE standards/regulations
3. Evaluate trained OSHE programs
10Hours
Learning Outcome 3.1: Provide information and instructions
Brief description of: An occupational health and safety
(OH&S) program A policy statement The program elements
Individual responsibility Joint occupational health and
safety committee Health and safety rules Correct work procedures Employee orientation Training Workplace inspections Reporting and investigating
accidents/incidents Emergency procedures Medical and first aid Health and safety promotion Workplace specific items
Responsibilities of the staff: Responsibilities of workers
Using personal protection and safety equipment as required by the employer.
Following safe work procedures
o Brainstorming o Group work o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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Knowing and complying with all regulations.
Reporting any injury or illness immediately
Reporting unsafe acts and unsafe conditions
Participating in joint health and safety committees or as the representative
Responsibilities of supervisor Instructing workers to
follow safe work practices. Enforcing health and safety
regulations. Correcting unsafe acts and
unsafe conditions. Ensuring that only
authorized, adequately trained workers operate equipment.
Reporting and investigating all accidents/incidents.
Inspecting own area and taking remedial action to minimize or eliminate hazards.
Ensuring equipment is properly maintained
Promoting safety awareness in workers
Responsibilities of management Providing a safe and healthful
workplace. Establishing and maintaining a
health and safety program. Ensuring workers are trained
or certified as required. Reporting accidents/incidents
and cases of occupational disease to the appropriate authority
Providing medical and first aid facilities
Ensuring personal protective equipment is available
Providing workers with health and safety information
Supporting supervisors in their
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health and safety activities Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health
and safety matters
Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
Performance criterion
Appropriate provision of information and instructions
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Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Training on SHE regulations Safety roles of employees Responsibility of administration Incident reporting Ventilation and air quality First aid facilities Hazard control in workplace Equipment and machinery Emergency response plans
Training on SHE standards Responsibility in working place Hazard identification and risk
control Making the working area safe Personnel protective
equipment Health of employees Facilities Reporting of incidents and
accidents Emergency preparedness
Procedures
o Brainstorming o Group work o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations
Checklist Score
Yes No
A brief description of SHE regulations is provided
A brief description of SHE standards is provided
Observation
Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Proper evaluation of trained OSHE programs
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Checklist Score
Yes No
Evaluation forms are well developed
Learning assessment (Questions and responses, topic of discussion…) is well developed
Training impact assessment is well developed
Observation
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Reference:
1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:
9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.
(Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication
Date: 2009
4. G:\\Basic OH&S Program Elements OSH Answers.htm
5. https://www.rospa.com/occupational-safety/advice/training-matters/
6. https://www.3tonline.fi/incident-reporting
7. http://www.safety.uwa.edu.au/topics/plant/inspection
8. http://www.hse.gov.uk/statistics/causdis/index.htm
9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
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Competence
C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMEN501 Maintain professional conversation in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The
trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt
speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce
medium compositions on different trade-related subjects, Identify and differentiate different business
documents, Effective writing of different business documents, Identify and use of writing styles, read
different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key
terms/words in their context, Answer reading comprehension questions precisely, Analyze different
trade-related texts,Summarize trade-related texts (in own words), identify differences between
common English accents, Listen and respond to users of common English their accents, Reporting
information listened to from different common accents, Steps of speech preparation and delivery,
Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-
related texts and Summarise texts.
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Learning assumed to be in place
Oral Basic English Communication Intermediate Workplace English
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. Communicate orally in social and
professional situations with ease
1.1 Acceptable preparation of speeches on different social and professional occasions
1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms
2. Read correctly a range of
materials
2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification
and description of characters, events and settings, as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related texts
3. Listen to audio messages with
different English accents to get
the intended message
3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between
common English accents 3.3 Accurate reporting of information listened to in
different accents
4. Produce a variety of medium
texts on professional and
general topics
4.1 Clear and detailed writing about a wide range of trade-related subjects.
4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)
4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each
type of business document
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Learning Unity
LU 1: Communicate orally in social and professional situations with ease
1
Learning Outcomes:
1. Prepare speeches for different social and professional occasions
2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according
to question forms
10 Hours
Learning Outcome1.1:Prepare speeches for different social and professional occasions
Steps for speech preparation Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting
Together Visual Aids Step 5: Predicting
the Q&A
Identification of categories of audience Familiar audience Non-familiar
audience Adaptation of the
message to the audience
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
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
Written evidence
Performance evidence
Writing practice
Task: Write a 5 minutes’ speech on a topic of choice to be presented to
the class.
Checklist Score
Yes No
Indicator: Steps for speech preparation are well applied
Background of the topic is given
Speech script is prepared
Visual Aids are prearranged
Prospective Q&A are hypothesized
Indicator: Categories of audience are well identified
Familiar audienceis identified
Non-familiar audience is identified
Message is adapted to the audience
Observation
Performance criterion
Acceptable preparation of speeches on different social and professional occasions
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Learning Outcome 1.2:Deliver speeches to an audience
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
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
Oral evidence
Performance evidence
Presentation
Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Checklist Score
Yes No
Indicator 1:EffectiveSpeech delivery to an audience
Tips for speech delivery are applicable
Dos and Don’ts on speech delivery are applicable
Indicator 2:Message articulation is effective
Pronunciation is accurate
Speed is considerable
Tone is formal
Observation
Performance criterion
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and Suprasegmental
phonology
Resources Learning activities Content
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Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question forms
Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions
o Practical exercise o Presentation o Role plays o Group work
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
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
Oral evidence
Performance evidence
Discussions
Presentations
Task: Answer at least 3 questions from the audience on your 5-minute speech.
Checklist Score
Yes No
Indicator: Questions are well formulated
Yes/No questionswell formulated
Wh-questionswell formulated
Choice questions are well stated
Performance criterion
Asking relevant questions to clarify extend and follow up ideas according to
question forms
Resources Learning activities Content
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Hypothetical questionswell formulated
Embedded questionswell formulated
Leading questionswell formulated
Observation
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Learning unit
LU 2: Read correctly a range of materials
2
Learning Outcomes:
1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts
5 Hours
Learning Outcome 2.1: Read different trade-related texts adequately
Types of texts Expository Narrative Descriptive Directive Argumentative
Application of reading techniques on selected texts Reading for details Reading for specific
information Explanation of key
terms/words in the text Provision of answers to
reading comprehension questions
o Brainstorming o Documentary research o Practical exercise o Group work o Presentation
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 2.1
Performance criterion
Adequate reading of different trade-related texts
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
Reading practice Presentations Matching Multiple choice
Task: Using an appropriate reading strategy, read the text provided to
you and answer its comprehension questions
Checklist Score
Yes No
Indicator 1: The type of texts is understood
Expository text is understood
Narrative text is understood
Descriptive text is understood
Directive text is understood
Argumentative text is understood
Indicator 2: Reading techniques are applied
Reading for details is applied
Reading for specific information is applied
Indicator 3: Vocabulary and comprehension
Key terms/words are explained
Comprehension questions are answered
Observation
Learning Outcome 2.2:Analyse trade-related texts
Identification and description Text Structure Purpose of the text Style
Technicality Illustration Prose or verse
Writer’s stance
o Practical exercise o Presentation o Role play o Group discussion
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Lesson plan
Trainee manual
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
Performance evidence
Reading practice Presentations Multiple choice
Task: Read the text provided by the trainer and explain its purpose
Checklist Score
Yes No
Indicator: The trade related text is accurately analyzed
Text Structure: characters, events and settings are analyzed
Purpose of the text is understood
Style is identified
Writer’s stance is recognized
Observation
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
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Learning Outcome 2.3:Summarize key ideas in trade-related texts
Steps to summarize: Maintenance of the
most important ideas
Elimination of the less important details
Paraphrasing in own words
o Practical exercise o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson 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 evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the trainer
Checklist Score
Yes No
Indicator: Steps to summarize are followed
The most important ideas are maintained
Less important details are eliminated
The content is paraphrased in own words
Observation
Performance criterion
Effective summary of key ideas in trade-related texts
Resources Learning activities Content
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Learning unit
LU 3:Listen to audio messages with different English accents to get the intended message
3
Learning Outcomes:
1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 1. Report information listened to in different accents accurately
4 10 Hours
Learning Outcome 3.1: Listen and respond to others correctly
Application of active listening strategies to different accents Listening for General
information Listening for Specific
information
Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening
Responding to different accents Responding through
Interactions Asking for clarification Expressing satisfaction
o Modelling o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Audiovisual materials
Scenarios
Stationeries
Projector
Computer
Lesson plan
Trainee manual
Recordings
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
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task: Following your trainer’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Indicator 1: Active listening strategies are applied
Active listening is applied for general information
Active listening is applied for specific information
Indicator 2: Types of listening are correctly applied
Informative listening is applied
Discriminative listening is applied
Relationship listening is applied
Appreciative listening is applied
Indicator 3: Exact reactions to different accents are processed
Questions are asked for clarification
Satisfaction testimonial is expressed
Observation
Performance criterion
Appropriate listening and responding to others
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Learning Outcome 3.2: Identify differences between common English accents clearly
Introduction to English accents Defining an English accent Common English accents
Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation
o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan
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
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task: Listen to two different recordings played by the trainer and
identify
the differences between the accents of both speakers
Performance criterion
Clear identification of differences between common English accents
Resources Learning activities Content
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Checklist Score
Yes No
Indicator 1: Introduction to English accents is understood
English accent is defined
Common English accents are mastered
Indicator 2: American and British English accents are differentiated
Vowel Pronunciation is considered
Consonant pronunciation is considered
Rhotic accent is considered
Change of stress is considered
Changes in articulation are considered
Observation
Learning Outcome 3.3:Report information listened to in different accents accurately
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate reporting of information listened to in different accents
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Listening practice
Discussions
Presentations
Task:
Listen and report to the information you hear from each recording played to you by the trainer
Checklist Score
Yes No
Indicator: Reporting is done according to types of information
Reported considering general information
Reported considering specific information
Observation
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Learning unit
LU 4:Produce a variety of medium texts on professional and general topics
4
Learning Outcomes:
1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document
5 Hours
Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly
Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and
contrast writing Evaluative writing Summary writing
The Writing processes Exploring and
planning Drafting Building effective
paragraphs Editing
o Brainstorming o Documentary research o Practical exercise o Group work
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
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
Performance
Writing practice Presentations
Task: Write a short text analysing an important issue affecting your career
Checklist Score
Yes No
Indicator 1: Varieties of writing are understood
Chronological writing is understood
Analytical writing is understood
Descriptive writing is understood
Compare and contrast writing
Evaluative writing is understood
Summary writing is understood
Indicator 2: The Writing processes is followed
Exploring and planning is considered
Drafting is done
Effective paragraphs are built
Editing is done
Observation
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
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Learning Outcome 4.2: Differentiate business documents effectively
Identification and differentiation of business documents Business plans and Goals
Business proposals Concept notes
Accounting Documents Financial reports Financial statements Goods received note Purchase order Goods delivery note Requisition
Customer service documents
Business reports Annual reports Term reports Quarterly report Activity/Operation reports
Operational documents Contracts Business letters Memorandum of
Understanding
o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Writing practice Discussions Presentations Multiple choice Matching
Task: Name at least 4 different types of business documents and specify their differences
Checklist Score
Yes No
Indicator: Business documents are explored
Business plan is explored (characteristics, structure, elements, importance,..)
Accounting documents are explored (characteristics, structure, elements, importance,..)
Customer service documents are explored (types, characteristics, structure, elements, importance,..)
Business reports are explored (characteristics, structure, elements, importance,..)
Operational documents are explored (types, characteristics, structure, elements, importance,..)
Observation
Learning Outcome 4.3: Write business documents perfectly
Steps to write business documents Identifying the
audience Identifying the
document’s purpose
Organizing the writing
Proofreading the
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Resources Learning activities Content
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business document Editing the business
document
Writing commonly used business documents
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
Performance evidence
Writing practice Presentation
Task:
Write a business of a project you would implements upon graduation
Checklist Score
Yes No
Indicator 1: Steps to write business documents are followed accurately
The audience is identified
The document’s purpose is identified
The writing is organized
The business document is proofread
The business document is edited
Indicator 2: Commonly used business documents are correctly written
Business plans are elaborated
Accounting documents are prepared
Customer service documents are written
Business reports are drafted
Operational documents are prepared
Etc
Observation
Performance criterion
Appropriate writing of business documents
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Learning Outcome 4.4: Use writing style applicable to each type of business document
Application of principles and techniques of business writing
Formatting a business document
o Practical writing exercises o Group work o Documentary research o Presentation
- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan
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
Performance evidence
Writing practice Presentation Matching
Task:
Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.
Checklist Score
Yes No
Indicator: Content and format are respected
Different principles and techniques of business writing are applied
Accurate business document format is used
Observation
Performance criterion
Appropriate use of writing style applicable to each type of business document
Resources Learning activities Content
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Reference books:
1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7
2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85 3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble,
1981), p. 276 4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54,
Mar. 15, 1988, p. 343 6. Robert A. Rackleff, “The Art of Speechwriting,” Vital Speeches of the Day, vol. 54, Mar.
1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and
Row,1981), p. 73 8. Dwyer, Karan Kangas&Marlina M. Davidson. “Is Public Speaking Really More Feared than
Death?” Communications Research Reports, Vol. 29, Issue 2, 2012. Pages 99 – 107. 9. Beebe, S. A., & Beebe, S. J. Public speaking: An audience-centered approach (6th ed.). (
New York: Pearson, 2006). 10. Fraleigh, D. M., &Tuman, J. S. Speak up! An illustrated guide to public speaking. (New
York: Bedford/St. Martins, 2009). 11. Paul Taylor, "Analysis and Synthesis of Intonation using Tilt Model", Journal of the
Acoustical Society of America. Vol 107 3, pp. 1697-1714. 12. Gimson, A. C.. "An introduction to the pronunciation of English". London: Arnold, 1989. 13. Trudgill, P. and J. Hanna. "International English: a guide to the varieties of
StandardEnglish". London: Hodder Education, 2008. 14. S. H. Weinberger and S. A. Kunath, “The Speech Accent Archive: towards a typology
of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication
excellence in English, the language of business worldwide", First Edition. Canada, 2013 16. Green, G. M., Kantor, R. N., Morgan, J. L., Stein, N. L., Hermon, G., Salzillo, R., Sellner, M.
B., Bruce, B. C., Gentner, D., & Webber, B. L. Problems and Techniques of Text Analysis, April 1980.
17. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998
18. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004
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C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSE501 Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully
work in a socially diverse environment. The module will allow the participant to develop ways
of communicating with customers and colleagues from diverse backgrounds and
accommodating cultural differences. Furthermore, this module will enable the trainee to be
able to identify issues that may cause conflict or misunderstanding in the workplace because of
the cultural differences, find ways of resolving them and/or referring them to appropriate
individuals or bodies.
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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. Communicate with customers and colleagues from diverse backgrounds.
1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.
1.2 Adequate Taking into consideration cultural differences in all verbal and non-verbal communication and overcoming language barriers.
1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.
2. Address cross-cultural misunderstandings
2.1 Proper identification of issues that may cause conflict or misunderstanding in the workplace.
2.2 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.
2.3 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
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LU 1: Communicate with customers and colleagues from diverse backgrounds
1
Learning Outcomes:
1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.
2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.
3. Obtain assistance from colleagues, reference books or outside organisations when required.
12 Hours
Learning Outcome1.1: Value customers and colleagues from different cultural groups and
treat them with respect and sensitivity
Treating different groups effectively
forms of address
levels of formality or informality
observance of special religious, feasts or other celebratory days
customs, beliefs and values
Product preferences
o Role play o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 1.1
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
Resources Learning activities
Content
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Effective treatment of different groups
Observation
Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Verbal and non-verbal communication:
varied cultural interpretation of non-verbal behaviour and gestures
personal grooming, including dress and hygiene habits
language spoken
language written
Overcoming language barriers:
meet, greet and farewell
o Brainstorming o Role play o Individual work
- Reference books - Role play scenario - Online materials
Resources Learning activities Content
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Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Consideration of cultural differences through verbal and non-verbal communication
Overcoming language barriers
Observation
customers
give simple directions
give simple instructions
answer simple enquiries
prepare for, serve and assist customers
describe goods and services
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
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Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Partnerships for efficient communication
Observation
Partnerships for efficient communication
interpreter services
diplomatic services
local cultural organizations
appropriate government agencies
educational institutions
Disability advocacy groups.
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Performance criterion
Proper obtaining assistance from colleagues, reference books or outside
organizations when required.
Resources Learning activities Content
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LU 2: Address cross-cultural misunderstandings
2
Learning Outcomes:
1. Identify issues that may cause conflict or misunderstanding in the workplace.
2. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace.
3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
18 Hours
Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the
workplace
Cultural differences
Causes of conflict
race
language
special needs
disabilities
gender
age
roles,
emotions,
misinformation
misinterpretation
values
o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Online materials - Specialised materials
Formative Assessment 2.1
Resources Learning activities
Content
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Demonstration of knowledge about cultural differences
Identification of issues that may causes conflict at workplace
Observation
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
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Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or
misunderstandings at workplace
Settlement of misunderstandings
greetings
key phrases
customs
protocol,
business practices
what is done for fun
appreciation of cultural difference
Avoidance to compromise own values
being accommodating
Different Communication Styles
Different Attitudes Toward Conflict
Different Approaches to Completing Task
Different Decision-Making Styles
Different Attitudes Toward Disclosure
o Role play o Group discussion o Large group discussion o Individual work
- Reference books
- Role play scenario
- Online materials
- Specialised materials
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Settlement of misunderstandings
Observation
Learning Outcome 2. 3: Referring problems and unresolved issues to the appropriate team
leader or supervisor for follow-up
Raising issues
informal communication
informal meeting
Mediation
formal communication
formal writing
formal meetings
work ethics
o Role play o Individual task o Group work o Large group discussion
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Raising issues to the appropriate level at workplace
Observation
Reference books:
1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.
2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.
3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.
4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.
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Competence
C C M K N 5 0 1 - IKINYARWANDA K’INTYOZA
CCMKN501 IKINYARWANDA K’INTYOZA
Ikiciro: 3 Amasaha ateganijwe
Indengo y'amasaha: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Ukuboza, 2016
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore :
Kumva, kuvuga, gusoma no kwandika Ikinyarwanda k’intyoza mu bikorwa bijyanye n’umwuga we.
Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.
Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.
Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.
Guhanga no kumurika mu rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
Gukoresha neza ibinyazina bitandukanye.
Kwandika neza amazina bwite anyuranye.
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Ubushobozi fatizo
Ubushobozi mu Kinyarwanda cy'umunyamwuga
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 nyandiko ashyikirana n’abandi.
.1 Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.
.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye.
.4 Guhindura inkurushusho mo agakino akurikiranya neza ingingo.
.5 Guhimba no kwandika inkurushusho akurikiranya neza ingingo.
2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
3. Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku
n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
4. Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye.
4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza
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gukoresha ibinyazina binyuranye.
4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo ikwiye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.
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Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’ingenzi;
isesekaza n’utwatuzo.
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka:
o Ibisobanuro by’amagambo akomeye;
o Ibisubizo by’ibibazo byo kumva inkurushusho no kumurika ibivuyemo;
o Gusoma inkurushusho uwiga aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi
1
Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye 2. Gusubiza ibibazo ku nkurushusho mu mvugo ikwiye. 3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5. Guhimba no kwandika inkurushusho
Amasaha 6
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Gutahura isomo ry’ingenzi;
o Guhina mu magambo inkurushusho;
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga akurikiye neza inkurushusho
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gukurikira neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye
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Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda
o Gusoma inkurushusho uwiga aranguruye ;
o Gusoma inkurushusho bakuranwa;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza inkurushusho
Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
o Ubwumvane mu matsinda;
o Ibyiyumviro by'uteze amatwi atarogoya;
o Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 1.3: Gusubiza ibibazo ku nkurushusho mu nyandiko iboneye.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’ingenzi;
o Gusoma inkurushusho o Guhuza ibivugwa mu
nkurushusho n’indangagaciro; o Gusanisha ingeso zivugwa mu
nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina inkurushusho mu nyandiko ikwiye
o Gutahura isomo ry’ingenzi;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku nkurushusho
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Uturango by’inkurushusho;
Isomo ry’ingenzi;
Inshamake y’inkurushusho.
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo ku nkurushusho mu mvugo iboneye
74 | P a g e
Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza ingingo.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho
o Gusesengura inkurushusho
o Guhindura agakino mo inkurushusho akurikiranya neza ingingo.
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Umukoro mu matsinda
Inyandiko y'udukino dufatiye ku nkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2: Guhindura neza inkurushusho mo udukino
Isesekaza;
Isano y'inkurushusho n'udukino;
Insanganyamatsiko.
Umwanzuro
Ubushobozi busuzumwa
Yahinduye inkurushusho mo agakino akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
75 | P a g e
Umusaruro w’inyigisho 1.5: Guhimba no kwandika inkurushusho akurikiranya neza ingingo.
ihimbankurushusho
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Uturango by’inkurushusho;
isomo ry’ingenzi;
isesekaza n’utwatuzo.
o Guhimba inkurushusho.
o Kwandika inkurushusho
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimba inkurushusho
Umukoro mu matsinda
Inkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhimba no kwandika neza inkurushusho
Insanganyamatsiko n'isomo ry’ingenzi;
Inyunguramagambo;
Ubushobozi busuzumwa
Yahimbye anandika inkurushusho akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
76 | P a g e
Ingingo z’umuco n’amateka;
Uturango tw’inkurushusho;
Isesekaza n’utwatuzo;
Urukurikirane ruhwitse rw'ingingo.
Umwanzuro
77 | P a g e
LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
2. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya ingingo 5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ibimenyetso by’utega amatwi atarogoya;
- Inyunguramagambo; - Insanganyamatsiko
y’umwandiko; - Ingingo z’umuco; - Ingingo z’amateka (gusasa
inzobe, Gacaca, Imimaro,..); - Ingero zifatika zigaragaza
uburyo bwo gukemura amakimbirane mu muryango.
- Indangagaciro
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
78 | P a g e
y’ubworoherane; - Ihinamwandiko ku
nsanganyamatsiko yo gukemura amakimbirane;
y’ubworoherane.
o Gusoma mu matsinda bashaka:
-Ibisobanuro by’amagambo akomeye.
-Ibisubizo by’ibibazo byo kumva umwandiko.
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Ubushobozi busuzumwa
Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku
nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
.
79 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 2.2: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ibimenyetso by’utega amatwi atarogoya;
o Gusoma umwandiko bucece.
o Gusoma umwandiko mu matsinda
o Gusoma umwandiko uwiga aranguruye ;
o Gusoma umwandiko bakuranwa;
o Kubahiriza isesekaza n'utwatuzo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
80 | P a g e
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Isesekaza;
Utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ibimenyetso by’utega amatwi atarogoya;
- Inyunguramagambo; - Insanganyamatsiko
y’umwandiko; - Ingingo z’umuco; - Ingingo z’amateka
(gusasa inzobe, Gacaca, Imimaro,..);
- Ingero zifatika zigaragaza uburyo bwo gukemura
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
81 | P a g e
amakimbirane mu muryango.
- Indangagaciro y’ubworoherane;
- Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
y’ubworoherane.
o Gusoma mu matsinda bashaka:
-Ibisobanuro by’amagambo akomeye.
-Ibisubizo by’ibibazo byo kumva umwandi
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku nsanganyamatsiko
yo gukemura amakimbirane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Ubushobozi busuzumwa
Yashubije ibibazo ku mwandiko mu mvugo ikwiye.
82 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo ku
o Nyunguramagambo;
o Nsanganyamatsiko y’umwandiko;
o Ngingo z’umuco ;
o Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..);
o Buryo bufatika bwo gukemura amakimbirane mu muryango;
o Ndangagaciro y’ubworoherane.
Umwanzuro
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
83 | P a g e
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Inyunguramagambo; - Insanganyamatsiko
y’umwandiko; - Ingingo z’umuco ; - Ingingo z’amateka
(gusasa inzobe, Gacaca, Imimaro,..);
- Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
- Indangagaciro y’ubworoherane;
- Ihinamwandiko ku
nsanganyamatsiko yo gukemura amakimbirane;
- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
o Gusoma no gusesengura umwandiko ku nsanganyamatsiko yo gukemura amakimbirane
o Gukora inshamake y’umwandiko.
o Guhimba um wandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Ihinamwandiko n'ihimbamwandiko
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
84 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;
indangagaciro y’ubworoherane.
Umwanzuro
Umusaruro w’inyigisho 2.5: Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
- Imurikamwandiko
o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.
o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane
o Guhuza ingingo n'isomo n'ibyasomwe mu zindi nyandiko
o Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
85 | P a g e
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga amurika neza umwandiko ku buryo bwo gukemura amakimbirane mu muryango
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku buryo bwo gukemura amakimbirane
mu muryango
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane
Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;
Isano y'ingingo n'ibyasomwe mu bushakashatsi ku ngingo;
Ugukoresha neza umwanya w'ijambo;
Ukurasa ku ngingo.
Umwanzuro
Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ibinyazina:
Nyereka
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
o Gukorsha neza ibinyazina
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu
muryango
86 | P a g e
Ngenera
Ngenga
- Ihangamwandiko
binyuranye mu mwandiko ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
binyuranye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye: Nyereka, Ngenera na Ngenga
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
87 | P a g e
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo 5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda k'intyozan uwiga agaragaza ko yumva
umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko ku
isuku n’isukura; Ibimenyetso by’uteze
amatwi atarogoya ufite ijambo.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco
n’amateka; Isesekaza n’utwatuzo; Indangagaciro zo
kubaha ubuzima; ingero zifatika zihamya
akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’
isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa
mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza
indangagaciro yo kubaha ubuzima (Kubaha
uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo
ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka:
-Ibisobanuro by’amagambo akomeye;
-Ibisubizo by’ibibazo byo
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
88 | P a g e
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza:
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
kumva umwandiko;
o Kumurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku
kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
89 | P a g e
Inshamake y’umwandiko;
Inshoza n’uturango by’umwandiko;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 3.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko y' isuku n’isukura;
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya usoma nta mpamvu.
o Gusoma mu matsinda
o Gusoma aranguruye agaragaza isesekaza.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Murandasi;
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
90 | P a g e
Umusaruro w’inyigisho 3.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco
n’amateka; Isesekaza n’utwatuzo; Indangagaciro zo
kubaha ubuzima; ingero zifatika zihamya
akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho ).
o Gusoma mu matsinda bashaka:
-Ibisobanuro by’amagambo akomeye;
-Ibisubizo by’ibibazo byo kumva umwandiko;
o Kumurika mu ruhame
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Isesekaza;
Utwatuzo.
Umwanzuro
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
91 | P a g e
isuku n’isukura.
ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka z’umwanda.
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubiza neza ibibazo ku
o Nyunguramagambo;
o Nsanganyamatsiko y’umwandiko;
o Ngingo z’umuco.
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
92 | P a g e
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco
n’amateka; Isesekaza n’utwatuzo; Indangagaciro zo
kubaha ubuzima; Ingero zifatika zihamya
akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
93 | P a g e
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ihinamwandinko n'ihangamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira.
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
94 | P a g e
Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Imurikamwandiko
o Gusoma no gusesengura umwaniko ku isuku n’isukura.
o Guhuza ibivugwa mu mwandiko n'ibindi byasomye mu zindi nyandiko
o Kujya impaka ku ngaruka z’umwanda
o Kumurika imyanzuro ku ngero zifatika zihamya akamaro k’isuku n’isukura
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku kamaro k'isuku n'isukura
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
95 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo
o Inyunguramagambo;
o insanganyamatsiko y’umwandiko;
o Isano y'umwandiko n'ibyasomwe ahandi;
o Ingingo z’umuco n'amateka;
o Gukoresha neza umwanya w'ijambo;
o Kurasa ku ntego.
Umwanzuro
Umusaruro w’inyigisho 3.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibinyazina o Ngenera ngenga o Ndafutura/ndasigura o Mpamagazi
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
96 | P a g e
by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
bitandukanye
Uwiga akoresha neza ibinyazina bitandukanye
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
o Ibinyazina bitandukanye: Ngenera ngenga, Ndafutura/ndasigura na Mpamagazi
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
97 | P a g e
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze
amatwi atarogoya. Isesekaza n‘utwatuzo; Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Indangangakiro na
kirazira; Ingingo z’amateka
n’umuco; Ingero zifatika zihamya
imitunganyirize;
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
-Ibisobanuro by’amagambo akomeye;
-Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
98 | P a g e
Ihinamwandiko.
isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora ubushakshatsi ku bivugwa mu mwandiko;
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda.
Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ateze amatwi umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza:
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake ku mwandiko;
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku
mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
99 | P a g e
Inshoza n’uturango by’umwandiko;
Isomo ry’ingenzi.
Umwanzuro
Umusaruro w’inyigisho 4.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso
by’uteze amatwi atarogoya.
o Gusoma bucece.
o Gusoma mu matsinda.
o Gusoma bakuranwa.
o Gusoma aranguruye agaragaza isesekaza.
o Gutega amatwi umwandiko ku gufata neza ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
100 | P a g e
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso by’uteze
amatwi atarogoya.
Isesekaza n‘utwatuzo; Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Indangangakiro na
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma mu matsinda bashaka:
-Ibisobanuro by’amagambo akomeye;
-Ibisubizo by’ibibazo byo
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
101 | P a g e
kirazira; Ingingo z’amateka
n’umuco; Ingero zifatika
zihamya imitunganyirize y'ubutaka ikwiye;
Ihimbamwandiko.
kumva umwandiko;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza
ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku gufata neza ubutaka
Ubushobozi busuzumwa
Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.
102 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
o Nyunguramagambo;
o Nsanganyamatsiko y’umwandiko;
o Ngingo z’umuco;
o Ngingo z’amateka;
o Ndangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ihinamwandiko;
Ihimbamwandiko.
o Gusoma no gusesengura umwandiko;
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gukora inshamake y’umwandiko.
o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
103 | P a g e
Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ihinamwandiko n'ihangamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira.
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
104 | P a g e
Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso by’uteze
amatwi atarogoya.
Isesekaza n‘utwatuzo; Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Indangangakiro na
kirazira; Ingingo z’amateka
n’umuco; Ingero zifatika
zihamya imitunganyirize;
Ihimbamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
-Ibisobanuro by’amagambo akomeye;
-Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
105 | P a g e
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ategura, amurika ingero zo gufata neza ubutaka
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo
o Inyunguramagambo;
o Insanganyamatsiko y’umwandiko;
o Isano y'umwandiko n'ibyasomwe ahandi;
o Ingingo z’umuco n'amateka;
o Gukoresha neza umwanya w'ijambo;
o Kurasa ku ntego.
Umwanzuro
Umusaruro w’inyigisho 4.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka
106 | P a g e
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka; Ikinyazina: Mbaza Mboneranteko Nyamubaro
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina
binyuranye
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
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Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye: Mbaza, Mboneranteko na Nyamubaro;
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
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LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
2. Gusoma neza ikinamico yubahiriza uturango twayo. 3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro 5. Gukoresha neza inzego z’ururimi. 6. Kubahiriza imyandikire y’amazina bwite.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
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 Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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
109 | P a g e
o Kujya impaka ku kamaro k' imvugo ziboneye.
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku icinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza ikinamico
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Inshamake y' ikinamico;
Inshoza n’uturango by’ ikinamico;
Isomo ry’ingenzi.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro
zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane
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musaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa, baranguruye bigana, abakinankuru
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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.
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye
ubwumvane
Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza ikinamico yubahiriza uturango twayo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza ikinamico
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku ikinamico mu mvugo iboneye
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
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.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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
112 | P a g e
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku ikinamico yerekeye ubwumvane
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
o Nyunguramagambo;
o Nsanganyamatsiko y’ ikinamico;
o Ngingo z’umuco;
o Ngingo z’amateka;
o Ndangagaciro na kirazira.
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico
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Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo.
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
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 Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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.
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko
y'ubwumvane
Umukoro mu matsinda
Ikinamico yanditswe
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhimba no gukina neza ikinamico
Inyunguramagambo;
Insanganyamatsiko y’ikinamico;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira;
Utwatuzo n'isesekaza;
Ibyiyumviro by'abakinankuru.
Umwanzuro
Umusaruro w’inyigisho 5.5: Gukoresha neza inzego z’ururimi.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
115 | P a g e
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse
mu ikinamico.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa, baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
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.
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego
z'ururimi
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego
z'ururimi
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gusoma neza no gukurikira ikinamico
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n'utwatuzo;
Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye
Inzego zitandukanye z’ururimi
Imikoreshereze ikwiye y'inzego z'ururimi.
Ubushobozi busuzumwa
Yakoresheje neza inzego z’ururimi
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Umwanzuro
Umusaruro w’inyigisho 5.6: Kubahiriza imyandikire y’amazina bwite
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Amazina bwite
o y’ahantu afite indomo o y’abantu arenze rimwe o y’abantu n’ahantu o y’amavamahanga o y’idini yari asanzweho
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
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 Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku kamaro k'imyandikire ikwiye y'amazina bwite.
o Gutahura no gukosora amakosa mu myandikire
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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
117 | P a g e
y’amazina bwite.
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura, akosora imyandikire y'amazina bwite
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina
bwite
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kubahiriza imyandikire
o y'amazina bwite y’ahantu afite indomo
o y'amazina bwite y’abantu arenze rimwe
o y'amazina bwite y’abantu n’ahantu
o y'amazina bwite y’amavamahanga
o y'amazina bwite y’idini yari asanzweho
Umwanzuro
Ubushobozi busuzumwa
Yubahirije imyandikire y’amazina bwite
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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. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali 10. 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.
11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
118 | P a g e
Competence
C C M I W 5 0 1 - ICT AT WORKPLACE
CCMIW501 Use ICT at workplace
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This course 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 researching and creating documents
with text, graphics and numerical information using commonly used tools such as: Microsoft Office –
(Word, Excel and PowerPoint), Email, and The Internet
Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,
Communicate and collaborate, Locate, use and synthesize information found using technology and
Develop skills necessary to function in this century.
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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. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual
ones in their correct reading order. 1.3 Proper use of special effects
2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network
3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication
removal and Conditional formatting 3.5 Appropriate application of data protection
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Learning unit LU 1: Prepare document Layout
1
Learning Outcomes:
1. Set up a grid structure
2. Arrange text zones and non-textual ones
3. Use special effects
10 Hours
Learning Outcome1.1:Set up a grid structure
- Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))
- Use asymmetrical grids to
add interest to your design.
- Work with margins, row and column gaps (Placement of intentional whitespace).
- Usage of mixed grids.
o Practical exercise on designing a cover page of a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Formative Assessment 1.1
Performance criterion
Proper set up of a grid structure
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/ Ticking - True or false questions - Matching - Sentence completion - Open ended questions - Expose (presentation)
Checklist Score
Yes No
Indicator: Basic grid structures for page layout a are well identified
Indicator: Asymmetrical grids is well detected
Indicator:Working with margins are well described
Observation
Learning Outcome 1.2:Arrange text zones and non-textual ones.
- Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads
- Size and position of images and figures and work with image captions
- Pull quotes and nut graphs which might be added out of course or to make a short story fit the layout
- Box outs and sidebars, which present information as asides from the main text flow
- Page headers and page footers, the contents of which
o Practical exercise on editing and arrange a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Resources Learning activities Content
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are usually uniform across content pages.
- Table of contents - Notes like footnotes and end
notes; bibliography
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
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions - Expose (presentation)
Checklist Score
Yes No
Indicator:Work with Stylesare well identified
Indicator: Size and position of images is well detected
Indicator:Pull quotes and nut graphs is well detected
Indicator:Box outs and sidebars are well identified
Indicator:Page headers are well described
Observation
Learning Outcome 1.3: Use special effects
Resources Learning activities Content
Performance criterion
Proper arrangement of text zones and non-textual ones in their correct reading
order
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- Methods of overlaying text on an image for readability
Position the Text Appropriately
Increase the Contrast Use a Transparent
Overlay Drop Shadow
- Runaround and intrusions, or bleeding an image over the page margin
o Practical exercise on adding special effects in a given document
- Computer - Applications - Trainer manual - Flipcharts - Markers - Flipcharts stand - Computer Lab - Sample of journal
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
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions - Expose (presentation)
Checklist Score
Yes No
Indicator: Methods of overlaying text on an image are well identified
Insert text appropriately
Increase the contrast
Use a transparent overlay
Drop shadow
Indicator: Runaround and intrusions is well detected
Observation
Performance criterion
Proper use of special effects
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Learning unit LU 2: Apply basic computer operations
2
Learning Outcomes:
1. Import, Export, and Convert Data Files
2. Use storage media
3. Apply printer settings
4. Connect computer to the network 10Hours
Learning Outcome 2.1:Import, Export, and Convert Data Files
- Variety of different file formats Formats Typical Extension
- Data Import techniques - Data Export techniques - Compress a file - File Conversion
o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,
Export and Import of files o Appropriate use of storage
media o Appropriate application of
Printer settings o Connect Computer to the
network
˗ Projector ˗ White Board ˗ Computer Lab
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate Conversion, Export and Import of files
Resources Learning activities
Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Variety of different are well identified
- Formats
- Typical Extension
Indicator: Data Import techniquesis well detected
Indicator:Data Export techniquesare well described
Indicator: Compress a fileare well identified
Indicator: File Conversionare well described
Observation
Learning Outcome 2.2:Use of storage media
- Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive or Flash Drive Optical Drive (CD/ DVD discs) Cloud Storage.
- Storage capacity Description of units of data
- Disk formatting Partitioning Erase data
o Brainstorming on storage types
o Practical exercises on disk formatting
˗ Projector ˗ White Board ˗ Computer Lab ˗ Storage devices
Formative Assessment 2.2
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
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Different types of storageare well identified
External removable hard drive
Solid state drive
Network attached storage
USB thumb drive
Cloud storage
Optical drive
Indicator:Storage capacityis well detected
Unit of data
Indicator:Disk formattingare well described
- Partitioning
- Erase data
Observation
Performance criterion
Appropriate use of storage media
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Learning Outcome 2.3:Apply printer settings
Page setup Print preview Print dialog box
Selecting printer name Printer options Printing one or more
copies Printing in black/white
or color Print page ranges
o Exercises on printing one or more copies of a colored document, in black and white
o Printing in landscape, portrait different pages
˗ Computer Lab With Current Word processing Package installed in each computer
˗ Printer ˗ Projector
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/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator: Page setup are well identified
- Print preview
- Print dialog box
Indicator:Selecting printer name is well detected
Printer options
Printing one or more copies
- Printing in black/white or color
- Printing in black/white or color
Performance criterion
Appropriate application of Printer settings
Resources Learning activities Content
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Observation
Learning Outcome 2.4: Connect computer to the network
Common types of area networks based on size Personal area network,
or PAN Local area network, or
LAN Metropolitan area
network, or MAN Wide area network, or
WAN Wireless Local Area
Network or WLAN
Common types of area networks based on main purpose Storage area network, or
SAN Enterprise private
network, or EPN Virtual private network,
or VPN
Connect to the internet
Fixed internet Mobile internet
o Exercises on connect computer to the internet
o
˗ Computer Lab With Internet
˗ Projector
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate connect computer to the network
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Common types of area networks based are well identified
Personal area network, or PAN
Local area network, or LAN
Metropolitan area network
Wide area network, or WAN
Wireless Local Area Network or WLAN
Indicator:Common types of area networks based on main purposeis well detected
Storage area network, or SAN
Enterprise private network, or EPN
Virtual private network, or VPN
Indicator: connect to the internet are well described
Fixed internet
Mobile internet
Observation
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Learning unit LU 3: Manage Data
3
Learning Outcomes:
1. Manage data types
2. Apply data validation
3. Apply logical functions
4. Analyze data
5. Apply data protection
10Hours
Learning Outcome 3.1: Manage data types
- Description of data types Data type (Byte, integer, long,
single, double, currency, decimal, string, Boolean, date, object, variant)
Length Description
- Techniques of entering data types in cells and their default formats
- Labels to describe pieces of information - Values (Raw numbers or dates) - Formulas to perform calculations
o Brainstorming on data types
˗ Computer Lab ˗ Projector
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 management of data types
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator: Description of data are well identified
Data type
Length
Description
Indicator: Techniques of entering is well detected
data types in cell
default formats
Indicator: Labels to describe are well described
Indicator: Valuesis well detected
Indicator: Formulas to perform are well described
Observation
Learning Outcome 3.2:Apply data validation
Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)
Search/Find .Replace
Deleting a range of text
The undo command
Spelling and grammar
Synonyms
o Practical exercises on data validation based on calculation in another cell
- Computer Lab - Projector
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
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Create validation are well identified
Indicator:Search/Find is well detected
Indicator: Deleting a range of textare well described
Observation
Learning Outcome 3.3:Apply logical functions
- Logical function overview (AND, OR, XOR and NOT)
- Between condition (IF function)
o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis
˗ Computer lab ˗ Projector
Resources Learning activities Content
Performance criterion
Proper application of data validation
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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/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Logical function overview are well identified
AND
OR
NOT
XOR
Indicator:Between condition is well detected
IF function
Observation
Learning Outcome 3.4:Analyse data
- Create different types of charts
- Table style and application of conditional formatting
- Duplication removal
o Perform practical exercises on data analysis
o compile activities reports
˗ Computer lab ˗ Projector
Resources Learning activities Content
Performance criterion
Adequate application of Logical functions
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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/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Create different types of chartsare well identified
Line and column charts
Pie
Miniature graphs
Bar
Indicator:Table style is well detected
Application
conditional formatting
Indicator:Duplication removal are well described
Observation
Learning Outcome 3.5:Apply data protection
- Data protection principles Fair and lawful Purposes Adequacy Accuracy
o Compile activities reports ˗ Computer lab ˗ Projector
Resources Learning activities Content
Performance criterion
Adequate performance of data analysis, duplication removal and Conditional
formatting
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Retention Rights Security
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/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Data protection principlesare well identified
Fair and lawful
Purposes
Adequacy
Accuracy
Retention
Rights
Security
Observation
Performance criterion
Appropriate application of data protection
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Reference books:
1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel
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Competence
C C M P E 5 0 1 - PROFESSIONAL ETHICS
CCMPE501 Apply professional ethics
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
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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
3 Apply human values 3.1 Adequate valuation of human right.
3.2 Adequate promotion of integrity
3.3 Convenient valuation of time
3.4 Careful variety of moral issues
4 Respect engineering ethics 4.1 Appropriate application of rules and regulations of the work.
4.2 Adequate application of credible management of the work.
4.3 Adequate team spirit at the work.
5 Apply safety 5.1 Proper risk analysis
5.2 Convenient personal safety precautions
5.3 Adequate respect of hygienic rules
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Learning unit
LU 1:Apply human values
1
Learning Outcomes:
1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyse variety of moral issues
7 Hours
Learning Outcome1.1: Valuate human right
Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)
Intellectual Property Right
Confidentiality
o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality
o Group Discussion on Human Right Issues, Intellectual Property Right and Confidentiality
o Demonstration by video/ Picture of Human right issues
Books
World Health Organization Reports
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Pictures
Computer
Formative Assessment 1.1
Performance criterion
Adequate valuation of human right.
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 exercises
Essay
Matching exercise Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Privacy
Independence
Security
Right to vote
Medication
Education
Employment
Promotion
Leave( Holydays)
Observation
Learning Outcome 1.2:Promote integrity
Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty
Respect for others
o Brainstorming on Civic Virtues o Group Discussion on Civic Virtues o Role play on Civic Virtues o Sketches on Civic Virtues o Site visit on environmentally
Protected areas
Books
Environmental reports ( National and International)
Notebook
Pen
Workshop
Whiteboard/ Black board
Resources Learning activities Content
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Marker pen
Chalks
Projector
Pictures
Computer
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
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Tax Compliance
Environmental Protection
Self-reliance
Honesty
Observation
Performance criterion
Adequate promotion of integrity
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Learning Outcome 1.3: Valuate time
Preparation of Agenda Agenda of Meeting Personal Agenda
o Brainstorming on preparation of Agenda
o Group Discussion on preparation of Agenda
o Practical exercise on preparation of Agenda
Books
Agenda of some meetings
Personal Agenda
Notebook
Pen / Pencil
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Pictures
Computer
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
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Agenda of Meeting
Personal Agenda
Observation
Performance criterion
Convenient valuation of time
Resources Learning activities Content
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Learning Outcome 1.4: Analyse variety of moral issues
Reason of Behaving Unethically
Resource Crunch Opportunity Attitude
o Brainstorming on Reason of Behaving Unethically
o Group Discussion on Reason of Behaving Unethically
Books
Chocks
Blackboard
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
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Resource Crunch
Opportunity
Attitude
Observation
Performance criterion
Careful analysis of variety of moral issues
Resources Learning activities Content
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Learning unit
LU 2:Respect engineering ethics
2
Learning Outcomes:
1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit
15 Hours
Learning Outcome 2.1:Apply rules and regulations of the work.
Different Professional rules and regulations Public Building
regulations Human Settlement
Policies
Labor Code National International
o Brainstorming on Professional rules and regulations and Labor Code
o Group Discussion on Professional rules and regulations and Labor Code
o Demonstration by video/ on Professional rules and regulations and Labor Code
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Pictures
Computer
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate application of rules and regulations of the work.
Resources Learning activities
Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Public Building regulations
Human Settlement Policies
Observation
Learning Outcome 2.2: Apply credible management of the work.
Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory
o Brainstorming on ethical theories about Right Action
o Group Discussion on ethical theories about Right Action
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 2.2
Performance criterion
Adequate application of credible management of the work
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 exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Utilitarian Theory
Duty Ethics
The virtue Theory
Self- realization ethics
Justice (Fairness) theory
Observation
Learning Outcome 2.3: Work with team spirit
Cooperation
Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness
o Brainstorming on cooperation and empathy
o Group Discussion on cooperation and empathy
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 2.3
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 exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Understanding Others
Service Orientation
Uplift others
Leveraging diversity
Political awareness
Observation
Performance criterion
Adequate team spirit at the work.
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Learning unit
LU 3:Apply safety
3
Learning Outcomes:
1. Analyze risk 2. Apply personal safety precautions 3. Respect hygienic rules
8 Hours
Learning Outcome 3.1: Analyse risk
Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect Analysis Fault-tree Analysis Event-tree Analysis Human Error
o Brainstorming on analytical Methods for Risk Analysis
o Group Discussion on analytical Methods for Risk Analysis
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
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 risk analysis
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Scenario Analysis
Failure Mode and Effect Analysis
Fault-tree Analysis
Event-tree Analysis
Human Error
Observation
Learning Outcome 3.2:Apply personal safety precautions
Safety and Risk
Saving Endangered Lives ( Occupational hazards)
Safe Exit
o Brainstorming on Application of personal safety precautions
o Group Discussion on Application of personal safety precautions
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
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
Written
evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Observation
Performance criterion
Convenient personal safety precautions
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Learning Outcome 3.3:Respect hygienic rules
Maintenance of Hygiene
Importance of PPE
o Brainstorming on Maintenance of Hygiene and Importance of PPE
o Group discussion on Maintenance of Hygiene and Importance of PPE
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
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 evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Maintenance of Hygiene
Observation
Performance criterion
Adequate respect of hygienic rules
Resources Learning activities Content
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Reference books:
1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL
PUBLISHERS, India
2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF
COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY
3. Vee, C. and Skitmore, R.M. (2003) Professional ethics in the construction industry. Engineering
Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.
4. AAT Code of Professional Ethics – Version 2.0 January 2014
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Competence
C C M B O 5 0 1 - BUSINESS ORGANISATION
CCMBO501 Organize a business
REQF Level: 5 Learning hours
Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to organize a business which is linked to
organizational strategic outcomes and facilitates the achievement of service delivery. The module will
allow the learner. Identify activities to be accomplished before real business operations, create a
productive working environment, run real business operations and monitor and evaluate the business.
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Learning assumed to be in place
Business plan development
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. Identify activities to be accomplished
before real business operations
1.1 Proper verification of business start-up
requirements
1.2 Accurate recruiting of employees in line with task
requirements
1.3 Effective performing purchasing of business
requirements in line with business plan
2. Create a productive working
environment
2.1 Accurate setting business ethical conduct
2.2 Effective assigning of responsibilities in accordance
with organisation structure
2.3 Permanent matching personal characteristics with
business requirements
2.4 Proper maintain good relationship with customers
and suppliers
3. Run real business operations 3.1 Proper setting of short-term business goals
3.2 Accurate optimizing the utilization of available
resources
3.3 Regular employing targeted promotional and
marketing campaigns
4. Monitor and evaluate the business 4.1 Clear preparation of a daily report of business
activities
4.2 Regular organization of employee’s meeting in
accordance with customer’s inquiries and needs
4.3 Regular consultation of business plan
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Learning unit LU 1: Identify Activities To Be Accomplished For Real Business
1
Learning Outcomes:
1. Verify business start-up requirements
2. Recruit employees in line with task requirements
3. Perform purchasing of business requirements in line with business plan
5 Hours
Learning Outcome1.1: Verify business start-up requirements
Meaning of business requirements
Steps of business requirements estimation
Business location
Working place layout
Office equipment
Office furniture
Raw materials for initial storage
Production equipment and machinery
Production consumables
Start-up finances Quantity of financial
needs
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 ˗ Post note
Resources Learning activities
Content
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Sources finances Allocation of finance
resources
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 Product evidence
Essay& Cases study
True or false question A produced start up plan
Checklist Score
Yes No
Indicator: business start-up requirements are verfied
Meaning of business requirements are explained
Steps of business requirements estimation are explained
Business location
Working place layout
Office equipment
Office furniture
Raw materials for initial storage are identified
Production equipment and machinery are identified
Production consumables are identified
Start-up finances are identified
Quantity of financial needs are identified
Sources finances are identified
Allocation of finance resources are identified
Performance criterion
Proper verification of business start-up requirements
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Observation
Learning Outcome 1.2: Recruit employees in line with task requirements
Meaning of employee recruitment
Functions of employees recruitment Job design and
development Identifying and seeking
candidates Receiving and tracking
applicants Reference and
background checks Testing Interview Evaluation and hiring
Principles of strategic employee recruitment
Factors influencing employees recruitment Internal factors
Budget constraints Expected or trend of
employee separations Production levels Sales increases or
decreases Global expansion plans
External factors
Changes in technology Changes in laws Unemployment rates Shifts in population
o Brainstorming o Questions and answers o Story telling o Problem solving
˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Employee
recruitment template
Resources Learning activities Content
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Shifts in urban, suburban, and rural areas
Competition
Recruitment process Staffing plans and
forecasting Write the job description
and job specifications. Confirm job analysis Have a bidding system to
recruit and review internal candidate qualifications for possible promotions.
Determine the best recruitment strategies for the position.
Implement a recruiting strategy.
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
Oral evidence
Prodiuct evidence
Observation checklist Number of employees recruited
Performance criterion
Accurate recruiting of employees in line with task requirements
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Checklist Score
Yes No
Identified Recruit employees in line with task requirements are identified
Functions of employees recruitment are explained Job design and development Identifying and seeking candidates Receiving and tracking applicants Reference and background checks Testing Interview Evaluation and hiring
Principles of strategic employee recruitment are explained
Factors influencing employees recruitment are explained Internal factors
External factors
Recruitment process are explained Staffing plans and forecasting Write the job description and job specifications. Confirm job analysis Have a bidding system to recruit and review internal candidate qualifications
for possible promotions. Determine the best recruitment strategies for the position. Implement a recruiting strategy.
Observation
Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
Meaning of purchasing
Purpose of purchasing
Types of purchasing Centralised purchasing Decentralised purchasing
Principles of purchasing Right price Right quality Right quantity
o Brainstorming o Questions and answers o Story telling o Problem solving
˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Template of documents
used in purchasing
Resources Learning activities Content
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Right time Right place
Purchasing procedures Meaning Steps involved in
purchasing procedures
Documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account
Meaning of suppliers
Factors influencing choice of effective suppliers
process
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
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Performance criterion
Effective performing purchasing of business requirements in line with business
plan
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Checklist Score
Yes No
Indicator: Perform purchasing of business requirements in line with business plan are explained
Purpose of purchasing are explained
Types of purchasing are explained Centralised purchasing Decentralised purchasing
Principles of purchasing are explained Right price Right quality Right quantity Right time Right place
Purchasing procedures are explained Meaning Steps involved in purchasing procedures
Documents used in purchasing procedures are explained Material requisition form
Inquiry
Reply
Purchase order
Advice note
Delivery note
Invoice
Credit status inquiry
Debit note
Credit note
Receipt
Statement of account
Factors influencing choice of effective suppliers are explained
Observation
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Learning unit LU 2: Create a productive working environment
2
Learning Outcomes:
1. Set business ethical conduct
2. Assign responsibilities in accordance with organisation structure
3. Match personal characteristics with business requirements
4. Maintain good relationship with customers and suppliers 7Hours
Learning Outcome 2.1: Set business ethical conduct
Define term ethical conduct
Objectives of ethical conduct in a business
Rules and regulations of the business Positive attitude
required to business members
sanctions proposed by the law in business
Types of unethical behavior in a business Mistreating Employees Financial Misconduct Misrepresentation
Techniques of encouraging a positive ethical behaviour in business Rewards Expectations Training Policies
Ways to address address unethical behaviour at the workplace
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Resources Learning activities
Content
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Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
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
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Problem solving Observation checklist
Checklist Score
Yes No
Indicator: business ethical conduct setted
Objectives of ethical conduct in a business are explained
Rules and regulations of the business are identified Positive attitude required to business members
sanctions proposed by the law in business
Types of unethical behaviour in a business are identified Mistreating Employees
Financial Misconduct
Techniques of encouraging a positive ethical behaviour in business are identified Rewards
Expectations
Performance criterion
Accurate setting business ethical conduct
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Training
Policies
Ways to address unethical behaviour at the workplace are identified
Methods of handling unethical conduct in business are identified
Importance of positive ethical conduct in the business are identified
Observation
Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure
Meaning of responsibilities assignment in business
Attribution of responsibilities Estimation of volume of task Determination of task’s
requirements Allowing time to the volume of
task
Responsibility assignment matrix RAC (Responsible, Accountable,
Consulted and Informed).
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan
templateIncluding 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.
Performance criterion
Effective assigning of responsibilities in accordance with organisation structure
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
: Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: responsibilities in accordance with organisation structure are assigned
Meaning of responsibilities assignment in business are explained
Attribution of responsibilities are identified Estimation of volume of task Determination of task’s requirements Allowing time to the volume of task
Responsibility assignment matrix are identified
RAC (Responsible, Accountable, Consulted and Informed)
Observation
Learning Outcome 2. 3: Match personal characteristics with business requirements
Self assessment of time management practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan
templateInclu
Resources Learning activities Content
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Defining strategies to eliminate gaps
Self assessment in motivating employees practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in financial practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in inventory practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
ding questions that guiding trainee to write a business plan
Formative Assessment 2.3
Performance criterion
Permanent matching personal characteristics with business requirements
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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 exercises Essay& Cases study
True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Match personal characteristics with business requirements identfied
Self assessment of time management practices are applied Defining tool of assessment
Self Assessment
Measuring gap between personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in motivating employees practices are applied assessment
Self Assessment
Measuring gap between personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in financial practices are applied Defining tool of assessment
Self Assessment
Measuring gap between personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in inventory practices are applied Defining tool of assessment
Self Assessment
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Measuring gap between personal characteristics and business requirements
Defining strategies to eliminate gaps
Observation
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Learning Outcome 2. 4: Maintain good relationship with customers and suppliers
Meaning of a term relationship in a business
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship with: customers suppliers
Importance of maintaining good customers and suppliers relationship to the business: With customers With suppliers
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship.
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
Oral evidence
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Performance criterion
Proper maintaining of good relationship with customers and suppliers
Resources Learning activities Content
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Checklist Score
Yes No
Indictor : Maintain good relationship with customers and suppliers are explained
Purpose of maintaining a good relationship with customers and suppliers are identified
Methods used to Maintain good relationship are identified
Importance of maintaining good customers and suppliers relationship are identified
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship are identified
Observation
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Learning unit LU 3: Run real business operation
3
Learning Outcomes:
1. Set of short-term business goals
2. Optimize the utilization of available resources
3. Employ targeted promotional and marketing campaigns
10Hours
Learning Outcome 3.1: Set of short-term business goals
Defining business goals
Categorization of business goals
Long-term goals Medium goals Short-term goals
Setting business: Long-term goals Medium goals Short-term goals
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Risk analysis
template
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 setting of short-term business goals
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Set of short-term business goals are explained
Categorization of business goals explained
Setting business: Long-term goals Medium goals Short-term goals
Observation
Learning Outcome 3.2: Optimize the utilization of available resources
Meaning of business resources
Types of business resources Financial resources Assets Human resources Technological resources
Purpose of optimizing the utilisation of available resources
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources: Procedures of using resources Targeted result Anticipated emergencies in
planning
o Brainstorming on identifying meaning of key words
o Oral presentation Demonstration of contingency plan samples
o Group discussion o Documentary research o Internet research o Practical exercise on
identifying risk to be covered by a contingency plan
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan ˗ Computer
Resources Learning activities Content
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Inventory planed
Importance of optimizing available resources for: Employees Business owners Business stakeholders
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
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Optimize the utilization of available resources are explained
Types of business resources are explained Financial resources
Assets
Human resources
Technological resources
Purpose of optimizing the utilisation of available resources are explained
Methods to optimise utilisation of available resources Are identified
Methods used to control utilisation of resources are identified Procedures of using resources
Targeted result
Anticipated emergencies in planning
Performance criterion
Accurate optimizing the utilization of available resources
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Inventory planed
Importance of optimizing available resources are described Employees
Business owners
Business stakeholders
Observation
Learning Outcome 3.3: Employ targeted promotional and marketing campaigns
Product promotion Meaning Aspects of product promotion
Advertising product or brand Generating sales Creating brand loyalty
Elements/tools/piece of promotional mi/plan
Public relations/publicity Advertising Sales promotion Personal selling Direct marketing
Promotional strategies
Get the most out of social media
Generate conversation with swag
Offer incentives with targeted landing pages
Appeal locally and create an event
Boost your brand with education
Establishing promotional
mix/plan
o Brainstorming on identifying meaning of key words
o Oral presentation Demonstration of contingency plan samples
o Group discussion o Documentary research o Internet research o Practical exercise on
defining contingency plan
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Role play
scenarios ˗ Business plan ˗ Computer
Resources Learning activities Content
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Marketing campaign Meaning Aspects of marketing campaign
Components of marketing campaign
Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views Leads Customers
Marketing campaign strategy
Clear & concise calls-to-action.
Hyper-target to a niche Audience.
Create a story that speaks to all Medias.
Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Regular employing targeted promotional and marketing campaigns
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Employ targeted promotional and marketing campaigns are explained
Product promotion is explained Aspects of product promotion
Advertising product or brand Generating sales Creating brand loyalty
Elements/tools/piece of promotional plan are identified Public relations/publicity
Advertising
Sales promotion
Personal selling
Direct marketing
Promotional strategies are described Get the most out of social media
Generate conversation with swag
Offer incentives with targeted landing pages
Appeal locally and create an event
Boost your brand with education
Establishing promotional mix/plan of marketing campaign are identified Components of marketing campaign
Marketing Offer Creation
Goal Setting
Landing Page
Drive Traffic
Lead Nurturing
End & Analyze Your Campaign
Views
Leads
Customers
Aspects of marketing campaign are identified Clear & concise calls-to-action.
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Hyper-target to a niche Audience.
Create a story that speaks to all Medias.
Make it easy to Share.
Inspire interaction.
Use a memorable and repeatable Spokesperson.
Observation
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Learning unit LU 4: Monitor and evaluate the business
4
Learning Outcomes:
1. Prepare a daily report of business activities
2. Organize employee’s meeting in accordance with customer’s
inquiries and needs
3. Consult to business plan 8 Hours
Learning Outcome 4.1: Prepare a daily report of business activities
Meaning of business daily report
Purpose of business daily report
Format of daily report of business activities
Importance of business daily report to the business
o Brainstorming on present the business plan
o Demonstration on present the business plan
o Practical exercise on present the business plan
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ play scenarios ˗ Computer
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear preparation of a daily report of business activities
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: a daily report of business activities is prepared
Meaning of business daily report is explained
Purpose of business daily report is explained is explained
Format of daily report of business activities is explained
Importance of business daily report to the business is explained
Observation
Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries and needs
Meaning of effective employees’ meeting
Purpose of employee’s meeting
Meaning of customer inquiries and needs
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
Ways to make employee meeting more engaging
o Brainstorming on communication of business plan, strategy and outcomes
o Role play on communication of business plan, strategy and outcomes
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet
Resources Learning activities Content
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Facilitate brainstorming session
Stand up Set meeting goals
together Offer incentives and
rewards Set a clear framework
in advance
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
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Observation checklist
Checklist Score
Yes No
Indictor :Organize employee’s meeting in accordance with customer’s inquiries and needs are explained
Meaning of customer inquiries and needs is explained
Ways to make employee meeting more engaging are explained Facilitate brainstorming session
Stand up
Set meeting goals together
Offer incentives and rewards
Set a clear framework in advance
Purpose of employee’s meeting is explained
Performance criterion
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
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Ways of gathering customer’s inquiries and needs are explained
Steps of effective employee’s meeting are explained Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
Observation
Learning Outcome 4.3: Consult to business plan
Purpose of business plan for the business
Purpose of consulting business plan during a business operations
Critical part of the business to be considered while running business
Identification of what to be consulted in your business plan
Using business plan as tool
o Brainstorming on importance of presenting business plan.
o Role play on importance of presenting business plan.
˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Regular consultation of business plan
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Oral evidence
Product evidence
Proposed tools: Observation checklist A produced consultation plan
Checklist Score
Yes No
Indicator: Consult to business plan is explained
Purpose of consulting business plan during a business operations is explained
Critical part of the business to be considered while running business is explained
Identification of what to be consulted in your business plan is explained
Using business plan as tool is explained
Observation
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Reference books:
Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions, third
edition. Uganda: Kyambogo University.
SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
Read more: http://www.businessdictionary.com/definition/breakeven-point.html
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Competence
E L S I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
ELSIA501 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 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…
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
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
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
Resources Learning activities Content
Performance criterion
Appropriate use of resources in the community or nationwide to find internship/employment information
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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
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
Resources Learning activities Content
Performance criterion
Proper writing of a basic accurate and neat CV
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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
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
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Learning Outcome 2.2: Manage time.
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
Resources Learning activities Content
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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
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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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 :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.
Resources Learning activities Content
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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
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.
Resources Learning activities Content
Performance criterion
Appropriate respect of worker’s rights and responsibilities at the workplace
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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
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
Performance criterion
Appropriate respect of employer’s rights and responsibilities at the workplace
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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
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
Resources Learning activities Content
201 | P a g e
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
202 | P a g e
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
203 | P a g e
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
Performance criterion
Adequate outlining of findings and experience
Resources Learning activities Content
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Take Time to Write Your Log.
Use a Rough Book.
Have One Logbook Per Project
Keep a Summary List
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
205 | P a g e
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
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Active participation in the assessment of one’s internship
Resources Learning activities Content
206 | P a g e
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
Competence
G E N A M 5 0 1 - ADVANCED ANALYSIS AND STATISTICS
GENAM501 Apply Advanced analysis and statistics
REQF Level: 5 Learning hours
Credits: 8 80
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 and
statistics. At the end of this module, the trainee of Level Five will be able to apply integration, measure
of dispersion and interpret bivariate data. As Mathematics is a tool of different fields, this module will
be useful to trainee as a means of both measuring and improving their understanding of Mathematics
and he/she will be prepared to perform well in higher education or anywhere in any fields that require
some knowledge of mathematics especially integration and statistics as well as working in design,
financial and economics, good performance in critical thinking, data analysis with their interpretation,
and so on.
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 fundamentals of integrals
7.1. Proper determination of primitive functions based on definition.
7.2. Proper calculation of definite integrals based on definition.
7.3. Proper application of definite integrals through sketching and calculations.
2. Identify measures of dispersion and interpret bivariate data
8.1. Accurate determination of measures of dispersion according to definitions and calculations.
8.2. Appropriate identification of bivariate data measures based on definitions and calculations.
8.3. Appropriate determination of regression line based on calculations and plotting.
Learning unit LU 1: Apply fundamentals of integrals
1
Learning Outcomes:
1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals
50 Hours
Learning Outcome 1.1:Calculate the primitive functions
Definition
Properties The derivative of the indefinite
integral The integral of differential of a
function Factor out constant function from
integral sign The indefinite integral of the
algebraic sum of two functions Immediate primitive
Techniques of integration Integration by change of variable Integration by decomposition Integration by parts
o Group discussion on primitive function
o Practical exercises o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Formative Assessment 1.1
Performance criterion
Proper determination of primitive functions based on definition
Resources Learning activities Content
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
Checklist Score
Yes No
Indicator:Definition of primitive function is given
Definition of primitive function is well given
Indicator: Properties of primitive functions are correctly applied
The derivative of the indefinite integral
The integral of differential of a function
Factor out constant function from integral sign
The indefinite integral of the algebraic sum of two functions
Indicator:Tecniques of integration are appropriately used
Integrals calculation by Immediate primitive
Integrals calculation by change of variable
Integrals calculation by decomposition
Integrals calculation by parts
Observation
Learning Outcome 1.2:Calculate definite integrals
Definition
Methods of integration Integration of definite integrals by
change of variable Integration of definite integrals by
decomposition Integration of definite integrals by
parts
o Group discussion on definite integral
o Practical exercises o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Resources Learning activities Content
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
Multiple choice questions Open questions
Checklist Score
Yes No
Indicator : Definition of definite integral is given
Definition of definite integral is well given
Indicator:Tecnique of integration is appropriately applied
Integration of definite integrals by immediate primitive is perfectly done
Integration of definite integrals by decomposition is perfectly done
Integration of definite integrals by decomposition is perfectly done
Integration of definite integrals by parts is perfectly done
Observation
Learning Outcome 1.3:Apply definite integrals
Calculation of area
Calculation of volume
Calculation of the length of curved surface
o Group discussion on definite integral and its application
o Practical exercises o Documentary Research
- Hand-out notes - Reference books - Didactic materials
such as manila paper, …
- Internet
Resources Learning activities Content
Performance criterion
Proper calculation of definite integrals based on definition
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
Short questions Open questions Curve sketching
Checklist Score
Yes No
Indicator: Application of definite integrals is conveniently performed
Calculation of area for regular shape using definite integrals is properly done
Calculation of area for irregular shape using definite integrals is properly done
Calculation of volume using definite integrals is properly done
Calculation of length of curved surface using definite integrals is properly done
Observation
Performance criterion
Proper application of definite integrals through sketching and calculations
Learning unit LU 2: Identify measures of dispersion and interpret bivariate data
2
Learning Outcomes:
1. Identify the measures of dispersion 2. Describe the measures of the bivariate data 3. Determine the regression line
30 Hours
Learning Outcome 2.1:Identifythe measures of dispersion
Variance
Standard deviation
Coefficient of variation
o Group discussion on measures of dispersion
o Practical exercises standard deviation and coefficient of variation
o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
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 Short questions Open questions
Performance criterion
Accurate determination of measures of dispersion according to definitions and calculations
Resources Learning activities Content
Checklist Score
Yes No
Indicator : Definition of a measure of dispersion is well given
Definition of Variance is well given
Definition of Standard deviation is well given
Indicator : Calculation of a given measure of dispersion is perfectly done
Calculation of Variance is accurately done
Calculation of Standard deviation is accurately done
Calculation of Coefficient of variation is accurately done
Observation
Learning Outcome 2.2:Describe the measures of the bivariate data
Correlation
Covariance
Coefficient of correlation
o Group discussion on correlation
o Practical exercises on covariance and coefficient of correlation
o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
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
Short questions Open questions
Checklist Score
Yes No
Performance criterion
Appropriate identification of bivariate data measures based on definitions and
calculations
Resources Learning activities Content
Indicator : Definition of a given measure of bivariate data is well given
Definition of Correlation is well done
Definition of Covariance is well done
Indicator : Calculation of a given measure of bivarriate data is correctly done
Calculation of Covariance is accurately done
Calculation of Coefficient of correlation is accurately done
Observation
Learning Outcome 2.3:Determine the regression line
Definitions Scatter diagram Regression lines
Calculation and plotting of regression lines
o Group discussion on scatter diagram
o Practical exercises on equation of regression line
o Documentary Research
- Hand-out notes - Reference books - Geometric
instruments (Ruler, T-square,..)
- Didactic materials such as manila paper, …
- Internet
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
Short question Open questions Scatter diagram and plotted regression lines
Checklist Score
Performance criterion
Appropriate determination of regression line based on calculations and plotting
Resources Learning activities Content
Reference books:
Yes No
Indicator : Definition is given
Scatter diagram is properly defined
Regression line is properly defined
Indicator : Calculation is accurately peformed
Calculation of coefficient of regression line of y on x
Determination of regression line of y on x
Calculation of coefficient of regression line of x on y
Determination of regression line of x on y
Indicator : Graphical presentation is accurate
Presentation of scatter diagram is properly done
Plotting regression line of y on x is appropriately done
Plotting regression line of x on y is appropriately done
Observation
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
G E N G P 5 0 1 - GENERAL PHYSICS
GENGP501 Apply general physics
REQF Level: 5 Learning hours
Credits: 3 50
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This general module describes the knowledge, skills, and attitude required to apply concepts of physics.
At the end of this module, the trainee will be able to describe source of energy, motion in orbits,
communication system, climate change and greenhouse effect. He/she will also be able to apply
Newton’s laws and Kepler’s Laws; apply refractive index and total internal reflection in optical fibers.
This module will facilitate the trainee to perform well his/her tasks. It will be useful to trainee to be
prepared to perform well in higher education or analyze data and solve problems in the sciences and
engineering, as well as in economics and public policy.
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. Characterize sources of energy in
the world
1.1. Proper identification of types of energy according
to the sources
1.2. Accurate description of extraction and creation
of energy based on sources
1.3. Proper analysis of relative advantages and
disadvantages of various energy sources
according to the sources.
2. Describe motion in orbits
2.1 Clear application of gravitation based on
Newton’s law
2.2 Accurate explanation of planetary motion
according to Kepler’s laws
2.3 Proper description of satellites and rockets
according their motion in orbits
3. Categorize Mobile phone and
radio communication.
3.1 Proper interpretation of concepts based on
transmission system
3.2 Clear description of principle of cellular radio and
Structure of cellular network
3.3 Adequate identification of types of modulations
(AM, FM, and PM) based on communication
systems
3.4 Clear description of Post, telegraph and
telephone (PTT) according to telecommunication
4 Describe Climate change and
Greenhouse effect.
4.1 Clear Description of intensity of the sun’s radiation reaching planets based on climate change
4.2 Clear explanation of Greenhouse effect according to climate change
4.3 Proper explanation of climate change and relate
facts based on concept of physics
5 Describe Earthquakes, Tsunami,
floods landslides and cyclone
5.1 Clear description of Causes of earthquakes,
Tsunami, floods landslide and cyclone on earth
‘surface
5.2 Proper determination of effect of earthquakes on
environment based on earth ‘surface
5.3 Accurate Understanding of Safety and
emergency measure son earth ‘surface
6 Describe optical fibre in
telecommunication systems
6.1 Clear description of principle of operation of
optical fibers according to physical properties of
light
6.2 Proper identification of the types of optical fiber
based on the composition of optical fiber
6.3 Accurate description of mechanism of
attenuation in an optical fiber according to the
working principle of optic fiber
6.4 Clear description of optical transmitter and
optical receiver according to transmitter system
LU 1: Sources of Energy in the world
1
Learning Outcomes:
1. Identify types of energy according to the sources 2. Describe extraction and creation of energy based on sources 3. Analyze relative advantages and disadvantages of various energy
sources according to the sources 4. relative advantages and disadvantages of various energy sources
according to the sources 7 Hours
Learning Outcome1.1: Identify types of energy according to the sources
Description of energy:
Definition of source of energy
Identification of sources of energy: Renewable
Biomass, biogas, geothermal, wood waste, hydropower, wind, solar
Non-renewable Crude oil (
petroleum) Natural gas, Coal Nuclear energy
o Discuss in groups and present on renewable and non-renewable energy sources.
o Search internet for details on
world energy resources.
- Pictures - Video, - Projector - Computer - Internet
Formative Assessment 1.1
Resources Learning activities
Content
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 exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Source of energy is well defined:
Indicator: Types of source energy are well identified
Renewable energy
Non-renewable energy
Observation
Learning Outcome 1.2: Describe extraction and creation of energy based on sources
Explanation of two sources of energies:
Renewable energy. Non-renewable
energy. Creation of energy.
o Discuss in groups and present
on extraction and creation of
renewable and non-renewable
energy sources.
- Pictures
- Video,
- Projector
- Computer
Formative Assessment 1.2
Resources Learning activities Content
Performance criterion
Proper identification of types of energy according to the sources
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 exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: source of energies are well explained:
Renewable energy
Non-renewable energy
Indicator: Creation of source energies is well explained:
Creation of renewable energy
Creation of non –renewable
Observation
Learning Outcome 1.3: Analyze relative advantages and disadvantages of various energy sources
according to the sources
Performance criterion
Accurate description of extraction and creation of energy based on sources
Advantages and disadvantages of Non- renewable (fossil fuel) energy :
Oil coal natural gases
Advantages and disadvantages of renewable sources:
Wind Solar Geothermal hydropower
o Discuss in groups and present on advantages of renewable energy sources.
o Discuss in groups and present on Disadvantages of renewable energy sources.
o Discuss in groups and present on advantages of non-renewable energy sources.
o Discuss in groups and present on non-renewable energy sources.
- Video,
- Projector
- Internet - Books
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Advantages of fossil fuel are well analyzed:
Oil
Performance criterion
Proper analysis of relative advantages and disadvantages of various energy
sources according to the sources
Resources Learning activities Content
coal
natural gases
Indicator: Disadvantages of fossil fuel are well analyzed:
Oil
coal
natural gases
Indicator: Advantages of renewable sources are well analyzed:
Wind
Solar
Geothermal
Hydropower
Indicator: Disadvantages of renewable sources are well analyzed:
Wind
Solar
Geothermal
Hydropower
Observation
LU 2: Motion in orbits
2
Learning Outcomes:
1. Apply gravitation based on Newton’s law 2. Explain planetary motion according to Kepler’s laws 3. Describe satellites and rockets according their motion in orbits
10 Hours
Learning Outcome 2.1: Apply gravitation based on Newton’s law
Definition of orbit
motion
Description of Newton’s law:
State of Newton ‘s law of gravitation
Properties of gravitational force
Application of Newton’s law of gravitation
o Brainstorming o Group discussion
o research Search internet for details on planetary motion
- Internet - Video - Reference books - Picture - Computer -
Formative Assessment 2.1
Performance criterion
Clear application of gravitation based on Newton’s law
Resources Learning activities
Content
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 exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator:orbit motion is well defined
Indicator:Newton’s law of gravitation is well described:
Newton ‘s law of gravitation is stated
Newton ‘s law of gravitation is applied
Properties of gravitational force are explained
Observation
Learning Outcome 2.2: Explain planetary motion according to Kepler’s laws
Definition of Planetary motion
Description of Kepler ‘laws:
Kepler ‘laws.
Application of Kepler
‘laws.
o Use simulators to
demonstrate Kepler’s
laws of planetary motion
and present
o In working in groups
discuss Kepler’s laws of
planetary motion and
present summary
o Search internet for
details on planetary
motion
- Books
- Internet
- Picture
- Projector
- Video
Resources Learning activities Content
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving on kepler’s laws
Checklist Score
Yes No
Indicator: planetary motion is well defined
Indicator: Kepler’s laws are well described :
Kepler’s laws are stated
Kepler’ laws are applied
Observation
Performance criterion
Accurate explanation of planetary motion according to Kepler’s laws
Learning Outcome 2.3: Describe satellites and rockers according to their motion
Power
Definition of Rockets
Description of Spacecraft propulsion:
Its characteristics
Classification of spacecraft propulsion:
Chemical propulsion Electric propulsion Nuclear propulsion
Description of Satellites: Types of satellites
orbits
Explanation of three Cosmic velocities:
First cosmic velocity Second cosmic
velocity Third cosmic velocity
o Discuss in groups cosmic
velocities and present findings. o Work in groups to compute
problems related to planetary motion and cosmic velocities.
o Search internet for details on planetary motion
- Books
- Internet
- Picture
- Projector
- video
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving on cosmic velocities
Performance criterion
Proper description of satellites and rockets according their motion in orbits
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Rocket is well defined
Rocket
Indicator: Spacecraft propulsion is well described
Spacecraft propulsion is defined
Spacecraft propulsion are characterized
Indicator: propulsion systems are well classified
Nuclear propulsion
Chemical propulsion
Electric propulsion
Indicator: Satellite is well defined
Satellite
Indicator: Types of satellites are well explained:
Geo-stationary earth orbit
Medium Earth orbit
Low earth orbit
Highly elliptical orbit
Indicator: Cosmic velocities are well explained
First cosmic velocity
Second cosmic velocity
Third cosmic velocity
Observation
LU 3: Mobile phone and radio communication
3
Learning Outcomes:
1. Interpret concepts based on transmission system 2. Describe principle of cellular radio and Structure of
cellular network. 3. Identify types of modulations (AM, FM, and PM) based on
communication systems. 4. Describe Post, telegraph and telephone (PTT) according
to telecommunication
9 Hours
Learning Outcome 3.1: Interpret concepts based on transmission system
Explanation of transmission system.
Description of terms used in
transmission system:
Transmitter
Channel
Receiver
Digital communication
Analog communication
o Role play
o Group discussion
o Presentation
- Books
- Internet
- Picture
- Projector
- video
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 interpretation of concepts based on transmission
Resources Learning activities Content
Written evidence
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Transmission system is well defined:
Transmission system
Indicator : Terms used in transmission system are well described:
Transmitter
Chanel
Receiver
Digital communication
Analog communication
Observation
Learning Outcome 3.2: Describe Principle of cellular radio and Structure of cellular network.
Explanation of cellular radio.
Illustration of structure of cellular network.
Explanation of principle of cellular radio
Explanation of cellular network.
o Research internet
o Work in groups and
assemble simple
cellular radio.
- Books
- internet
- projector
- videos
Formative Assessment 3.2
Resources Learning activities Content
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 exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator:cellular radio is well explained:
Cellular radio
Indicator: Structure of cellular network is well illustrated:
Cellular network
Indicator: Principle of cellular radio is well explained:
Principle of cellular radio
Indicator: Principle of cellular network is well explained:
Principle of cellular network
Observation
Learning Outcome 3.3: Identify types of modulations (AM, FM, and PM) based on
communication systems.
Performance criterion
Clear description of principle of cellular radio and Structure of cellular network
Definition of modulation.
Explanation of types of modulation:
Frequency modulation
Amplitude modulation
Phase modulation
o Group discussion o Role play o Presentation o Role play in groups about
types of modulation
- Books
- internet
- Radio
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator:modulation is well defined:
Modulation
Indicator: Types of modulation are well explained
Amplitude modulation
Phase modulation
Frequency modulation
Observation
Performance criterion
Adequate identification of types of modulations (AM, FM, and PM) based on
communication systems
Resources Learning activities Content
Learning Outcome 3.4: Describe Post, telegraph and telephone (PTT) according to
telecommunication
Explanation of postal, telegraph
and telephone services :
Postal
Telegraph
Telephone
o Group discussion o Role play in groups o Presentation o Discuss difference in
telephone and radio systems.
- Electric wires, - microphone, - loudspeaker.
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Postal, telegraph and telephone services are well explained:
Postal
Performance criterion
Clear description of Post, telegraph and telephone (PTT) according to
telecommunication.
Resources Learning activities Content
Telegraph
Telephone
Observation
LU 4: Mobile phone and radio communication
4
Learning Outcomes:
1. Describe intensity of the sun’s radiation reaching planets on climate change
2. Explain Greenhouse effect according to climate change 3. Explain climate change and relate facts based on the concepts
of physics 7 Hours
Learning Outcome 4.1: Describe intensity of the sun’s radiation reaching planets based on
climate change
Definition of black body radiation
Description of Intensity of the sun’s radiation and Albedo
Definition of intensity of the sun’s radiation
Definition of Albedo Application of
formula of Albedo
Factors affecting planet’s Albedo:
Clouds Oceans Thick vegetation
covers or forested areas
Surface Albedo.
o Brainstorming o Group work o Presentations
˗ Reference books ˗ Internet ˗ Scenario ˗ Environmental
journals
Formative Assessment 4.1
Resources Learning activities Content
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 exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Black body radiation is well defined:
black body radiation
Indicator :intensity of the sun’s radiation is well described:
Intensity of the sun’s radiation well defined
Albedo is well defined
Formula of Albedo is well applied
Indicator : Factors affecting Earth’s Albedo are well explained:
Clouds
Oceans
Thick vegetation covers or forested areas
Surface Albedo
Observation
Performance criterion
Clear Description of intensity of the sun’s radiation reaching planets based on
climate change
Learning Outcome 4.2: Explain Greenhouse effect according to climate change
Definition of Greenhouse gases
Explanation of Impact of greenhouse effect on climate change: Global warming
Explanation of Human activities causing global warming
Burning of fossil fuel Deforestation Agriculture
Explanation of Natural activities causing Global warming:
Volcanicity Ocean currents
o In group discuss and
present on the application of energy from greenhouse effect
o Search internet for information on climate change and greenhouse effect
o Fieldwork: visit a greenhouse and report
o Investigate sources of major greenhouse gases .
˗ Books ˗ Internet ˗ Scenario ˗ Computer ˗ Greenhouse ˗ Environmental
journals
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Performance criterion
Clear explanation of Greenhouse effect according to climate change
Resources Learning activities Content
Yes No
Indicator:Greenhouse gases are well defined:
Greenhouse gases
Indicator: Impact of greenhouse effect are explained:
Greater strength of extreme weather events
Increasing number and size of forest fires
Rising sea levels
Melting of glaciers and polar ice
Increasing acidity in the ocean, resulting in bleaching of coral reefs and damage To oceanic wildlife
Indicator:Human activities causing global warming are well explained:
Burning of fossil fuel
Deforestation
Agriculture
Indicator: Human activities causing global warming are well explained:
Volcanicity
Ocean currents
Observation
Learning Outcome 4.3: Explain climate change and relate facts based on concept of physics
Explanation of Climate change related facts:
Climate lag Climate model climate feedback
Explanation of Causes of climate.
o Discus in groups causes of climate change
o Search internet for information on climate change.
˗ books ˗ Internet ˗ Greenhou
se, Environmental journals.
Formative Assessment 4.3
Performance criterion
Proper explanations of climate change and relate facts based on concept of
physics
Resources Learning activities Content
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 Written evidence
Multiple choice questions
True-False questions
Matching
Presentation
Checklist Score
Yes No
Indicator: Climate change and relate facts are well explained:
Climate change
Climate lag
Climate model
Climate feedback
Indicator: Causes of climate change are well explained:
burning large amounts of fossil fuels
deforestation
Observation
LU 5: Earthquakes, Tsunami, floods landslides and cyclone
5
Learning Outcomes:
1. Describe Causes of earthquakes, Tsunami, floods landslide and cyclone based on surface of the earth
2. Determine effect of earthquakes on environment based on the surface the earth.
3. Describe safety and emergency measures based on the surface of the earth.
7Hours
Learning Outcome 5.1: Describe Causes of earthquakes, Tsunami, floods landslide and cyclone
based on surface of the earth.
Definition of: Earthquakes Tsunami, Floods Landslide Cyclone.
Explanation of causes of: Earthquakes Tsunami Floods Landslide Cyclone.
o Brainstorming o Presentations o Research o Work in groups simulate
earthquakes, flood, tsunami, cyclone etc
o Carry out internet search for causes of earthquakes, Tsunami and landslides on the environment
o In groups, discuss relationship of physics concepts to occurrence of earthquakes, landslide, floods and tsunami
- Seismometers, - Journals and
scientific reports - Computer
simulation software
Formative Assessment 5.1
Performance criterion
Description of Causes of earthquakes, Tsunami, floods landslide and cyclone
based on earth ‘surface
Resources Learning activities Content
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 Written evidence
o
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Earthquakes , Tsunami , Floods , landslides and cyclones are well defined:
earthquakes
Tsunami
floods
landslides
Cyclone
Indicator: Causes of earthquakes , Tsunami , Floods , landslides and cyclones are well listed:
earthquakes
Tsunami
Floods
landslides
Cyclones
Observation
Learning Outcome 5.2: Determine effect of earthquakes on environment based on surface of
earth
o Explanation of effects of
earthquakes on environment: geological faults, volcanic activity, landslides, mine blasts.
o Group discussion o Group presentation o Carry out internet
search for occurrence and impact of earthquakes on environment.
˗ Environment ˗ Simulations
software, ˗ Journals and
scientific reports, ˗ pluviometer, ˗ Thermometer
Formative Assessment 5.2
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 Written evidence
o
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Effects of earthquakes on environment are well explained:
Geological faults
Volcanic activity
Landslides
Mine blasts
Observation
Performance criterion
Proper determination of effect of earthquakes on environment based on
surface of the earth
Resources Learning activities Content
Learning Outcome 5.3: Explain Identify safety and emergency measures based on surface of
the earth
o Identification of safety and emergency measures on
an earthquake: Preventive measures Control measures Adaptive measures
o Illustration of safety and emergency measures on landslides:
Preventive measures Control measures Adaptive measures
o Illustration of safety and emergency measures on cyclones:
Preventive measures Control measures Adaptive measures
o Illustration of safety and
emergency measures on
Floods: Preventive measures Control measures Adaptive measures
o Work in groups o Groups discussion o Carry out internet
- seismometers, - journals and
scientific reports ,
- computer simulation software
Formative Assessment 5.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate identification of Safety and emergency measures based on surface of
the earth
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence Written evidence
Multiple choice questions
True-False questions
Matching
Checklist Score
Yes No
Indicator: safety and emergency measures of earthquakes are well illustrated :
Preventive measures
Control measures
Adaptive measures
Indicator: safety and emergency measures of landslides are well illustrated :
Preventive measures
Control measures
Adaptive measures
Indicator: safety and emergency measures of cyclones are well illustrated :
Preventive measures
Control measures
Adaptive measures
Indicator: safety and emergency measures of floods are well illustrated :
Preventive measures
Control measures
Adaptive measures
Observation
LU 6: Earthquakes, Tsunami, floods landslides and cyclone
6
Learning Outcomes:
1. Describe the principle of operation of optical fibers according to physical properties of light
2. Identify types of optical fiber based on the composition of optical fiber
3. Describe mechanism of attenuation in an optical fiber according to the working principle of optical fiber
4. Describe Optical transmitter and optical receiver. According to transmission system
10Hours
Learning Outcome 6.1: Describe the principle of operation of optical fibres according to
physical properties of light
Description of optical fiber Definition of optical
fiber Layers that make up
an optical fibre: Core Cladding Coating
Illustration of the structure of an optical fibre
Explanation of refraction index of light: Refractive index Formula of refractive
index
Explanation of total internal reflection: Total internal reflection Formula of critical angle
o Group discussion o Roles play. o Search internet o Solving problems on
refractive index and total internal reflection
˗ Books ˗ Internet ˗ Simulation
Formative Assessment 6.1
Resources Learning activities Content
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 Written evidence
12Hours
Multiple choice exercises Matching Exercises True or false questioning
Problem solving on critical angle and refractive index
Checklist Score
Yes No
Indicator: Optical fibre is defined:
Definition of optical fiber
Indicator: Layers made up on optical fibre:
Core
Cladding
Coating
Indicator: The structure of optical fibre is illustrated:
the structure of optical fibre is illustrated
Indicator: refractive index of light is explained
refractive index
formula of refractive index
Indicator: Total internal refraction is explained
Total internal refraction
Formula of critical angle
Observation
Learning Outcome 6.2: Identify types of optical fiber based on the composition of optical
fiber
Performance criterion
Clear description of principle of operation of optical fibres according to physical
properties of light
Identification of types of optical fibre:
Single mode, Multimode Special purpose
Illustration of structure of types of optical fibre
Brainstorming Group work Presentation Role play
˗ Books ˗ Internet ˗ Simulation
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
E
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Types of optical fiber is explained :
Single mode optical fiber
Multiple mode optical fiber
Special purpose optical fiber
Indicator: Structures of types of optical fibre are illustrated
the structure of single mode optical fiber
the structure of multiple mode optical fiber
the structure of special purpose optical fiber
Observation
Performance criterion
Proper identification of the types of optical fiber based on the
composition of optical fiber
Resources Learning activities Content
Learning Outcome 6.3: Describe mechanism of attenuation in an optical fibre according to the
working principle of optical fiber.
Definition of attenuation Factors causing attenuation Description of Light:
Light scattering Light absorption
Explanation of measures to avoid attenuation:
Repeaters Regenerators Optical amplifiers
o Group discussion o Group presentation o Research internet
˗ Books ˗ Internet ˗ Repeaters, ˗ regenerators, ˗ switches, ˗ spicing, ˗ receivers, ˗ transmitters, ˗ light sources ˗ fibre cables
Formative Assessment 6.3
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 o
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Attenuation is defined :
Performance criterion
Accurate description of mechanism of attenuation in an optical fiber
according to the working principle of optic fiber
Resources Learning activities Content
Definition of attenuation
Indicator: Factors causing attenuation are explained:
factors causing attenuation
Indicator :Light scattering and absorption are described:
light scattering
light absorption
Indicator :Measures avoiding to reduce attenuation are explained:
Repeaters
Regenerators
Optical amplifiers
Observation
Learning Outcome 6.4: Describe Optical transmitter and optical receiver according to
transmitter system
Explanation of Optical transmitter and optical receiver.
Explanation of Light emitting diode and laser diode.
Explanation of Photodiode. The optical receivers Transmitter and receiver block Illustration of communication
mechanism (transmitter, receiver blocks)
Description of advantages and disadvantages of optical fibre are described
o Group discussion. o Roles play. o Search internet
˗ Books ˗ Internet ˗ Computer ˗ Simulation
Formative Assessment 6.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear description of optical transmitter and optical receiver according to
transmitter system
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence Written evidence
o
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Optical transmitter and optical receiver are well explained:
Optical transmitter
Optical receiver
Indicator :light emitting diode and laser diode are well explained:
Light emitting diode ( LEDs)
Laser diode
Differentiation of light emitting diode and Laser diode
Indicator :photodiode is explained :
Photodiode
Indicator: Communication mechanism (transmitter, receiver blocks) are well illustrated:
Transmitter block
Receiver block
Indicator: advantages and disadvantages of optical fibre are described
Advantages of optical fiber
Disadvantages of optical fiber
Observation
Reference books:
1. E school today. (2008-2018). Retrieved February 19, 2018, from natural disasters: http 2. Avison, J. (1989). The world of PHYSICS. Cheltenham: Thomas Nelson and Sons Ltd. 3. Chand, S., & S.N., G. S. (2003). Atomic Physics (Modern Physics) (1 ed.). India. 4. CPMD. (2015). Advanced Level Physics Syllabus. Kigali: REB. 5. Cunningham, & William, P. (2000). Environmental science (6 ed.). Mc Graw-Hill. 6. Cutnell, J. D., & Johnson, K. W. (2006). Essentials of Physics. USA: John Wlley &Sons, Inc. 7. Cutnell, J. D., & Johnson, K. W. (2007). Physics. (7 ed.). USA: John Wiley; Sons, Inc 8. Cuttnell, J. D., & kennety, W. J. (2007). Physics (7 ed.). United State of America: John Willey &
Sons . Inc 9. Douglass, C. G. (2014). PHYSICS, Principles with applications. (7 ed.). Pearson Education 10. Douglass, C. G. (2014). PHYSICS, Principles with applications. (8 ed.). Pearson Education. 11. Duncan, T., & Kennett, H. (2000). Advanced Physics (5 ed.). London, UK: Holder Education. 12. Giancoli, D. (2005). PHYSICS: Principles with applications. New Jersey: Pearson Education, Inc. 13. Giancoli, D. C. (2005). Physics principals with application. Upper Saddle River, NJ 07458: Pearson
Education, Inc. 14. Giancoli, D. C. (2005). Physics: principals with application. Upper Saddle River, NJ 07458:
Pearson Education, Inc. 15. MIDIMAR. (2012). Disaster High Risk Zones on Floods and Landslide. Kigali: MIDMAR 16. Office, U. M. (2011). Warming: A guide to climate change. U.K.: Met Office Hadley Centre. 17. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach (Vol. 2).
San Francisco: Pearson Education. 18. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach. (Vol. 3).
San Fransisco: Pearson Education, Inc. 19. Randall, D., & Knight. (2008). Physics for scientists and engineers: Strategic approach. (2 ed., Vol.
3). San Francisco: Pearson Education, Inc. 20. REMA. (n.d.). Rwanda Second National Communication under the UNFCCC. KIGALI: MINISTRY OF
NATURAL RESOURCES, RWANDA 21. Science, G. (2006). Florida Physical Science with Earth Science. USA: Mc Graw Hill Glencoe
Companies, Inc. 22. Serway, R. A. (1986). Physics for Scientists and Engineers (2 ed.). Saunders College Publishing. 23. IPCC. (1996). Economics of Greenhouse Gas limitation, Main report “Methodological Guidelines. 24. John, M. (2009). Optical Fiber Communications, Principals and Practice (3rd Ed.). London:
Pearsnon Prentice Hall. 25. Tipler, P. A. (1991). Physics for Scientists and Enginners. (3 ed., Vol. 1). USA: Worth Publishers,
Inc
T L C A F 5 0 1 - APPLICATION OF TELECOM TRANSMISSION FUNDAMENTALS
TLCAF501 Apply Telecom transmission fundamentals
REQF Level: 5 Learning hours
Credits: 4 40
Sector: Technical services
Sub-sector: Telecommunication services
Issue date: December, 2018
Purpose statement
This is a core module which describes the performance outcomes, skills, knowledge and attitude
required to apply telecommunication transmission fundamentals.
Learning assumed to be in place
N/A
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.
At the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify Telecommunication regulatory authorities
1.1. Proper identification of international
telecommunication authority
1.2. Proper identification of regional
telecommunication authorities
1.3. Proper identification of local telecommunication
regulation authority
2. Describe telecommunication regulations authorities
2.1. Proper description of international
telecommunication authority
2.2. Proper description of regional telecommunication
authorities
2.3. Proper description of local telecommunication regulation authority
3. Describe transmission technologies 3.1. Proper description of terrestrial technology 3.2. Proper description of satellite technology 3.3. Proper description of streaming technology
LU 1 Identification of Telecommunication regulatory authorities
1
Learning Outcomes:
1. Identify international telecommunication union sectors 2. Identify of regional telecommunication authorities
3. Identify local telecommunication regulation authority
6 Hours
Learning Outcome 1.1: Identify international telecommunication union sectors
ITU Sectors
Radio communication(ITU-R)
Standardization(ITU-T)
Development (ITU-D)
ITU-telecom
o Presentation o Brainstorming o Discussions o Asking questions o Assignments
- Book - Notebook - Pen - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper identification of international telecommunication authority
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:International telecommunication authority sectors are well identified
Radio communication(ITU-R)
Standardization(ITU-T)
Development (ITU-D)
ITU-telecom
Observation
Learning Outcome1.2: Identify regional telecommunication authorities
ATU
EACO
o Presentation o Brainstorming o Discussions o Asking questions o Assignments
- Book - Notebook - Pen - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities
Resources
Performance criterion
Proper identification of regional telecommunication authorities
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Regional telecommunication authorities are well identified
ATU
EACO
Observation
Learning Outcome 1.3: Identify local telecommunication regulation authority
RURA
o Presentation o Brainstorming o Discussions o Asking questions o Assignments
- Book - Notebook - Pen - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper identification of local telecommunication regulation authority
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Open questions
Multiple questions
Short questions
Task: Select embroidery material, tools and equipment.
Checklist Score
Yes No
Indicator: local authority is well identified
RURA
Observation
LU 2:Describe telecommunication regulations authorities
2
Learning Outcomes:
1. Describe international telecommunication authority 2. Describe regional telecommunication authorities 3. Describe local telecommunication regulation authority
10Hours
Learning Outcome 2.1: Describe international telecommunication authority
Definition
History
Telecom services
Scope
o Presentation o Asking questions o Assignments o Group research
- Book - Notebook - Pen - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities
Resources
Performance criterion
Proper description of international telecommunication authority
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:International telecommunication authority is well described
Definition
History
Telecom services
Scope
Observation
Learning Outcome 2.2:Describe regional telecommunication authority
Definition
History
Telecom services
Scope
o Presentation o Asking questions o Assignments o Group research
- Book - Notebook - Pen - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 2.2
Content Learning activities Resources
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 questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Regional telecommunication authorities are well described
Definition
History
Telecom services
Scope
Observation
Learning Outcome 2.3:Describe local telecommunication regulation authority
Definition
History
Telecom services
o Presentation o Asking questions o Assignments o Group research
- Book - Notebook - Pen - Whiteboard/ Black
board - Marker pen - Chalks
Performance criterion
Proper description of regional telecommunication authorities
Content Learning activities Resources
Scope
- Projector - Computer - Internet
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
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Local telecommunication regulation authority are well described
Definition
History
Telecom services
Scope
Observation
Performance criterion
Proper description of local telecommunication regulation authority
LU 3:Describe transmission technologies
3
Learning Outcomes:
1. Describe terrestrial technology
2. Describe satellite technology
3. Describe streaming technology
24 Hours
Learning Outcome 3.1: Describe terrestrial technology
Definition
Application
Advantages/Disadvantages
Requirements for terrestrial
technology:
Terrestrial Antennas
Terrestrial frequencies
Terrestrial bandwidth
Terrestrial Media
Terrestrial rack
equipment
Presentation Asking questions Assignments Group research Physical demonstration
Book Notebook Pen Whiteboard/ Black
board Marker pen Chalks Projector Computer Internet
Formative Assessment 3.1
Content Learning activities Resources
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 questions True – False questions Matching
Checklist Score
Yes No
Indicator:Terrestrial technology is propery described
Definition
Application
Advantages
Disadvantages
Requirements for terrestrial technology:
- Terrestrial Antennas
- Terrestrial frequencies
- Terrestrial bandwidth
- Terrestrial Media
- Terrestrial rack equipment
Observation
Learning Outcome 3.2:Describe satellite technology
Performance criterion
Proper description of terrestrial technology
Definition
Application
Advantages/Disadvantages
Requirements
Satellite Antennas
Satellite frequencies
Satellite bandwidth
Satellite Media
Satellite rack
equipment
Presentation Asking questions Assignments Group research Physical demonstration
Book Notebook Pen Whiteboard/ Black
board Marker pen Chalks Projector Computer 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
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Content Learning activities Resources
Performance criterion
Proper description of satellite technology
Indicator:Satellite technology is well described
Definition
Application
Advantages
Disadvantages
Requirements for satellite technology:
- Satellite Antennas
- Satellite frequencies
- Satellite bandwidth
- Satellite Media
- Satellite rack equipment
Observation
Learning Outcome 3.3:Describe streaming technology
Definition
Application
Advantages/Disadvantages
Requirements
Streaming IP
Streaming encoder and
decoder
Streaming Media
Presentation Asking questions Assignments Group research Physical demonstration
Book Notebook Pen Whiteboard/ Black
board Marker pen Chalks Projector Computer Internet
Content Learning activities Resources
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
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Streaming technology is well described
Definition
Application
Advantages
Disadvantages
Requirements for streaming technology:
˗ Streaming IP
˗ Streaming encoder and decoder
Performance criterion
Proper description of streaming technology
˗ Streaming Media
Observation
REFERENCES:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
T L C T D 5 0 1 - TECHNICAL DRAWING
TLCTD501 Apply technical drawing
REQF Level: 5 Learning hours
Credits: 3 30
Sector: Technical services
Sub-sector: Telecommunication
Issue date: June, 2018
Purpose statement
This module describes the skills and knowledge required to draw telecommunication system
installation. This competence is intended for illiterate and literate. At the end of this
competence, learners will be able to prepare drawing tools and materials, draw
telecommunication system diagram, read and interpret drawing.
.
Learning assumed to be in place
N/A
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 drawing tools and
materials
1.1 Proper selection of drawing tools and materials
1.2 Appropriate identification of drawing types
1.3 Correct presentation of drawing sheets
2. Draw Telecommunication
diagram
2.1 Taking measurement of drawing according to the
size of paper
2.2 Proper drawing of telecommunication diagram
2.3 Effective verification of final telecommunication
diagram
3. Read and interpret drawing 3.1 Proper differentiation of drawing symbols
3.2 Proper interpretation of the scale
3.3 Appropriate lettering
LU 1: Prepare drawing tools and materials
1
Learning Outcomes:
1. Select drawing tools and materials 2. Identify drawing types 3. Present drawing sheets
8 Hours
Learning Outcome 1.1: Select drawing tools and materials
Different types of drawing
instruments:
Drawing board
Ruler
Set square 60 o and 45 o
Protractor
Compass
French curves
Pencils
Drawing sheet
set of scale
templates
Brainstorming on how to identify
drawing instrument and their
application.
Demonstration of drawing tools
and materials.
Group discussion on their
applications.
Exercises on how to draw with
drawing instruments and their
applications.
- Books
- Handouts
notes
- Drawing board
- Ruler
- Set square 60 o
and 45 o
- Protractor
- Compass
- French curves
- Pencils
- Drawing sheet
- set of scale
- templates
Formative Assessment 1.1
Content Learning activities Resources
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
Performance evidence
Open questions
Multiple questions
Task: Demonstrate function of tools and equipment
Checklist Score
Yes No
Indicator: Tools and materials of drawing are selected
Drawing board
Ruler
Set square 600 and 450
Protractor
Compass
French curves
Pencils
Drawing sheet
Set of scale
Templates
Indicator: Drawing types are identified
Schematic diagram
Circuit diagram
Wiring diagram
Indicator: Drawing sheets are presented
Margin line
Title block
Legend
Observation
Learning Outcome 1.2: Identify drawing types
Performance criterion
Prepare drawing tools and materials
Types of telecommunication
drawings:
Wiring diagram
Circuit diagram
Schematic diagram
Site diagram
o Group discussion on
telecommunication diagrams
Schematic
Wiring
Circuit
o Brainstorming on
telecommunication diagrams
o Demonstration of
telecommunication diagrams
Schematic
Wiring
Circuit
o Practical exercises on Drawing
telecommunication diagrams
Schematic
Wiring
Circuit
o Practical Exercises on
telecommunication diagrams
with material used in
telecommunication drawings.
- Different types of
food materials,
- Pictures
- Video,
- Projector
- Computer
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
Content Learning activities
Resources
Performance criterion
Written
Performance
Matching questions
Multiple questions
Short questions
Task: Pick raw materials with good quality based on their physical
properties.
Checklist Score
Yes No
Indicator:
Indicator:
Indicator:
Observation
Learning Outcome 1.3: Present drawing sheets
Use standard lettering:
Lettering type A: Vertical
and Sloped at 75 o
Lettering type B: i) Vertical
and ii) sloped at 75 o to the
horizontal
Prepare Sheet lay out
Margin line Title block
Use of scale (plain,
diagonal):
Full scale drawing
Reduced scale drawing
Enlarged scale drawing
Brainstorming on
standard lettering
Group discussion of
types of lettering
Exercises on how to use
a good standard.
Exercises on how to
present drawing sheet.
Brainstorming on how
to present drawing
sheets.
Group discussion on
how to prepare sheet
layout.
o Pencil (HP,2H), eraser,
erasing shield, graduated
ruler, divider, set squares,
compass, T-square, French
curves, clinograph
(adjustable set
square),tracing paper,
drawing ink.
- Drawing room, drawing
table.
- Standard sheets A4, A3, A2,
A1, A0.
- Corresponding sheet
dimensions 297x219,
297x420, 594x420,
594x841, 1189x841.
o Handout notes
Books Pictures
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
Performance evidence
Open questions
Multiple questions
Short questions
Task: Select embroidery material, tools and equipment.
Content Learning activities Resources
Performance criterion
Checklist Score
Yes No
Indicator:
Indicator: Impurity is well detected
Observation
LU 2: Draw telecommunication diagram
2
Learning Outcomes:
1. Take measurement of drawing according to the size of paper 2. Draw telecommunication installation diagram 3. Verify of telecommunication installation diagram
15 Hours
Learning Outcome 2.1: Take measurement of drawing according to the size of paper
Application of paper
standards
A0 sheet
A1 sheet
A3 sheet
A4 sheet
A5 sheet
Brainstorming on
standard papers
Group discussion on
standard papers
Exercises on how to use on
standard papers
Demonstration of
standardized papers
Books
Hand outs notes
A0 sheet
A1 sheet
A3 sheet
A4 sheet
A5 sheet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities
Resources
Performance criterion
Draw telecommunication diagram
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Short questions
Task: Use different hand embroidery tools
Checklist Score
Yes No
Indicator: Measurement is taken
Indicator: Telecommunication diagrams are drawn
Telecommunication symbols
Telecommunication diagram
Gloss is considered
State is considered
Result is well presented
Indicator: Final telecommunication diagram is verified
Interpretation
Observation
Learning Outcome 2.2: Draw telecommunication diagram
Practice freehand sketching:
Free hand detailing
Material for free hand drawing
Thick and thin line technique
Applying telecommunication
symbols and diagram in site
plan (Circuit diagrams and
corresponding symbols)
Practical exercises on
drawing circuit diagrams
and corresponding
symbols applied in site
plans
Brainstorming on
telecommunication
symbols
Demonstration on
telecommunication
hand-out notes
Books
Clutch pencil
Rules
Rubber
Drawing papers
o Pencil (HP,2H),
eraser, erasing
Content Learning activities Resources
Make architectural drawing
symbols
Basics symbols used
in site plans
Telecommunication
symbols and diagrams
used in site plan
shield, graduated
ruler, divider, set
squares, compass, T-
square, French
curves, clinograph
(adjustable set
square),tracing
paper, drawing ink.
- Standard sheets A4,
A3, A2, A1, A0
- Corresponding
sheet
dimensions297x219,
297x420, 594x420,
594x841, 1189x841.
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
Performance evidence
Open questions
Short questions
Task: Set embroidery machine in work place and put their
accessories
Checklist Score
Yes No
Indicator:
Observation
Performance criterion
Learning Outcome 2. 3: Verify telecommunication installation diagram
Interpretation of
telecommunication
drawings
Interpretation of
architectural plans
Brainstorming on
telecommunicationdra
wings and architectural
plans.
Practical exercises on
telecommunication drawings
and architectural plans
interpretation
Group discussion on
telecommunication drawings
and architectural plans
hand out notes
Books
telecommunication
drawings
Architectural plans
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
Performance evidence
Open questions
Short questions
Task: Make stitches on fabric by using embroidery machine for
Checklist Score
Content Learning activities Resources
Performance criterion
Yes No
Indicator:
Observation
LU 3: Read and Interpret
3
Learning Outcomes:
1. Identify drawing symbols 2. Perform drawing scale 3. Perform lettering
7 Hours
Learning Outcome 3.1: Identify drawing symbols
Drawing symbols
Practical demonstration on
different types of lines
o Pencil (HP,2H), eraser,
erasing shield,
graduated ruler,
divider, set squares,
compass, T-square,
French curves,
clinograph (adjustable
set square),tracing
paper, drawing ink.
- Drawing room,
drawing table.
- Standard sheets A4,
A3, A2, A1, A0.
- Corresponding sheet
dimensions297x219,
297x420, 594 x 420,
594 x 841, 1189x841.
- Books
Content Learning activities Resources
o Handout notes
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
Performance evidence
Open questions
Short questions
Task: Test the machine which has following problems
- Breaking needle
- Skipping stitch
- Upper thread breaking
Checklist Score
Yes No
Indicator:
Appearance is stated
Texture is stated
Gloss is stated
Observation
Performance criterion
Read and interpret drawing
Learning Outcome 3.2: Perform drawing scale
Interpretation of drawing
Type of scale
Full scale,
Reducing scale and
Enlarging scales
o Physical demonstration of scale
drawing
o Hands on Practices
o Pencil (HP,2H), eraser,
erasing shield,
graduated ruler,
divider, set squares,
compass, T-square,
French curves,
clinograph (adjustable
set square),tracing
paper, drawing ink.
- Drawing room,
drawing table.
- Standard sheets A4,
A3, A2, A1, A0.
- Corresponding sheet
dimensions297x219,
297x420, 594 x 420,
594 x 841, 1189x841.
- Books
- Handout notes
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
Content Learning activities Resources
Performance criterion
Accurate selection of cleaning materials and products
Written evidence
Performance evidence
Matching questions
Open questions
Task: Differentiate cleaning material and product
Checklist Score
Yes No
Indicator: Parameters that influence quality are well identified
Appearance is stated
Texture is stated
Gloss is stated
State is stated
Indicator: Impurity is well detected
Appearance is considered
Texture is considered
Gloss is considered
State is considered
Result is well presented
Indicator: Factors that affect quality are well described
Temperature is well discussed
Age is well discussed
Spoilage is well discussed
Maturity is well discussed
Density is well discussed
Abnormality is well discussed
Observation
Learning Outcome 3.3: Perform lettering
Lettering
Gothic lettering
Roman lettering
Italic
Text lettering types
o Physical demonstration of scale
drawing
o Hands on Practices
o Pencil (HP,2H),
eraser, erasing
shield, graduated
ruler, divider, set
squares, compass, T-
square, French
curves, clinograph
(adjustable set
square),tracing
Content Learning activities Resources
paper, drawing ink.
- Drawing room,
drawing table.
- Standard sheets A4,
A3, A2, A1, A0.
- Corresponding
sheet
dimensions297x219,
297x420, 594 x 420,
594 x 841,
1189x841.
- Books
o Handout notes
- Drawing room,
drawing table
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
Performance criterion
Appropriate application of basic maintenance of equipment and tools
T L C C B 5 0 1 - CONFIGURATION OF BROADCASTING TRANSMISSION SYSTEM
TLCCB501 Configure Broadcasting Transmission System
REQF Level: 5 Learning hours
Credits: 12 120
Sector: Technical services
Sub-sector: Telecommunication
Issue date: December, 2018
Purpose statement
This module describes the skills, knowledge and attitudes required to configure Broadcasting
transmission system. At the end of this module, participants will be able to set signal
parameters by using streaming, satellite and terrestrial technologies; perform testing and
acceptance of transmission system.
Learning assumed to be in place
Apply telecommunication transmission fundamentals.
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 participants will be able to:
Elements of competence Performance criteria
1. Prepare tools and equipment. 1.1. Proper Identification of the required equipment according to the service to be delivered
1.2. Proper Selection and verification of the tools according to the task to be done
1.3. Proper selection of PPE (personal protective
equipment)
2. Check physical installation. 2.1. Proper site layout design of broadcasting transmission equipment according to
equipment to be installed. 2.2. Proper Manipulation of measurement
instruments
2.3. Proper Checking of logical interconnection of equipment
3. Set up streaming equipment
parameters
3.1. Proper setting of audio parameters according to the system requirement
3.2. Proper setting of video parameters according to the system requirement
3.3. Proper setting of IP parameters according to the
system requirement
4. Set up terrestrial equipment
parameters
4.1. Proper setting of audio parameters according to the system requirement
4.2. Proper setting of video parameters according to the system requirement
4.3. Proper setting of RF parameters according to the system requirement
5. Set up satellite equipment 5.1. Proper setting of audio parameters according to the system requirement
parameters 5.2. Proper setting of video parameters according to the system requirement
5.3. Proper setting of RF parameters according to the system requirement
5.4. Proper Alignment of uplink and downlink antenna according to the service to be delivered
6. Perform testing and acceptance of
transmission system
6.1. Verify feedback of signal delivery to end users using appropriate equipment.
6.2. Appropriate eleboration of acceptance documents according to the service delivered
6.3. Adequate technical reporting
6.4.
LU 1:Prepare tools and equipment
16 Hours
Learning Outcomes:
1. Identify the required equipment 2. Select and verify the tools
3.Select PPE (personal protective equipment)
Learning Outcome 1.1: Identify the required equipment used in broadcasting transmission
Identification of transmission equipment RF Exciter RF Power amplifiers RF Filters RF Transmission line RF Combiner Antennas and
accessories RF Splitters RF Jumpers RF Feeder
o Physical demonstration
o Brain storm
o Discussion
o Individual research
o Group research
- Internet - Books - CDs - Markers - Videos - Catalog - RF Exciter - RF Power
amplifiers - RF Filters - RF Transmission
line - RF Combiner - Antennas and
accessories - RF Splitters - RF Jumpers - RF Feeder
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper Identification of the required equipment and accessories/consumables
according to the service to be delivered
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions True – False questions Matching
Checklist Score
Yes No
Indicator:Equipment and accessories/consumables are well identified
RF Exciter
RF Power amplifiers
RF Filters
RF Transmission line
RF Combiner
RF Splitters
RF feeder Jumpers
RF Feeder
RF Combiner
Antennas and accessories
Observation
Learning Outcome1.2:Select and verify tools
Selection and verification of transmission tools:
Electrical and Electronics measuring tools
RF measuring tools Spectrum
analyzer Phase tester Signal tester
Cable tester OTDR
Electrical and electronics toolkit
o Physical demonstration,
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - Internet - Digital Multimeter - Power meter - Spectrum analyzer - Phase tester - Signal tester - Continuity tester - Oscilloscope - Cable tester - OTDR - Computer - Videos - Pictures - Screwdrivers - Allan keys - Spanners
Content Learning activities
Resources
Testing tools Digital
Multimeter Power meter
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
Oral evidence
Performance evidence
Multiple Choice questions True – False questions Matching Checking list Concept / mind map
Checklist Score
Yes No
Indicator:Transmission tools are well selected
Digital Multimeter
Power meter
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Oscilloscope
Cable tester
OTDR
Observation
Performance criterion
Proper Selection and verification of tools according to the task to be done
Learning Outcome 1.3: Select and verify PPE
Hearing protective devices: Ear muffs Ear plugs.
Respiratory protective equipment Eye and face protection:
safety glasses Face shields.
Safety helmets.
Fall arrest harnesses for working at heights.
Skin protection Gloves, Gauntlets Sunscreen. Overall
o Physical demonstration,
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - Internet - Projector - Computer - Ear muffs - Ear plugs. - safety glasses - Face shields. - Safety helmets. - Gloves, - Gauntlets - Sunscreen. - Overall
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
Oral evidence
Performance evidence
Multiple Choice questions True – False questions Matching Checking list Concept / mind map
Content Learning activities Resources
Performance criterion
Proper selection of PPE (personal protective equipment)
Checklist Score
Yes No
Indicator:Personal protective equipment are properly selected
Ear muffs
Ear plugs.
safety glasses
Face shields.
Safety helmets
Gloves,
Gauntlets
Sunscreen.
Overall
Observation
LU 2: Check Physical installation
2
Learning Outcomes:
1. Check positions of RF transmission equipment 2. Manipulate measurement instruments 3. Check logical interconnection of equipment
10Hours
Learning Outcome 2.1: Design site layout of broadcasting transmission equipment according
to equipment to be installed.
Checking the antennas position
Azimuth Elevation LOS Cable Routing On
The Tower and in the cabinet
Check position of transmission node in the cabinet
Checking power equipment position
Power back up Voltage regulator
Brainstorming Group discussion Demonstration using video/audio Individual research
Reference books Internet Computer CD White board Markers Pens Projector Screwdrivers Allan keys Wrenches
Content
Learning activities Resources
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 evidence
Multiple Choice questions True – False questions Matching Checking list Essay (short responses/ extended responses Concept / mind map
Checklist Score
Yes No
Indicator:Positions of broadcasting transmission equipment is properly checked
Antennas position Azimuth Elevation LOS Cable Routing On The Tower and in the cabinet
Position of transmission node in the cabinet
Power equipment position Power back up Voltage regulator
Observation
Learning Outcome 2.2: Manipulate measurement instrument
Performance criterion
Proper checking positions of broadcasting transmission equipment
Manipulate power
measurement instrument:
Multimeters
Power meter
Phase tester
Ohmmeter
Manipulate IF
measurement instruments :
Spectrum
analyzer
OTDR
Continuity
Tester
SIGNAL GENERATOR
IF attenuator
Bandwidth
tester
Frequency
counter
Microwave
power meter
Manipulate cable tester
instruments.
Cable tester
OTDR
o Brainstorming o Demonstration o Individual research o Group work o Individual practice
- Reference books - Internet - Tutorials - Computer
- Millimeters
- Power meter
- Phase tester
- Ohmmeter - Oscilloscope - Spectrum analyzer - OTDR - Continuity Tester - SIGNAL GENERATOR - RF attenuator - Bandwidth tester - Frequency counter - Microwave power meter
Formative Assessment 2.2:
Content Learning activities
Resources
Assessor may collect among the following evidences and makejudgments on whether the
performance criterion hasbeen achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Oral evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes
No
Indicator: Measurement instrument is properly manipulated Multimeters Power meter Phase tester
Ohmmeter Oscilloscope Spectrum analyzer OTDR Continuity tester Signal generator RF attenuator Bandwidth tester Frequency counter Microwave power meter
Observation
Performance criterion
Proper Manipulation of measurement instrument
Learning Outcome 2.3: Check logical interconnection of equipment.
Logical connections
testing techniques
Pinging technique
Network scanning
Remote control.
o Brainstorming
o Demonstration
o Individual research
o Group work
o Individual practice
- Reference books
- Internet
- White board - Markers
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgments on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Oral evidence
Product Evidence
Multiple Choice questions True – False questions Matching Checking list
Checklist Score
Yes No
Indicator: Logical connections testing techniques are properly applied
Pinging technique
Network scanning
Content Learning activities Resources
Performance criterion
Proper Checking of logical interconnection of equipment
Remote control
Observation
LU 3:Set up streaming equipment parameters
3 Learning Outcomes:
1. Set audio parameters 2. Set video parameters 3. Set IP parameters
32 Hours
Learning Outcome 3.1:Set audio parameters
Audio bandwidth
Audio nominal level
Audio power level
in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities
Resources
Performance criterion
Proper setting of audio parameters
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist
Checklist Score
Yes No
Indicator:Audio parameters are properly set
Audio bandwidth
Audio nominal level
Audio power level in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
Observation
Learning Outcome 3.2:Set video parameters
- Video codec
- Video file format
- Video dimension (resolution)
- Video frame rate
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video
Content Learning activities Resources
- Video bitrates
- Video standard:
PAL ISDB ATSC ISDB-Tb SECAM
Practical exercise - Pictures
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
Oral evidence
Performance evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist
Checklist Score
Yes No
Indicator:Video parameters are properly set
Video codec
Video file format
Video dimension (resolution)
Video frame rate
Video bitrates
Video standard PAL ISDB ATSC ISDB-Tb
Performance criterion
Proper setting of video parameters according to the system requirements
SECAM
Observation
Learning Outcome 3.3: Set IP parameters
TCP/IP parameters Host name.
DHCP client.
Domain name.
IP address.
Subnet mask.
Broadcast
address.
Default router.
UDP parameters UDP Uncast
UDP Multicast
UDP Protocols
RTP RTSP
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
o Presentation
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures - Router - Switch
Formative Assessment 3.3
Content Learning activities Resources
Performance criterion
Proper Setting of IP parameters according to the service to be deliverly
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
Performance evidence
Oral evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist
Checklist Score
Yes No
Indicator:IP parameters are properly set
TCP/IP parameters
Host name.
DHCP client.
Domain name.
IP address.
Subnet mask.
Broadcast address
Default router
UDP parameters
UDP Uncast
UDP Multicast
UDP Protocols
RTP
RTSP
Observation
LU 4: Set up terrestrial equipment parameters
4
Learning Outcomes:
4.1 Set audio parameters
4.2 Set video parameters
4.3 Set RF parameters
4.4 Polarize antenna
32 Hours
Learning Outcome 4.1: Set audio parameters
Audio bandwidth
Audio nominal level
Audio power level
in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
Formative Assessment 4.1
Content Learning activities Resources
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
Performance evidence
Product evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Indicator:Audio parameters are properly set
Audio bandwidth
Audio nominal level
Audio power level in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
Observation
Learning Outcome 4.2:Set video parameters
Performance criterion
Proper setting of audio parameters according to the system requirements
Video codec
Video file format
Video dimension
(resolution)
Video frame rate
Video bitrates
Video standard:
PAL ISDB ATSC ISDB-Tb SECAM
o Demonstration by pictures and
videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books
- User manual
- Internet
- Computer
- Encoder
- Software
application
- Projector
- Video
- Pictures
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 evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist/ extended
responses) Concept / mind map
Checklist Score
Content Learning activities Resources
Performance criterion
Proper setting of video parameters according to the service to be delivered
Yes No
Indicator:Video parameters are properly set
Video codec
Video file format
Video dimension (resolution)
Video frame rate
Video bitrates
Video standard: PAL ISDB ATSC ISDB-Tb
SECAM
Observation
Learning Outcome 4.3:Set RF parameters
Frequency configuration
Carrier frequency
bandwidth
Power calibration
Output power
Forward power
Reflected power
Modulation schemes
Amplitude Modulation
(AM) Count
Frequency Modulation
(FM) Deliver
Phase Modulation
(PM)
o Brainstorming
o Personal research
o Group discussion
o Practical exercise o Presentation
- Reference books - Internet - Computer - Vector Network
Analyzers - Spectrum Analyzers - Signal Generators
Forms - RF Power Meters - Oscilloscopes - Transceiver - Receiver - antenna with
mounting support - RF High power
amplifier(s) (HPA) - Up converter - Modulator - Signal monitoring - Baseband signal
processing.
Content Learning activities Resources
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 evidence
Multiple Choice questions
True – False questions
Matching
Checking list
Report with assessor’s completed quality checklist/ extended
responses)
Concept / mind map
Checklist Score
Yes No
Indicator:RF parameters are properly set
Frequency configuration:
- Carrier frequency
- Bandwidth
Power calibration
Output power
Modulation schemes:
- Amplitude Modulation (AM) Count
- Frequency Modulation (FM) Deliver
- Phase Modulation (PM)
Observation
Learning Outcome 4.4:Polarization of antenna
Performance criterion
Proper setting of RF parameters
Antenna calibration:
- Power
- Azimuth
- elevation
Polarization of Antennas
Linear Polarization
Circular Polarization
Elliptical Polarization
o Brainstorming
o Personal research
o Group discussion
o Practical exercise o Presentation
- Reference books - Internet - Computer - Vector Network
AnalyzersSpectrum Analyzers
- Signal Generators Forms
- RF Power Meters - Oscilloscopes - Function and
Arbitrary Waveform Generators
- Transmitter - Transceiver - Receiver
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
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Checking list
Report with assessor’s completed quality checklist/ extended
responses)
Content Learning activities Resources
Performance criterion
Proper Polarization of antennas according to the service delivery
Concept / mind map
Checklist Score
Yes No
Indicator:Antenna calibration and Polarization are well done
Linear Polarization
Circular Polarization
Elliptical Polarization
Observation
LU 5: Set up satellite equipment (uplink and downlink) parameters
5
Learning Outcomes:
1. Set audio parameters 2. Set video parameters 3. Set RF parameters 4. Align of uplink and downlink antenna
35 Hours
Learning Outcome 5.1: Set audio parameters
Audio bandwidth
Audio nominal level
Audio power level
in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
Formative Assessment 5.1
Content Learning activities Resources
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
Oral evidence
Performance evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist/ extended
responses) Concept / mind map
Checklist Score
Yes No
Indicator:Audio parameters are properly set
Audio bandwidth
Audio nominal level
Audio power level in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
Observation
Learning Outcome 5.2: Set video parameters
Performance criterion
Proper Setting of audio parameters according to the system requirements
Video codec
Video file format
Video dimension
(resolution)
Video frame rate
Video bitrates
Video standard:
PAL ISDB ATSC ISDB-Tb SECAM
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
Formative Assessment 5.2
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
Oral evidence
Performance evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist/ extended
responses) Concept / mind map
Content Learning activities Resources
Performance criterion
Proper setting of video parameters according to the system requirements
Learning Outcome 5.3: Set RF parameters
Frequency configuration
Power calibration
Output power
Forward power
Reflected power
Modulation schemes
Amplitude Modulation
(AM) Count
Frequency Modulation
(FM) Deliver
Phase Modulation (PM)
o Brainstorming
o Personal research
o Group discussion
o Practical exercise o Presentation
- Reference books - Internet - Computer - Vector Network
AnalyzersSpectrum Analyzers
- Signal Generators Forms - RF Power Meters - Oscilloscopes - Transceiver - Receiver - antenna with mounting
support - RF High power amplifier(s)
(HPA) - Up converter - Modulator - Signal monitoring - Baseband signal
processing.
Formative Assessment 5.3
Checklist Score
Yes No
Indicator:Video parameters are properly set
Video codec
Video file format
Video dimension (resolution)
Video frame rate
Video bitrates
Video standard: - PAL - ISDB - ATSC - ISDB-Tb
- SECAM
Observation
Content Learning activities Resources
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
Oral performance
Product evidence
Multiple Choice questions
True – False questions
Matching
Checking list
Report with assessor’s completed quality checklist/ extended responses)
Concept / mind map
Checklist Score
Yes No
Indicator:RF parameters are properly set
Frequency configuration
Power calibration
Output power
Modulation
Observation
Performance criterion
Proper Setting of RF parameters according to the system requirements
Learning Outcome 5.4:Align of uplink and downlink antenna
Antenna mounting
Elevation angle
Azimuth angle
Inclination parameter
Polarization
Vertical polarization
Horizontal polarization
Circular polarization
o Brainstorming
o Personal research
o Group discussion
o Practical exercise o Presentation
- Reference books - Internet - Computer - Vector Network
AnalyzersSpectrum Analyzers
- Signal Generators Forms - RF Power Meters - Oscilloscopes - HPA - Receiver - Antenna with mounting
support - RF high power amplifier(s)
(HPA) - up converter - Modulator - Signal monitoring - Baseband signal
processing
Formative Assessment 5.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Oral evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist/ extended
responses) Concept / mind map
Content Learning activities Resources
Performance criterion
Appropriate Alignment of uplink and downlink antenna according to the system
requirements
Checklist Score
Yes No
Indicator:Uplink and downlink antenna are properly aligned
Antenna mounting
Elevation angle
Azimuth angle
Inclination parameter
Polarization
Observation
Learning Outcome 6.1: Verify feedback of signal delivery to end users using appropriate
equipment
Signal level
Signal strength
Signal quality
Power output
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
o Presentation
- Reference books - User manual - Internet - Computer - Software application - Projector - Video - Pictures - Receivers
Formative Assessment 6.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 6:Perform testing and acceptance of transmission system
6
Learning Outcomes:
1. Verify feedback of signal delivery to end users using appropriate equipment.
2. Create acceptance documents 3. Perform technical reporting
5 Hours
Content Learning activities Resources
Performance criterion
Proper verification of feedback of signal delivery to end users using appropriate
equipment.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Concept / mind map
Checklist Score
Yes No
Indicator:Feedback of signal delivery to end users is well tested
Signal level
Signal strength
Signal quality
Power output
Observation
Learning Outcome 6.2: Create acceptance documents
Quantity acceptance
document as per bill
of quantity
Quality acceptance
document as per
contract
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
o Presentation
- Reference books - Catalog - Contract - Computer - Offer documents - Projector
Content Learning activities Resources
Formative Assessment 6.2
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
Multiple Choice questions True – False questions Matching Concept / mind map
Checklist Score
Yes No
Indicator:Acceptance documents
User acceptance testing document
Operational acceptance testing document
Contract and regulation acceptance testing document
Alpha and Beta testing document
Observation
Learning Outcome 6.3: Perform technical reporting
Technical status report
Instruction report
Feasibility and recommendation
o Brainstorming
o Personal research
o Group discussion
- Reference books - Computer - Internet - Projector
Performance criterion
Proper elaboration of acceptance documents according to the work done
Content Learning activities Resources
report
Primary research report
Technical specifications report
Report length proposal
Business prospectus report
o Presentation
Formative Assessment 6.3
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 questions True – False questions Matching Concept / mind map
Checklist Score
Yes No
Indicator: technical reporting is well done
Technical status report
Instruction report
Feasibility and recommendation report
Primary research report
Technical specifications report
Report length proposal
Business prospectus report
Observation
Performance criterion
Proper elaboration of adequate technical reporting.
Summative Assessment
Integrated situation Resources
Southern Company Ltd for Broadcasting Transmission has installed a terrestrial FM radio broadcasting transmission equipment at NDIZA Site. Unfortunately, the Technician in charge of configuration was imprisoned. The detailed report of planer showing implementation feasibility; the Company needs a broadcasting transmission technician to configure mounted FM radio broadcasting transmission equipment at NDIZA site. The site has the following equipment to be configured: one Audio processor, one Exciter and one power amplifier. The following Parameters need to be configured on FM radio Transmission equipment: Frequency Modulation delivery of 91.1MHZ, bandwidth of 200 KHz, audio nominal level of -1.3decibels, Forward power of 600W and audio bitrates of 192kbit/s. As competent broadcasting transmission Technician you are required to carry out the following activities in 5 hours:
Select Appropriate tools, consumables/accessories and measurement instruments to use for radio broadcasting transmission equipment
Check physical installation of radio broadcasting transmission equipment following the drawing design
Configure radio broadcasting transmission equipment by using given parameters
Perform testing and acceptance report for the installed FM radio broadcasting system.
Needed resources are available on site shelter
Tools: -
Equipment: -
Materials -
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Appropriate tools, consumables/ accessories are well selected
Screwdrivers
Allen keys
Spanners
CDs of software
Catalog
Computer
Digital Multimeter
RF Power meter
OTDR
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Oscilloscope
Cable tester
Screwdrivers
Allen keys
Spanners
Indicator: Physical installation of radio broadcasting is well checked
Antennas Elevation
Antennas LOS
Cable Routing On The Tower and in the cabinet
Position of transmission node in the cabinet
Position of Voltage regulator
Position of Power back up
Antennas Elevation
Indicator: Terrestrial FM Radio broadcasting Transmission equipment parameters are well configured
Audio bandwidth
Audio nominal level
Audio bitrates
Indicator: Testing, acceptance and Technical report are well done
Testing report
Acceptance Report
Technical report
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Transmission equipment are well configured
Exciter
Audio processor
Power amplifier
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The signal quality is well tested
The minimum audio nominal level of 90% is respected
Bitrates of 192kbit/s is set up
The frequency bandwidth of 200KHZ is set up
Forward power of 600W is set up
Frequency modulation delivery of 91.1MHz is set up
Indicator: Time keeping
5 hours are respected
Observation
Reference books:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
T L C M B 5 0 1 - MAINTENANCE OF BROADCASTING TRANSMISSION SYSTEM
TLCMB501 Maintain Broadcasting Transmission System
REQF Level: 5 Learning hours
Credits: 10 100
Sector: Technical services
Sub-sector: Telecommunication services
Issue date: December 2018
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to maintain broadcasting transmission system. At the end of this module, the
participants will be able to conduct regular preventive maintenance; Identify faults and repair
abnormalities and malfunctions in transmission equipment.
Learning assumed to be in place
Apply Telecom Transmission fundamentals
Apply technical drawing
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
tools and materials for maintenance.
1.1. Proper Selection and
verification of equipment and accessories/consumables
related to the maintenance
1.2. Proper Selection and
verification of tools related to maintenance
1.3. Proper identification of
required spares according to the maintenance work
1.4. Proper selection of PPE
2. Conduct
regular preventive maintenance
2.1. Proper elaboration of
Preventive Maintenance Schedules
2.2. Proper performance of the
routine and Predictive maintenance based on the
manufacturer's instructions
2.3. Proper performance of the
hardware maintenance
2.4. Proper performance of the
software maintenance
3. Diagnose
and correct abnormalities and
malfunctions
3.1. Proper interpretation of the
system alarms/indicators
3.2. Proper location of the faulty
components/section based on the system alarms,
indicators or user Manuel
3.3. Proper detection and
interpretation of abnormalities and malfunctions
3.4. Proper proposition and
implementation of solutions according to different
existing techniques and Report activities
Learning Outcome 1.1: Identify Broadcasting transmission equipments and tools.
Broadcasting transmission equipment
Reflector dish
Feed horn
Antenna mounting Pole
Splitter
Waveguide
Dish Brackets
IF Cable
IF Connector
Antenna brackets
Network cable
Fiber
Antenna tilting arm (up-down
direction)
Pigtail
o Brain storm
o Discussion
o Individual research
o Group Research
o Physical demonstration
o Study visit
- Computers - Internet - Books - CDs - Markers - Videos - chalk - Reflector dish
- Feed horn
- Antenna mounting
Pole
- Splitter
- Waveguide
- Dish Brackets
- IF Cable
- IF Connector
- Antenna brackets
- Antenna tilting arm
(up-down
LU 1: Prepare tools and materials for maintenance
1
Learning Outcomes:
1. Identify equipment
2. Select and verify tools
3. Select spares, accessories and consumables
4. Select Carefully PPE
24 Hours
Content Learning activities Resources
Tools
Electrical and Electronics
measuring tools Tx measuring tools Cable tester Electrical and electronic
toolkit
direction)
- Antenna panning
arm (left-right
direction)
- Fiber cables
- Pigtails
- Jumpers
- Feeders
- Fiber
- Network cable
- RJ 45
- RJ 11
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
Performance evidence
Multiple Choice questions
True – False questions
Observation check list
Performance criterion
Proper identification of required equipment according to the service to be
delivered
Checklist Score
Yes No
Indicator: Equipment are well selected
Reflector dish
Antenna mounting Pole
Feed horn
Types of Splitter
Dish Brackets
Types of IF Cable and connectors
Antenna tilting arm (up-down direction)
Network cable
IF cable
IF connector
Fiber
Antenna Brackets
Waveguide
Splitter
Observation
Learning Outcome 1.2: Select and verify tools related to maintenance
Selection and verification of transmission tools:
Electrical and Electronics measuring tools
RF measuring tools
Cable tester
Electrical and electronics toolkit
Testing tools
o Physical demonstration,
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - Internet - Digital Multi meter - RF Power meter - Spectrum analyzer - Phase tester - Signal tester - Continuity tester - Oscilloscope - Cable tester - OTDR - Computer - Videos - Pictures - Screwdrivers
Content Learning activities
Resources
- Allan keys - Spanners
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
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: Transmission tools are well selected
Electrical and Electronics measuring tools
RF measuring tools
Cable tester
Electrical and electronics toolkit
Testing tools
Observation
Performance criterion
Proper Selection and verification of tools according to the task to be done
Learning Outcome 1.3: Select spares, accessories and consumables
Spare-parts, accessories and consumables
Air filter Different hardware materials Miscellaneous electrical and
electronics equipment Security element Foam cleaner Oil Labeling tapes
o Brainstorming
o Personal research
o Individual practice
o Group discussion
o Physical demonstration
- Reference books - Internet - Projector - Computer - Ear muffs - Ear plugs. - safety glasses - Face shields. - Safety helmets. - Gloves, - Gauntlets - Sunscreen. - Overall
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
Performance evidence
Product evidenceProduct
evidence
Observation check list
Report with assessor’s completed quality checklist
Content Learning activities Resources
Performance criterion
Proper Selection of spares, accessories and consumables according to the task to
be done
Checklist Score
Yes No
Indicator: Spare, accessories and consumables are well selected
Air filter
Different hardware materials
Miscellaneous electrical and electronics equipment
Security element
Foam cleaner
Oils
Labeling tapes
Observation
Learning Outcome 1.4: Select carefully PPE
Selection of needed PPE
Overall
Security shoes /boots
Gloves
ESD tools
Helmet
Harnesses
Eye protection glasses
o Brainstorming
o Personal research
o Individual practice
o Group discussion
o Physical demonstration
Internet Overall
Security shoes /boots
Gloves
ESD(electrostatic
discharge) tools
Helmet
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
Performance evidence
Observation check list
Content Learning activities Resources
Performance criterion
Careful selection of PPE according to the work to be done
Checklist Score
Yes
No
PPE: Overall
Security shoes /boots Gloves ESD tools Helmet Harnesses
eye protection glasses
Observation
Learning Outcome 2.1: Elaborate Preventive Maintenance Schedules
Preventive maintenance Schedules Create a plan Inventory facility
equipment/ assets Status of equipment Physical protection Software protection Regular replacement of
single use parts as per recommendation
Brainstorming
Group work
Presentations
Individual research
Physical presentation
- Reference books - Internet - Computer - Projector - Samples
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether
the performance criterion has been achieved.
LU 2: Conduct regular maintenance
2
Learning Outcomes:
1. Elaborate preventive maintenance schedules
2. Perform routine and predictive maintenance
3. Perform hardware maintenance
4. Perform software maintenance
38 Hours
Content Learning activities Resources
Performance criterion
Proper elaboration of Preventive Maintenance Schedules according
to the work to be done
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Multiple choice questions True-False questions Matching Observation check list
Checklist Score
Yes
No
Indicator: Preventive maintenance plan is well scheduled
Create a plan
Inventory of facility equipment/assets
Status of equipment
Physical protection
Software protection
Regular replacement of single use parts as per recommendation
Observation
Learning Outcome 2.2: Perform the routine and Predictive maintenance
Perform the routine maintenance Physical checking of equipment Checking equipment ‘status Interpret the alarms and
indicators Labeling according to status Cleaning as per requirement
o Brainstorming o Individual research o Group work o Demonstration o Individual practice o Physical demonstration
- Reference books - Internet - tutorials - Computer - Catalogue
Formative Assessment 2.2
Content Learning activities Resources
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
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Indicator: Routine and predictive maintenance is well done Physical checking of equipment Checking equipment ‘status Interpret the alarms and indicators Labeling according to status Cleaning as per requirement
Observation
Learning Outcome 2.3: Perform hardware maintenance
Performance criterion
Strategical performance of routine and Predictive maintenance according to the service deliverly
hardware
maintenance hardware cleaning
hardware replacing
hardware repair
o Brainstorming o Individual research o Demonstration o Individual practice
- Reference books - Internet - Computer - catalogue
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
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Indicator: hardware Maintenance is well done
hardware cleaning
hardware replacing
hardware repair
Observation
Learning Outcome 2.4: Perform the software maintenance
Content Learning activities Resources
Performance criterion
Proper performance of hardware maintenance according to the equipment functionality
Software maintenance Software update
Software upgrade
Software protection
o Brainstorming o Individual research o Demonstration o Individual practice
- Reference books - Internet - Computer - catalogue
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
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Content Learning activities Resources
Performance criterion
Proper performance of software maintenance
Checklist Score
Yes No
Software maintenance is well done
Software update
Software upgrade
Software protection
Observation
Learning Outcome 3.1:Interpret the system alarms, snags and indicators
system alarms, snags and
indicators Error alarms Error indicator Power alarms Power Indicator Good connectivity alarms Good connectivity indicator Identify the snags
o Brainstorming o Presentations o Individual research o Individual practice o Physical presentation
- Reference books - Internet - Computer - Video - Audio - Projector - Sound system - catalogues
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 3: Diagnose and correct abnormalities and malfunctions
3
Learning Outcomes:
1. Interpret system alarms, snags and indicators
2. Locate faulty components/section
3. Detect and interpret abnormalities and malfunctions
4. Propose and implement solutions
38 Hours
Content Learning activities Resources
Performance criterion
Appropriate Interpretation of the system’s alarms, snags and indicators
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Multiple choice questions
True-False questions
Matching
Checklist Score
Yes
No
Alarms, indicators and snags are well interpreted
Error alarms
Error indicator
Power alarms
Power Indicator
Good connectivity alarms
Good connectivity indicator
Identify the snags
Observation
Learning Outcome 3.2: Locate faulty components/section
faulty
components/section Physical location
Components status
Cause of fault
Brainstorming
Demonstration
Individual research
Individual practice
Physical presentation
- Reference books - Internet - Tutorials - Computer - Sketch books - user Manuel - study visit
Formative Assessment 3.2
Content Learning activities Resources
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
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes
No
Faulty components/section is well located
Physical location
Components status
Cause of fault
Observation
Learning Outcome 3.3: Detect and interpret abnormalities and malfunctions.
Performance criterion
Proper Location of the faulty components/section based on the system
alarms, indicators or user Manuel
Abnormalities and malfunctions.
error alarms Error indicator Power alarms Power Indicator Physical checking
Brainstorming
Group work
Presentations
Individual research
Physical presentation
- Reference books - Internet - Computer - Projector - Samples - catalogue
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
Performance evidence
Product evidence
Observation check list Physical end product with assessor’s completed checklist
Checklist Score
Ye No
Content Learning activities Resources
Performance criterion
Proper detection and interpretation of abnormalities and malfunctions.
s
Abnormalities and malfunctions are properly identified
Error alarms
Error indicators
Power alarms
Power Indicators
Physical checking
Observation
Learning Outcome 3.4 Propose and implement solutions
solutions proposals equipment Repair equipment replacement system upgrade
solutions implementation equipment Repair equipment replacement system upgrade
possible logs:
instrument's log maintenance logs
troubleshooting log
inventory logs
acceptance forms preparation or filling
technical report
o Brainstorming o Individual research o Group work o Demonstration o Individual practice o Physical demonstration
- Reference books - Internet - tutorials - Computer - Catalogue
- instrument's log
sheet
- maintenance log
sheet
- troubleshooting
log sheet
Content Learning activities Resources
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
Performance evidence
Product evidence
Written evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Solutions and Report are well done
solutions proposals
equipment Repair
equipment replacement
system upgrade
solutions implementation
equipment Repair
equipment replacement
system upgrade
logs:
instrument's log
maintenance logs
troubleshooting log
inventory logs
acceptance forms preparation or filling
Observation
Performance criterion
Proper proposition and implementation of solutions according to different
existing techniques and Reporting of activities
Summative Assessment
Integrated situation Resources
Rwinyagamburiro Management has outsourced a competent company to install a transmission site at Muhabura mount to extend the coverage of Bahumurize Radio to operate on 94.5MHz. After six months from the end of warrant period, the coverage capacity decreased due to the damages of site equipment where the capacity of transmitter decreased from 2000 Watts to 900 watts. Therefore the management of Rwinyagamburiro is recruiting experienced and qualified maintenance technician to maintain the site equipment for normal working conditions. The main duties and responsibilities of the maintenance technician will focus on the maintenance of the following site equipment: electrical equipment (UPS, Generator, AVR and related accessories). Transmission equipment: Audio processor, exciter, power amplifier, combiner, antennas transmission line, feeders and other related accessories (cables, connectors and consumable materials). On the maintenance schedule, first of all, you are required to perform the maintenance of the following equipment: TX antennas, power amplifier, combiner, feeders and other related accessories.
As Maintenance technician you are required to carry out the following activities in 4hours:
Prepare the maintenance plan
Prepare tools, materials and equipment for maintenance.
Conduct required maintenance
Identify faults, repair abnormalities and malfunctions in transmission equipment
Elaborate the maintenance report
Tools: -
Equipment: -
Materials -
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Maintenance plan is well prepared
Previous records are interpreted
Draft of the system status
Maintenance time estimation
Communicate the maintenance plan.
Technical report
Indicator: Tools, materials and equipment for maintenance are well prepared
RF power meters
Spanners
Screwdrivers
Digital Multi meter
RF Power meter
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Oscilloscope
Cable tester
OTDR
Cable ties
Binoculars
Insulating tapes
Screws and nuts
Allan keys
Labeling tapes
Respiratory protective equipment
Eye protection
Safety helmets.
Fall arrest harnesses for working at heights.
Overall
Face shields.
Foams cleaners
Indicator: Maintenance preliminaries are properly applied
Interpretation of of alarms and indicator faulty logs are consulted
Antennas is checked
RF Power amplifier is checked
RF Combiner is checked
RF parameter are measured
RF Power parameters are checked
The faulty equipment is located
Indicator: The fault is properly rectified
TX antennas is fixed
TX antennas is re polarized
RF jumpers and feeder are fixed
RF combiner is repaired or replaced
RF power amplifier is repaired or replaced
RF cables are re- arranged
LOS parameter are measured and tested
RF power parameters are tested
RF parameters are tested and measured
Indicator: The preventive maintenance is well conducted
Cabinet is cleaned
Snags are cleared
Nuts and bolts are tightened
Power cables are checked
Ground cables are verified
LOS obstacles are removed if any
Indicator: Technical report, maintenance report, requisition document and inventory documents are well done
Technical report
Inventory document
Maintenance report
Requisition document
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Bahumurize Radio coverage is properly extended
TX antennas are working properly
combiners works properly
feeder and jumpers are fixed and routed properly
The exciter works properly
Power amplifiers work well
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The coverage of uncovered area is provided as required
100% of coverage of Rwinyagamburiro
Indicator: Transmission power is boosted
2000 Watts
Indicator: Time keeping
4hours are kept
Indicator: Operating frequency is maintained
92.1MHz
Observation
Reference books:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
T L C O B 5 0 1 - OPERATION OF BROADCASTING TRANSMISSION SYSTEM
TLCOB501 Operate broadcasting transmission system
REQF Level: 5 Learning hours
Credits: 8 80
Sector: Technical services
Sub-sector: Telecommunication services
Issue date: December 2018
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to operate broadcasting transmission system
Learning assumed to be in place
N/A
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
2. Manipulate measurement
instruments used in transmission
2.1. Proper manipulation of physical connections testing instruments.
2.2. Proper manipulation of RF measurement instrument
2.3. Proper manipulation of signal quality testing instruments.
2.4. Proper manipulation of line-of sight measurement instrument
7. Perform routine transmission
activities
7.1. Proper Monitoring of broadcasting operations to ensure proper functioning.
7.2. Proper Selection of different signal sources to be transmitted according to the techniques to be used.
7.3. Proper reporting of operations on transmission system status
8. Inspection of signal parameters 8.1. Proper inspection of audio parameters 8.2. Proper inspection of video parameters 8.3. Proper inspection of radio frequency parameters 8.4. Proper inspection of streaming parameters 8.5. Proper inspection of line-of sight
9. Carry out inventory and Perform
requisition needs of transmission
site
9.1. Proper identification and listing of transmission equipment
9.2. Proper identification of physical and working status
9.3. Proper request of needs for normal working of transmission system
Learning Outcome 1.1: Manipulate physical connections testing instruments
Manipulate electrical testing
measurement instrument
Voltage detector
Analog and digital
multi meter
Clamp type meter
Solenoid voltage
meter
Manipulate network cable
testing instrument
Toner and probe
combination
Mod taps
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
- Book - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Voltage detector - Analog and digital
multi meter - Clamp type meter - Solenoid voltage
meter - Toner and probe
combination
- Mod taps
Formative Assessment 1.1
LU 1: Manipulate measurement instruments used in transmission
1
Learning Outcomes:
1. Manipulate physical connections testing instruments. 2. Manipulation of RF and signal quality measurement instrument 3. Manipulation of line-of sight testing instruments
8 Hours
Content Learning activities Resources
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: Electrical testing instruments are well manipulated
Voltage detector
Analog and digital multi meter
Clamp type meter
Solenoid voltage meter
Indicator: Network cable testing is well done
Toner and probe combination
Mod taps
Observation
Performance criterion
Proper manipulation of physical connections testing instruments according to
measurements required
Learning Outcome 1.2: Manipulation of RF, signal quality and signal strength measurement
instrument
RF measurement instrument
RF power meters
RF spectrum or RF signal
analyzer
Network analyzer
Receivers
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
- Book - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - RF power meters - RF spectrum or RF
signal analyzer - Network analyzer - Receivers
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
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list.
Checklist Score
Content Learning activities
Resources
Performance criterion
Proper manipulation of RF, signal quality and signal strength measurement
instrument
Yes No
Indicator: RF measurement instruments are well manipulated
RF power meters
RF spectrum or
RF signal analyzer
Network analyzer
Receivers
Observation
Learning Outcome 1.3: Manipulation of line-of sight testing instruments
Line-of sight measurement
instrument:
Binoculars
Inclinometer
Spectrum compact
signal generator
Spectrum compact
analyzer
Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments
- Book - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Binoculars - Inclinometer - Spectrum compact signal
generator - Spectrum compact analyzer
Formative Assessment 1.3
Content Learning activities Resources
Performance criterion
Proper manipulation of line-of sight measurement instrument according to the
result required
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: Line-of site measurement instruments are well manipulated
Binoculars
Inclinometer
Spectrum compact signal generator
Spectrum compact analyzer
Observation
Learning Outcome 2.1: Monitor broadcasting operations
Output Power
Power in a band
Unwanted signals
Phase noise
Modulation quality
Signal quality
Signal strength
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
Book Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Internet RF power meters RF spectrum or RF signal
analyzer Network analyzer Receivers
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 2: Perform routine transmission activities
2
Learning Outcomes:
1. Monitor broadcasting operations 2. Select different signal sources to be transmitted 3. Report operations on transmission system status
18 Hours
Content Learning activities
Resources
Performance criterion
Proper Monitoring of broadcasting operations parameters to ensure proper
functioning
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: Operations parameters are well measured
Output Power
Power in a Band
Unwanted Signals
Phase Noise
Modulation Quality
Signal quality
Signal strength
Observation
Learning Outcome 2.2: Select different signal sources to be transmitted
Microwave link system
Off-air receivers
Satellite (downlink)
Recorded signal
Streaming
VPN (Virtual Private network)
Web streaming
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
Book Pen Workshop Whiteboard/ Black
board Marker pen Projector Computer
Off-air receivers
Microwave system Receiving satellite kit Internet Encoder CD, flash disk,
memory cards
Content Learning activities Resources
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: different signal sources are well selected
Microwave link system
Off-air receivers
Satellite (downlink)
Recorded signal
Streaming
VPN (Virtual Private network)
Web streaming
Observation
Learning Outcome 2. 3: Report operations on transmission system status
Performance criterion
Proper selection of different signal sources to be transmitted according to the
techniques to be used.
System Operations Reports
Electrical equipment
status report
RF equipment status
report
Cooling equipment
status report
Operational problem
reporting
Presentation Brainstorming Demonstration Discussions Asking questions Assignments
Book Pen Whiteboard/ Black
board Marker pen Chalks Projector Computer Internet Sample of reports
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: System operations reports are well done
Electrical equipment status report
Content Learning activities Resources
Performance criterion
Proper reporting of operations on transmission system status
RF equipment status report
Cooling equipment status report
Observation
Learning Outcome 3.1: Inspect audio parameters
Audio bandwidth Audio nominal level Audio power level in decibels Audio voltage level Audio impedance Audio codec Audio bitrates Audio gain Audio format Audio mode
Mono Right and Right Stereo
Frequency response Total Harmonic Distortion plus
Noise Signal-to-Noise Ratio Inter-modulation Distortion
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer Internet Spectrum analyzer Network analyzer Audio generator Oscilloscope
LU 3: Inspect signal parameters
3
Learning Outcomes:
5. Inspect audio parameters 6. Inspect video parameters 7. Inspect RF parameters
36 Hours
Content Learning activities Resources
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 evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: audio parameters are well inspected
Audio bandwidth
Audio nominal level
Audio power level in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
Audio gain
Audio format
Audio mode
Frequency response
Total Harmonic Distortion plus Noise
Signal-to-Noise Ratio
Inter-modulation Distortion
Observation
Performance criterion
Proper inspection of audio parameters according to system functionality
Learning Outcome 3.2: Inspect video parameters
- Video codec
- Video file format
- Video dimension
(resolution)
- Video frame rate
- Video bitrates
- Video format
- Video standard:
PAL ISDB ATSC ISDB-Tb SECAM
Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments
Book Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Internet Computer Application software Video analyzer Spectrum analyzer Network analyzer Oscilloscope
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
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Content Learning activities Resources
Performance criterion
Proper inspection of video parameters according to the system functionality
Checklist Score
Yes No
Indicator: video parameters are inspected
Video codec
Video file format
Video dimension (resolution)
Video frame rate
Video bitrates
Video standard
Observation
Learning Outcome 3.3: Inspect RF parameters
RF Output Power
Unwanted Signals
Phase Noise
Modulation Quality
Frequency modulation
Amplitude modulation
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Internet Computer RF power meters RF spectrum or RF
signal analyzer Network analyzer Receivers Oscilloscope
Formative Assessment 3.3
Content Learning activities Resources
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: RF parameters are well inspected
Output Power
Unwanted Signals
Phase Noise
Modulation Quality
Frequency modulation
Amplitude modulation
Output Power
Observation
Performance criterion
Proper inspection of radio frequency parameters according to the system
functionality
Learning Outcome 4.1: Identify and listing of transmission equipment
Identification of transmission equipment RF Exciter Audio processor RF Power
amplifiers RF Filters RF Transmission
line RF Combiner Antennas and
accessories RF Splitters RF Feeder Jumpers RF Feeder
Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments
o Computers o Internet o Books o CDs o Markers o Videos o Catalog o Exciter o Power amplifiers o Filters o Transmission line o Combiner o Antennas and
accessories o Splitters o Jumpers o Feeder
Formative Assessment 4.1
LU 4: Carry out inventory and Perform requisition needs of transmission site
4
Learning Outcomes:
1. Identify and listing of transmission equipment 2. List transmission equipment working status 3. Interpret installation procedures
18 Hours
Content Learning activities Resources
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 questions True – False questions Matching Essay (short responses / extended responses) Observation check list
Checklist Score
Yes No
Indicator: Transmission equipment are well selected
RF Exciter
Audio processor
RF Power amplifiers
RF Filters
RF Transmission line
RF Combiner
Antennas and accessories
RF Splitters
RF Jumpers
RF Feeder
Observation
Learning Outcome 4.2: List transmission equipment working status
Performance criterion
Proper identification and listing of transmission equipment according to the
work to be done
Asset list and tags
Checking working status
Inventory Results and
Reports
Disposal
Missing assets
Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments
Book Pen Whiteboard/ Black board Marker pen Chalks Projector Computer Asset register machines
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 evidence
Multiple Choice questions True – False questions Matching Essay (short responses / extended responses) Observation check list
Checklist Score
Yes No
Indicator: inventory of transmission equipment is well done
Content Learning activities Resources
Performance criterion
Proper identification of physical and working status
Disposal assets
Missing assets
Working in normal conditions asset
Asset to be repaired
Asset to be upgraded
Observation
Learning Outcome 4.3: Interpret installation procedures
Tools and equipment
Placement steps
Maintenance
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
Book Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Timber Ceiling materials
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper request of needs for normal working of transmission system
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: needed materials are well identified
materials in the store
materials to be purchased
material requisition form
requisition documents
Observation
Reference books:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
T L C C G 5 0 1 CONFIGURATION OF GSM TRANSMISSION SYSTEM
TLCCG501 Configure GSM transmission system
REQF Level: 5 Learning hours
Credits: 12 120
Sector: Technical services
Sub-sector: Telecommunication
Issue date: December, 2018
Purpose statement
This module describes the skills, knowledge and attitudes required to configure GSM
transmission equipment. At the end of this module, participants will be able to configure GSM
equipment used in terrestrial, streaming and satellite communication
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate the achievement of the
learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare tools and equipment 1.1 Proper identification of required equipment according
to the service to be delivered
1.2 Proper Selection and verification of tools according to
the task to be done.
1.3 Proper Selection of accessories/consumables according
to the task to be done.
1.4 Careful selection of PPE.
2. Check physical installation 2.1 Adequate checking positions of each equipment
according to the design
2.2 Proper manipulation of measurement instruments
according to the service required
2.3 Check logical interconnection of equipment according
to the network design using appropriate software
2.4 Proper verification of wiring diagram according the
technical drawing
3. Set up GSM streaming
transmission equipment
parameters.
3.1 Proper selection of streaming transmission media
according to the service delivery
3.2 Proper set up of GSM Tx node parameters according
to the service delivery
3.3 Appropriate verification of the feedback signal
delivered from one end to another using appropriate
equipment
3.4 Proper filling of the acceptance documents and
Adequate technical reporting
4. Set up GSM satellite
Transmission equipment
parameters.
4.1 Proper selection of satellite transmission media
according to the service delivery
4.2 Proper set up of GSM Tx node parameters according
to the service delivery
4.3 Proper setting of Uplink and down link according to the
service delivery
4.4 Proper verification of feedback signal delivered from
one end to another using appropriate equipment
4.5 Proper filling of acceptance documents and technical
reporting
5. Set up GSM terrestrial
Transmission equipment
parameters.
5.1 Proper setting of terrestrial transmission media
according to the service delivery
5.2 Proper set up of GSM Tx node parameters according
to the service delivery
5.3 Appropriate verification of the feedback signal
delivered from one end to another using appropriate
equipment
5.4 Proper filling of the acceptance documents and
Adequate technical reporting
LU 1: Prepare tools and equipment
1 Learning Outcomes:
1. Identify the required equipment according to the service to be delivered
2. Select and verify tools according to the task to be done.
3. Select the accessories/consumables according to the task to be done.
4. Careful selection of PPE.
5 Hours
Learning Outcome 1.1: Identify the required equipment
Identification of GSM
transmission equipment
Reflector dish
Feed horn
Antenna mounting Pole
Splitter
Waveguide
Dish Brackets
IF Cable
IF Connector
Antenna brackets
Antenna tilting arm (up-
down direction)
Antenna panning arm
o Physical demonstration
o Brain storm
o Discussion
o Individual research
o Group research
- Computers
- Internet
- Books
- CDs
- Markers
- Videos
- chalk
- Reflector dish
- Feed horn
- Antenna mounting Pole
- Splitter
- Waveguide
- Dish Brackets
Content Learning activities Resources
(left-right direction)
Fiber cables
Pigtails
Jumpers
Feeders
- IF Cable
- IF Connector
- Antenna brackets
- Antenna tilting arm
(up-down direction)
- Antenna panning arm
(left-right direction)
- Fiber cables
- Pigtails
- Jumpers
- Feeders
Formative Assessment 1.1
Performance criterion
Assessor may collect among the following evidences and make judgment on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Proper identification of required equipment according to the service to be
delivered
Written evidence
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Yes No
Equipment are identified:
Reflector
Feed horn
Antenna mounting Poles
Splitters
Types of Waveguide
IF Cable
Dish Brackets
IF Connectors
Antenna brackets
Antenna panning arm
Antenna tilting arm
Jumpers and feeders
Observation
Learning Outcome 1.2: Select and verify tools
Select and verify required
tools:
Electrical and Electronics
measuring tools
TX measuring tools
Cable tester
Electrical and electronics
toolkit
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Digital Multimeter
Power meter
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Cable tester
Computer
Videos
Screwdrivers
Allan keys
Wrenches
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgments on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning activities Resources
Performance criterion
Proper Selection and verification of tools according to the task to be done
Written evidence
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Yes No
Tools are well selected:
Digital Multimeter
Power meter
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Cable tester
Screwdrivers
Allan keys
Wrenches
Observation
Learning Outcome 1.2: Select accessories/consumables
Select
accessories/consumables
cable ties
insulating tapes
water proofing tapes
marking set
cable clamps
cable connectors
Brainstorming
Group work
Individual research
Reference books
Internet
cable ties
insulating tapes
water proofing tapes
marking set
cable clamps
- cable connectors
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgment on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Content Learning activities Resources
Proper Selection of accessories/consumables according to the task to be done
Checklist Score
Yes No
Accessories and consumable:
cable ties
insulating tapes
water proofing tapes
marking set
cable clamps
cable connectors
Observation
Learning Outcome 1.3: Careful selection of PPE.
Selection of needed PPE
Hearing protective devices:
Ear muffs
Ear plugs.
Respiratory protective equipm
ent
. Eye and face protection:
safety glasses
Physical demonstration,
Demonstration by pictures and
videos
Brainstorming
Personal research
Group discussion
Reference books
Internet
Overall
Security shoes /boots
Gloves
ESD(electrostatic discharge)
tools
Helmet
Harnesses
Sun glasses
Content Learning activities Resources
Face shields.
Safety helmets.
Fall arrest harnesses for
working at heights.
Skin protection
Gloves,
Gauntlets
Sunscreen.
Overall
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Score
Careful selection of PPE.
Checklist Yes No
PPE are selected:
Eye and face protection
Hearing protective devices
Skin protection
Respiratory protective equipment
Ear protective devices
Observation
Learning Outcome 2.1: Check design layout of GSM transmission equipment
Checking the antennas position
Azimuth
Elevation
LOS
Cable Routing On The Tower
and in the cabinet
Check position of transmission
node in the cabinet
Checking power equipment
position
Power back up
Voltage regulator
Brainstorming
Group discussion
Demonstration using video/audio
Individual research
Reference books
Internet
Computer
CD
White board
Markers
Pens
Projector
Screwdrivers
Allan keys
Wrenches
Formative Assessment 2.1
Lu2: Check Design Layout Physical Installation
2 Learning Outcomes:
1. Check positions of GSM transmission equipment according to
the design
2. Manipulate measurement instruments
3. Check logical interconnection of equipment
10 Hours
Content Learning activities Resources
Assessor may collect among the following evidences and make judgments on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
. performance evidence
. oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Equipment positions are well checked:
Antennas( azimuth and elevation)
TX node
Power equipments
Cable routing
Observation
Performance criterion
Adequate checking of the positions of each equipment according to the
design
Learning Outcome 2.2: Manipulate measurement instrument
Manipulate power
measurement instrument:
Multimeters
Power meter
Phase tester
Ohmmeter
Manipulate IF measurement
instruments :
Spectrum analyzer
OTDR
Continuity Tester
SIGNAL GENERATOR
IF attenuator
Bandwidth tester
Frequency counter
Microwave power meter
Manipulate cable tester
instruments.
Cable tester
OTDR
Brainstorming
Demonstration
Individual research
Group work
Individual practice
Reference books
Internet
Tutorials
Computer
Millimeters
Power meter
Phase tester
Ohmmeter
Oscilloscope
Spectrum analyzer
OTDR
Continuity Tester
SIGNAL GENERATOR
RF attenuator
Bandwidth tester
Frequency counter
Microwave power meter
Content Learning activities Resources
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
Performance evidence
Observation check list
Checklist Score
Yes No
Instruments are well manipulated:
Power measuring instruments
IF measuring instruments
Cable tester measuring instruments
Observation
Performance criterion
Proper manipulation of measurement instruments according to the
service required
Learning Outcome 2.3: Check logical interconnection of equipment.
Logical connections testing
techniques
Pinging technique
Network scanning
Remote control.
Brainstorming
Demonstration
Individual research
Group work
Individual practice
Reference books
Internet
White board
Markers
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
Performance evidence
written evidence
oral evidence
Observation check list
multiple choice
true or false
Content Learning activities Resources
Performance criterion
Adequate Checking of logical interconnection of equipments
according to the network design using appropriate software
Checklist Score
Yes No
Logical interconnection techniques are well applied
Pinging
Remote control
Scanning
LU3 Set up GSM streaming transmission equipment parameters
Learning Outcome 3.1: Select the Streaming transmission media
Types of streaming media
Ethernet cables
Fiber optic cables.
Physical demonstration
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Computer
LAN cable
Fiber optic cable
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 Multiple choice questions
3 Learning Outcomes
1. Select the Streaming transmission media
2. Set up of GSM Tx node parameters
3. Verify feedback signal delivered from one end to another using
appropriate equipment
4. Fill acceptance documents and technical reporting 35 Hours
Content Learning activities Resources
Performance criterion
Proper selection of streaming transmission media
Performance evidence
oral evidence
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Streaming medium:
Fiber optic cable
Ethernet cable
Observation
Learning Outcome 3.2: Set up Tx node parameters
Classification of IP Classes
Class A
Class B
Class C
Private IP address
Elements of IP address
Host IP address
Subnet mask
Brainstorming
Individual research
Group discussions
Group work
Individual practice
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Content Learning activities Resources
Default gate way
Preferred DNS
Alternate DNS
Configure streaming Tx Equipment
parameters:
Log in parameters
DHCP
IP address
Protocols(UDP/TC/IP)
Configure the channel parameters
Frequency
Power
Bandwidth
Protocol type
Type of encryption
RATE
Clock Source
Line Loop back
Line and Section Overhead
Media type Controller
Data format
Black board
Router
Switch
LAN cables
Clipping tool
Network cable tester
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
written evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
IP are properly configured:
CLASS A
CLASS B
CLASS C
Elements of IP address :
Host IP address
Subnet mask
Default gate way
Preferred DNS
Alternate DNS
Performance criterion
Proper set up of GSM Tx node parameters
Streaming Tx Equipment parameters:
Log in parameters
DHCP
IP address
Protocols(UDP/TC/IP)
IF parameter:
Frequency
Power
Bandwidth
Protocol type
Type of encryption
RATE
Clock Source
Line Loop back
Line and Section Overhead
Media type Controller
IF Parameters:
Frequency
Power
Bandwidth
Protocol type
Type of encryption
RATE
Clock Source
Media type Controller
Media type Controller
Data format
Line Loop back
Data format
Observation
Learning Outcome 3.3: Verify the feedback signal
Verify the feedback signal
delivered from one end to
another
Perform drive test using test
phone
Verify the data quality ( audio,
video, text)
Verify the link stability
Physical demonstration
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Computer
Test phone
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
proper Verification of the feedback signal delivered from one end to
another using appropriate equipment
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Verify:
drive test using test phone
data quality :
Audio
Video
Text
link stability
Observation
Learning Outcome 3.5: Fill the acceptance documents and adequate technical reporting.
Fill the logs:
Instrument's log
Maintenance logs
Troubleshooting log
Complete the inventory logs
Prepare or fill the acceptance forms
Prepare technical report
Brainstorming
Individual research
Group discussions
Group work
Individual practice
demonstration using
video/pictures
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
instrument logs
maintenance logs
inventory logs
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
Performance evidence Observation check list
Content Learning activities Resources
Performance criterion
adequate Filling of the acceptance documents and technical reporting
Product evidence
Physical end product
Checklist Score
Yes No
Logs:
Maintenance
Troubleshooting
Equipment
Reports:
Acceptance forms
technical report
Observation
LU 4: Set up GSM terrestrial Transmission equipment parameters
4 Learning Outcomes:
1. Select terrestrial transmission media
2. Set GSM TX node parameters
3. Verify feedback signal delivered from one end to another using appropriate
equipment
4. Fill acceptance documents and technical reporting
35 Hours
Learning Outcome 4.1: Select terrestrial transmission media
Select the transmission media.
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Physical demonstration
Brainstorming
Group work
Individual research
Group research
Reference books
Internet
Computer
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper Selection of terrestrial transmission media
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
terrestrial transmission media are well identified
IF Cable
IF Connectors
Observation
Learning Outcome 4.2: Set the TX node parameters.
Set GSM TX node
parameters:
Software upgrade or
downgrade
Node ID
Carrier frequency
Brainstorming
Individual research
Group discussions
Group work
Individual practice
Demonstration by video/pictures
Reference books
Internet
Computer
Chalk
Markers
Projector
Content Learning activities Resources
Tx power
Propagation mode
Bandwidth
DCN/VLAN
Simulation
Flip chart
White board
Black board
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
Performance evidence
oral evidence
written evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Performance criterion
proper Setting of GSM TX node parameters according to service delivery
Tx node Parameters are well set:
Software upgrade or downgrade
Node ID
Carrier frequency
Tx power
Propagation mode
Bandwidth
DCN/VLAN
Observation
Learning Outcome 4.4: Verify the feedback signal
Verify the feedback signal
delivered from one end to
another
Perform drive test using test
phone
Verify the data quality ( audio,
video, text)
Verify the link stability
Physical demonstration
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Computer
Test phone
Formative Assessment 3.4
Content Learning activities Resources
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
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
feedback signal is well tested:
drive test using test phone
data quality :
Audio
Video
Text
link stability
Observation
Performance criterion
Proper verification of the feedback signal delivered from one end to
another using appropriate equipment
Learning Outcome 4.5: Fill the acceptance documents and adequate technical reporting.
Fill the logs:
Instrument's log
Maintenance logs
Troubleshooting log
Complete the inventory logs
Prepare or fill the
acceptance forms
Prepare technical report
Brainstorming
Individual research
Group discussions
Group work
Individual practice
demonstration using
video/pictures
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
instrument logs
maintenance logs
inventory logs
Formative Assessment 4.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
adequate Filling of the acceptance documents and technical reporting
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product
Checklist Score
Yes No
Logs:
Maintenance
Troubleshooting
Equipment
Reports are available:
Acceptance forms
technical report
Observation
Learning Outcome 5.1: Select satellite transmission media
Select the transmission media.
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Physical demonstration
Brainstorming
Group work
Individual research
Demonstration using video/pictures
Reference books
Internet
Computer
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Formative Assessment 5.1
Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
LU 5: Set up GSM satellite Transmission equipment parameters.
5 Learning Outcomes:
1. Select satellite transmission media
2. Set GSM TX node parameters
3. Proper setting of Uplink and down link
4. Verify feedback signal delivered from one end to another using
appropriate equipment
5. Fill acceptance documents and technical reporting 35 Hours
Content Learning activities Resources
Performance criterion
Proper selection of satellite transmission media
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Accessories and consumables are well prepared
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Observation
Learning Outcome 5.2: Set GSM TX node parameters
Set GSM TX node
parameters:
Software upgrade or
downgrade
Node ID
Carrier frequency
Tx power
Propagation mode
Bandwidth
DCN/VLAN
Brainstorming
Individual research
Group discussions
Group work
Individual practice
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
Formative Assessment 5.2
Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning activities Resources
Performance criterion
Proper setting of TX node parameters
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Parameters are well set:
Software upgrade or downgrade
Node ID
Carrier frequency
Tx power
Propagation mode
Bandwidth
DCN/VLAN
Observation
Learning Outcome 5.3: verify Uplink and down link
Verification of the
up/down link
up/down link power
up/down link
frequency
Brainstorming
Individual research
Group discussions
Group work
Individual practice
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
satellite receiver
Formative Assessment 5.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
evidence
Observation check list
Physical end product with assessor’s completed checklist
Content Learning activities Resources
Performance criterion
Proper setting of Uplink and down link according to the service delivery
Product evidence
Checklist Score
Yes No
Parameters are well verified:
Up link power
Down link power
Up link frequency
Down link frequency
Observation \
Learning Outcome 5.4: Verify the feedback signal
Verify the feedback
signal delivered from
one end to another
Perform drive test
using test phone
Verify the data quality (
audio, video, text)
Verify the link stability
Physical demonstration
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Computer
Test phone
Content Learning activities Resources
Formative Assessment 5.4
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
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Performance criterion
Proper verification of the feedback signal delivered from one end to
another using appropriate equipment
Yes No
Parameters are well verified
drive test using test phone
data quality :
Audio
Video
Text
link stability
Observation
Learning Outcome 5.5: Fill the acceptance documents and adequate technical reporting.
Fill the logs:
Instrument's log
Maintenance logs
Troubleshooting log
Complete the inventory logs
Prepare or fill the
acceptance forms
Brainstorming
Individual research
Group discussions
Group work
Individual practice
demonstration using
video/pictures
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Content Learning activities Resources
Prepare technical report
Black board
instrument logs
maintenance logs
inventory logs
Formative Assessment 5.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product
Checklist Score
Yes No
Logs:
Maintenance
Troubleshooting
Equipment
Reports:
Acceptance forms
Performance criterion
Adequate Filling of the acceptance documents and technical reporting
technical report
Observation
Summative Assessment
Integrated situation Resources
"TELESOFT company" is a company dealing with GSM installations as
well as GSM equipment sales.
TELESOFT have got a contract for supplying, install and configure GSM
transmission systems for "WORLD-COM” an operator company
operating all over the world. WORLD-COM Company has a GSM
transmission system site located at Byangabo in western province.
WORLD-COM wants TELESOFT to configure a transmission Node for
Byangabo streaming transmission link with the following parameters:
Parameters Site A
Transmission power 18 dB
Site name Rwanda Tx 128
Site ID RTx128
Latitude 01 56 23.14 S
Longitude 029 57 51.88 E
Azimuth 106 degree
Antenna height 28 m
Tx frequency 17810 MHz
Polarization Vertical
Internet protocol TCP/IP
IP address 192.168.0.14
Subnet mask 255.255.255.0
Default gateway 192.168.0.1
Preferred DNS 192.168.0.13
Alternate DNS 192.168.0.12
As TELESOFT GSM transmission technician you are required to perform
the following activities i perform the following activities in 4 hours.
Prepare tools, materials, consumables and equipments
Check physical installation of GSM transmission link
Configuration the required parameters of GSM transmission
link
Perform the testing and acceptance report
Tools: -
Equipment: -
Materials -
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, materials, consumables and equipments are well prepared
Laptop machine with configuration software
Network cable
Over all
Wrist strap
Pigtail
Digital multi meter
Power meter
Ohmmeter
Helmet
Continuity tester
Cable tester
Electrical and electronic toolkit
Cable tie
Safety shoes
CDs of software
Catalog
Labeling tapes
Indicator: PPEs are properly used
Over all
Safety shoes
Wrist strap
Helmet
Indicator: Transmission equipment are properly interconnected
Transmission node is connected and powered
signal cable are connected
Power cable are connected
Transmission node is connected
Dish antennas are well fixed
Indicator: Transmission equipment parameters are properly configured
Appropriate ip address
Subnet mask
Default gateway
Default dns server
Alternative dns server
Login parameters
Bandwidth
Protocol(tcp/ip)
Site name
Latitude
Longitude
Antenna
Polarization
Indicator: Testing, acceptance and Technical report are well done
Testing report
Acceptance report
Technical report
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Byangabo streaming transmission link is properly configured
Transmission node configuration
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The TX node parameters are properly configured
Transmission power 18 dB
Site name Rwanda Tx 128
Site ID RTx128
Latitude 01 56 23.14 S
Longitude 029 57 51.88 E
Azimuth 106 degree
Antenna height 28 m
Transmission frequency 17810 MHz
Polarization Vertical
Internet protocol
TCP/IP
IP address 192.168.0.14
Subnet mask 255.255.255.0
Default gateway 192.168.0.1
Preferred DNS 192.168.0.13
Indicator: Time keeping
4 hours respected
Observation
REFERENCES:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
Competence
T L C G T 5 0 1 - MAINTAINANCE OF GSM TRANSMISSION SYSTEM
FBSFT201 Maintain F&B store
REQF Level: 5 Learning hours
Credits: 12 120
Sector: Technical services
Sub-sector: Telecommunication
Issue date: December, 2018
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to maintain GSM transmission system. At the end of this module, the participants will be able
to Conduct regular preventive maintenance; Identify faults and repair abnormalities and malfunctions
in transmission equipment.
LevLearning assumed to be in place
Apply Telecom Transmission fundamentals
Apply technical drawing
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 tools and
materials for
maintenance
1.1. Proper identification of required equipment according to the service to be
delivered
1.2. Proper Selection and verification of tools according to the task to be done.
1.3. Proper Selection of spares, accessories and consumables according to the task
to be done.
1.4. Careful selection of PPE.
2. Conduct regular
maintenance
2.1. Proper elaboration of Preventive Maintenance Schedules
2.2. Proper performance of the routine and Predictive maintenance based on the
manufacturer's instructions
2.3. Proper performance of the hardware maintenance
2.4. Proper performance of the software maintenance
3. Diagnose and correct
abnormalities and
malfunctions
3.1. Proper interpretation of the system’s alarms, snags and indicators
3.2. Proper location of the faulty components/section based on the system alarms,
indicators or user Manuel.
3.3. Proper detection and interpretation of abnormalities and malfunctions.
3.4. Proper proposition and implementation of solutions according to different
existing techniques and Report activities
LU1: Prepare tools and materials for GSM Transmission maintenance
1 Learning Outcomes:
Identify equipments.
22 Hours Select and verify tools.
Select spares, accessories and consumables
Select Carefully PPE.
Learning Outcome 1.1: Identify GSM transmission equipments and tools.
GSM transmission
equipment
Reflector dish
Feed horn
Antenna mounting
Pole
Splitter
Waveguide
Dish Brackets
IF Cable
IF Connector
Brain storm
Discussion
Individual research
Group Research
Physical demonstration
Study visit
Computers
Internet
Books
CDs
Markers
Videos
chalk
Reflector dish
Feed horn
Antenna mounting Pole
Splitter
Content Learning activities Resources
Antenna brackets
Network cable
Fiber
Antenna tilting arm
(up-down direction)
Pigtail
Tools
Electrical and
Electronics measuring
tools
Tx measuring tools
Cable tester
Electrical and
electronic toolkit
Waveguide
Dish Brackets
IF Cable
IF Connector
Antenna brackets
Antenna tilting arm (up-down
direction)
Antenna panning arm (left-
right direction)
Fiber cables
Pigtails
Jumpers
Feeders
Fiber
Network cable
RJ 45
RJ 11
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
Performance
evidence
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Yes No
Equipment are well identified:
Reflector dish
Antenna mounting Pole
Feed horn
Types of Splitter
Dish Brackets
Types of IF Cable and connectors
Performance criterion
Proper identification of required equipment according to the service to be
delivered
Antenna tilting arm (up-down direction)
Network cable
IF cable
IF connector
Fiber optics
Antenna Brackets
Waveguide
Splitter
Observation
Learning Outcome 1.2 Select and verify tools
Specific tools for maintenance
Electrical and Electronics
measuring tools
Transmission measuring tools
Cable tester
Electrical and electronics toolkit
Brain storm
Discussion
Physical demonstration
Study visit
Reference books
Internet
Digital Multimeter
Power meter
Phase tester
Signal tester
Continuity tester
Cable tester
Computer
Videos
Content Learning activities Resources
Screwdrivers
Allan keys
Wrenches
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
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Yes No
Tools are well identified
Electrical and Electronics measuring tools
Transmission measuring tools
Cable tester
Electrical and electronics toolkit
Performance criterion
Proper Selection and verification of tools according to the task to be done
Observation
Learning Outcome 1.3: Select spares, accessories and consumables
Spare-parts,
accessories and
consumables
Air filter
Different hardware
materials
Miscellaneous
electrical and
electronics equipment
Security element
Foam cleaner
Lubricant Oil
Labeling tapes
Brainstorming
Personal research
Individual practice
Group discussion
Physical demonstration
- Reference books
- Internet
- tutorials
- Computer
- Data socket
- Power outlet socket
- Cable ties
- Connectors
- Foam cleaner
- Oil
- Labeling tapes
- Rocker
Content Learning activities Resources
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
Performance evidence
Product evidence
Observation check list
Report with assessor’s completed quality checklist
Checklist Score
Yes No
Spare, accessories and consumables are properly selected:
Air filter
Different hardware materials
Miscellaneous electrical and electronics equipment
Security element
Foam cleaner
Lubricant Oils
Labeling tapes
Observation
Performance criterion
Proper Selection of spares, accessories and consumables according to the task to
be done.
Learning Outcome 1.4: Select Carefully PPE
Selection of needed PPE
Overall
Security shoes /boots
Gloves
ESD tools
Helmet
Harnesses
Eye protection glasses
Brainstorming
Personal research
Individual practice
Group discussion
Physical demonstration
Internet
Overall
Security shoes /boots
Gloves
ESD(electrostatic discharge)
tools
Helmet
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
Performance evidence Observation check list
Content Learning activities Resources
Performance criterion
Careful selection of PPE
Checklist Score
Yes No
PPE are well selected
Overall
Security shoes /boots
Gloves
ESD tools
Helmet
Harnesses
eye protection glasses
Observation
L earning Outcome 2.1: Elaborate Preventive Maintenance Schedules
Preventive maintenance
Schedules
Create a plan
Inventory facility equipment/
assets
Status of equipment
Physical protection
Software protection
Regular replacement of single use
parts as per recommendation
Brainstorming
Group work
Presentations
Individual research
Physical presentation
Reference books
Internet
Computer
Projector
Samples
Formative Assessment 2.1
LU2: Conduct regular maintenance
2 Learning Outcomes:
6. elaborate Preventive Maintenance Schedules
7. perform routine and Predictive maintenance
8. perform hardware maintenance
9. perform software maintenance 39 Hours
Content Learning activities Resources
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
Product evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Preventive maintenance plan is well done:
Create a plan
Inventory of facility equipment/assets
Status of equipment
Physical protection
Software protection
Regular replacement of single use parts as per recommendation
Observation
Performance criterion
Proper elaboration of Preventive Maintenance Schedules
Learning Outcome 2.2: Perform the routine and Predictive maintenance
Perform the routine
maintenance
Physical checking of equipment
Checking equipment ‘status
Interpret the alarms and
indicators
Labeling according to status
Cleaning as per requirement
Brainstorming
Individual research
Group work
Demonstration
Individual practice
Physical demonstration
Reference books
Internet
tutorials
Computer
Catalogue
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Perform routine and Predictive maintenance
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Routine and predictive maintenance is well done
Physical checking of equipment
Checking equipment ‘status
Interpret the alarms and indicators
Labeling according to status
Cleaning as per requirement
Observation
Learning Outcome 2.3: Perform hardware maintenance
hardware maintenance
hardware cleaning
hardware replacing
hardware repair
Brainstorming
Individual research
Demonstration
Individual practice
Reference books
Internet
Computer
catalogue
Content Learning activities Resources
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
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Hardware Maintenance is done:
hardware cleaning
hardware replacing
hardware repair
Observation
Performance criterion
Proper performance of hardware maintenance
Learning Outcome 2.4: Perform the software maintenance
software maintenance
Software update
Software upgrade
Software protection
Brainstorming
Individual research
Demonstration
Individual practice
Reference books
Internet
Computer
Catalogue
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
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Software maintenance is well done:
Software update
Software upgrade
Software protection
Observation
Content Learning activities Resources
Performance criterion
Proper performance of software maintenance
Learning Outcome 3.1: Interpret the system alarms, snags and indicators
system alarms, snags and
indicators
Error alarms
Error indicator
Power alarms
Power Indicator
Good connectivity alarms
Good connectivity indicator
Identify the snags
Brainstorming
Presentations
Individual research
Individual practice
Physical presentation
Reference books
Internet
Computer
Video
Audio
Projector
Sound system
catalogues
Formative Assessment 3.1
LU3: Diagnose and correct abnormalities and malfunctions
3 Learning Outcomes:
1. Interprete System Alarms, Snags and Indicators
2. Locate Faulty Components/Section
3. Detect and Interprete Abnormalities and Malfunctions
4. Propose and implement solutionsperform software maintenance 39 Hours
Content Learning activities Resources
Performance criterion
Interpretation of the system’s alarms, snags and indicators
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
Product evidence
Multiple choice questions
True-False questions
Matching
Checklist Score
Yes No
Alarms, indicators and snags are well detected
Error alarms
Error indicator
Power alarms
Power Indicator
Good connectivity alarms
Good connectivity indicator
Identify the snags
Observation
Learning Outcome 3.2: Locate faulty components/section
faulty
components/section
Physical location
Components status
Cause of fault
Brainstorming
Demonstration
Individual research
Individual practice
Physical presentation
Reference books
Internet
Tutorials
Computer
Sketch books
user Manuel
study visit
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
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Content Learning activities Resources
Performance criterion
Proper Location of the faulty components/section based on the system alarms,
indicators or user Manuel
Checklist Score
Yes No
Faulty components/section are well located
Physical location
Components status
Cause of fault
Observation
Learning Outcome 3.3:Detect and interpret abnormalities and malfunctions.
abnormalities and malfunctions.
error alarms
Error indicator
Power alarms
Power Indicator
Physical checking
Brainstorming
Group work
Presentations
Individual research
Physical presentation
Reference books
Internet
Computer
Projector
Samples
catalogue
Content Learning activities Resources
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
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Abnormalities and malfunctions are properly detected:
Error alarms
Error indicators
Power alarms
Power Indicators
Physical checking
Observation
Performance criterion
Proper detection and interpretation of abnormalities and malfunctions.
Learning Outcome 3.4 Propose and implement solutions
solutions proposals
equipment Repair
equipment replacement
system upgrade
solutions implementation
possible logs:
instrument's log
maintenance logs
troubleshooting log
inventory logs
acceptance forms preparation
or filling
technical report
Brainstorming
Individual research
Group work
Demonstration
Individual practice
Physical demonstration
Reference books
Internet
tutorials
Computer
Catalogue
instrument's log sheet
maintenance log
sheet
troubleshooting log
sheet
Content Learning activities Resources
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
Performance evidence
Product evidence
Written evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Solutions and Report are well scheduled
solutions proposals
equipment Repair
equipment replacement
system upgrade
solutions implementation
equipment Repair
equipment replacement
Performance criterion
Proper proposition and implementation of solutions according to different
existing techniques and Reporting of activities
system upgrade
logs:
instrument's log
maintenance logs
troubleshooting log
inventory logs
acceptance forms preparation or filling
Observation
Assessment Package
Summative Assessment
Integrated situation Resources
BEST COMPANY Ltd is a company specialised in GSM TRANSMISSION
SYSTEM installations and maintenance.
The company is a contractor to AFRI GSM Ltd, an operator company
covering all Africa with telecom services. AFRI GSM Ltd has a GSM
TRANSIMISSION SYSTEM site located in western province and it is
reported, in the monitoring system, to have alarm indicating that the
system node is not working due to unknown cause.
The basic node configurations are as follow:
Carrier frequency: 18200 MHz
Carrier power: 50 dB
Bandwidth: 200 MHz
Node ID: RTx128
Propagation mode: Horizontal
Transmission rate: 500 mbps
Reflector dish & accessories
As BEST COMPANY Ltd’s Transmission technician you are required to
maintain the system and to re-establish the service in 4 hours.
The proposed maintenance activities are as follow:
Make a maintenance plan
Prepare maintenance tools and materials for maintenance
Interpret alarms and indicators
Rectifier the fault
Conduct regular maintenance
Elaborate the maintenance report
˗ IF Cable
˗ IF Connectors
˗ Antenna brackets
˗ Network cable
˗ Fiber cable
˗ Pigtail
˗ Digital multimeter
˗ Power meter
˗ Spectrum analyser
˗ Cable tester
˗ Electrical and
electronic toolkit
˗ Cable ties
˗ Electrical connectors
˗ Safety belt
˗ Safety shoes
˗ Helmet
˗ Overall
˗ Gloves
˗ Foam cleaner
˗ Oil
˗ Labeling tapes
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: The maintenance plan is well done
Previous maintenance report is interpreted
Draft system status is well done
Maintenance time is estimated
Maintenance manual is referred
Indicator: Tools, materials, consumables and spares are prepared
Reflector dish & accessories
Antenna brackets
Network cable
Fiber cable
Pigtail
Digital multimeter
Power meter
Spectrum analyser
Cable tester
Electrical and electronic toolkit
Cable ties
Indicator: Maintenance preliminaries are properly applied
Alarms and indicator are checked
Alarms and indicator are interpreted
Transmission node is checked
The faulty component is located
Indicator: The fault is properly rectified
Carrier frequency is reconfigured
Carrier power is set
Bandwidth is set
Indicator: The preventive maintenance is well conducted
Work place is cleaned
Snags are cleared
Nuts and bolts are tightened
Power cables checked
Ground cables are verified
Los obstacles are removed if any
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The equipment is performing well
No alarm
No error in the system log
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Maintenance is time is respected
4 hours
Indicator: The node parameters are configured and The service is re-established
Carrier frequency: 18200 MHz
Carrier power: 50 dB
Bandwidth: 200 MHz
Transmission rate: 500 mbps
Observation
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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