tvet certificate iii in land surveying · 8. handle surveying instruments 9. collect basic spatial...

3

TVET CERTIFICATE III in

LAND SURVEYING

CODE

CSTLSV3001

Kigali December, 2016

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CSTLSV3001-TVET CERTIFICATE III

Land Surveying

REQF Level 3 CURRICULUM

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© Workforce Development Authority, 2016

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

December, 2016

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

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

accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2016

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i i

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

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

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

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

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 7

2.4 Job related information 7

2.5 Employability skills and life skills 7

2.6 Information about competencies 9

3 . T R A I N I N G P A C K A G E 1 0

3.1 Course structure 10

3.2 Competencies chart 10

3.3 Flowchart 12

4 . A S S E S S M E N T G U I D E L I N E S 1 3

4.1 Assessment Methodology 13

4.2 Portfolio 13

C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 6

LU 1:Participate as part of a team and respect the rules of the training environment. 18

LU 2: Explain the occupation and learning process 22

LU 3:Respect the facilitation and apply learning methods. 25

LU 4: Develop personal plans based on self-assessment practices 28

C C M H E 3 0 1 - M A I N T A I N I N G S H E A T W O R K P L A C E 3 5

LU 1: Maintain personal health, hygiene and sanitation 38

LU 2:Apply safe reproductive health practices 43

LU 3: Address unsafe situations on the job 47

LU 4: Respond appropriately to emergencies at work 51

LU 5: Ensure environmental sustainability 55

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Summative Assessment 59

C C M W C 3 0 1 - W O R K P L A C E C O M M U N I C A T I O N S K I L L S 6 6

LU 1: Listen and speak effectively 68

LU 2: Cooperate and work as a team member 74

LU 3: Apply customer care 81

LU 4:Write and submit a report 86


C C M E N 3 0 1 - P R E - 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 9 3

LU 1: Talk about familiar events and activities 95

LU 2: Write short compositions on familiar topics 100

LU 3: Read and interpret messages from simple texts and social letters 106

LU 4: Write short compositions on familiar topics 113

C C M K N 3 0 1 - I K I N Y A R W A N D A K I B O N E Y E 1 1 9

LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi 122

LU 2: Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye,

itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru 129

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 136

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

ibidukikije. 144

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

yubahiriza imyandikire y’Ikinyarwanda. 151

C C M C L 3 0 1 - C O M P U T E R L I T E R A C Y 1 5 9

LU 1: Apply computer basics 161

LU 2:Use a word processing package 167

LU 3: Use current spread sheet package 174

LU 4: Use current presentation 180

LU 5: Use Internet/Intranet (outlook) 189


C C M B C 3 0 1 - B U S I N E S S C R E A T I O N 1 9 9

LU 1: Identify and describe entrepreneurial characteristics 201

LU 2: Assess business environment 205

LU 3: Assess and react to play incidents 210

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LU 4: Run a business 214

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

LU 1: Apply for internship/employment 224

LU 2:Demonstrate appropriate workplace behavior and attitudes 228

LU 3: Respect worker’s and employer’s rights and responsibilities 232

LU 4: Organize and evaluate one’s internship 238

L S V D G 3 0 1 - A P P L I C A T I O N D E S C R I P T I V E G E O M E T R Y 2 4 3

LU 1:Perform Geometric construction 245

LU 2:Perform geometric projections 250

U 3:Perform geometric graphics 253


L S V G O 3 0 1 - A P P L I C A T I O N G E O M E T R I C A L O P T I C S 2 6 2

LU 1:Perform Geometrical optics principles 265

LU 2:Apply Mirror concept in Geometrical Optics 272

U 3 Perform Lenses concept in Geometrical optics 279

LU 4:Perform optical instruments using lens 284

L S V H S 3 0 1 - H A N D L E B A S I C S P A T I A L D A T A 2 9 0

LU 1:Prepare spatial data for storage 292

LU 2:Identify Access and retrieve spatial data 298

LU 3:Manage spatial data security 303


L S V I P 3 0 1 - - M E A S U R E A N D L O C A T E I M M O V A B L E P R O P E R T Y 3 0 9

LU 1:Identify the location of the property and the owner 311

LU 2:Identify the dimensions of the property 317

LU 3:Identify property’s legal documents 322


L S V L I 3 0 1 - O P E R A T E L E V E L L I N G I N S T R U M E N T S 3 3 1

LU 1:Determine Classifications and specifications of levelling instrument 333

LU 2:Apply Measuring Principles 338

LU 3:Perform basic applications levelling instrument 342


L S V S G 3 0 1 - O P E R A T I O N O F T O T A L S T A T I O N A N D G P S 3 5 1

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LU 1: Determine Classifications and specifications of Total station and GPS 353

LU 2: Apply Measuring Principles (Pulse & Phase difference) 358

LU 3: Perform basic applications of Total station and GPS 363


L S V S D 3 0 1 - C O L L E C T B A S I C S P A T I A L D A T A 3 7 3

LU 1:Identify embroidery materials, tools and equipment 375

LU 2:Set up instrument 380

LU 3:Operate instrument 387

LU 4:Collect spatial data 392


L S V S I 3 0 1 - H A N D L E S U R V E Y I N G I N S T R U M E N T S 4 0 2

LU 1:Identify surveying instruments 404

LU 2:Operate surveying instruments 411

LU 3:Maintain surveying instruments 419


L S V O T 3 0 1 - O p e r a t e T h e o d o l i t e 4 3 1

LU 1:Determine Classifications and specifications of theodolite 433

LU 2:Apply Measuring Principles 438

LU 3:Perform basic applications theodolite 443


L S V T S 3 0 1 - A P P L I C A T I O N O F T R I G O N O M E T R Y I N S U R V E Y I N G 4 5 2

LU 1: Perform right triangle trigonometry 454

LU 2:Perform general triangles 462

LU 3:Perform radian measure 469

G L O S S A R Y 4 7 5

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List of abbreviations

PPE Personal Protective Equipment

TVET Technical and Vocational Education and Training

GIS Geographical Information System

CAD Computer Aided Design

PDA Personal Digital Assistant

IT Information technology

GPS Global Positioning System

TS Total Station

CM Complementary Modules

CDU Curriculum Development Unit

ICT Information Communication Technology

REQF Rwandan Education Qualifications Framework

WDA Workforce Development Authority

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Acknowledgments

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

the development of this curriculum:

Coordination

MUHIRE Jean Marie Vianney - WDA

Facilitation

NIKUZE Bernadette– WDA

Curriculum Development Team

No NAME FUNCTION INSTITUTION/LOCATION

1. NKUNDABAGENZI Jeremie. Quantity Surveyor and

Laboratory Technician

RECOGE Ltd

2. HARERIMANA Andre Surveying Technician KOB co Ltd

3. NSHIZIRUNGU Victor

Clement

Land Surveyor Zenith Survey Engineering

Ltd

4. BARARWEREKANA Robert Instructor in Surveying SJITC Nyamirambo

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Field Data Collector. It is designed with

an approach that takes into account the training needs, the work situation, as

well as the goals and the means to implement training.

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

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

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

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

and the course structure.

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

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

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

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

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

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

The purpose of this qualification is to allow

learners access to the medium Construction

sector with specific reference to the field of

land surveying Technology. This qualification

will allow qualifying learners to become

economically active in Land Surveying

Technology practices that will have a direct

impact on local economic development through

the Construction of Infrastructures, the

improvement of Surveying works quality and

access to mainstream surveying.

At the end of this qualification, qualified

learners will be able to:

1. Describe the Occupation and learning process

2. Maintain Health, Safety, security and environment at workplace

3. Apply Computer Literacy 4. Communicate simply using English in

familiar situations 5. Apply Communication skills in French 6. Gukoresha I kinyarwanda

kiboneyeApply Communication skills in Swahili

7. Communicate effectivrly at Workplace 8. Handle surveying instruments

9. Collect basic spatial data 10. Operate levelling instruments 11. Operate theodolite 12. Operate Total station and GPS 13. Handle basic spatial data 14. Measure and locate immovable

property 15. Apply descriptive Geometry in

surveying 16. Apply trigonometry in surveying 17. Apply Geometrical optics in surveying 18. Create a business 19. Integrate workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally fit

with broad knowledge, skills and attitude of

construction background

Title: TVET Certificate III in Land Surveying

Level: REQF Level 3

Credits: 120

Sector: Construction and Building Services

Sub-sector: Land Surveying

Issue date: December, 2016

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the technical services in construction, agriculture and

infrastructures in general. It will be involved in different activities involved in those sectors enumerated

above.

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

Possible jobs related to this qualification

Field Data Collector

Preferred pathways for candidates entering

this qualification include:

9 Years basic education

Other relevant qualifications

Progression route of candidates achieving

this qualification include:

TVET Certificate IV in Land Surveying

A range of other related TVET

Certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

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Safety and security precautions

Health and reproduction

Rwanda environmental protection, practices rules and regulations

Health and environment

Health and reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small business plan

Planning and organizing

Preparing feasible 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

Technology

Be familia with applicable softwares

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 18 Core competencies: 10 Complementary competencies: 8 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the Occupation and learning process 3

2 CCMHE301 Maintain SHE at workplace 3

3 CCMCL301 Apply computer literacy 3

4 CCMWC301 Communicate effectively at the workplace 3

5 CCMEN301 Communicate simply using English in familiar situations 3

6 CCMKN301 Gukoresha I kinyarwanda kiboneye 3

7 CCMBC301 Create a business 3

8 CCMIA301 Integrate the workplace 30 Total 51

No Code Core competencies Credit

GEN

ERA

L 1 LSVDG301 Apply descriptive geometry 7

2 LSVTS301 Apply trigonometry in surveying 8

3 LSVGO301 Apply geometrical optics 8

SPEC

IFIC

4 LSVSI301 Handle surveying instruments 6

5 LSVSD301 Collect basic spatial data 6

6 LSVLS301 Operate leveling instruments 6

7 LSVTH301 Operate Theodolite 8

8 LSVTG301 Operate Total station and GPS 8

9 LSVHS301 Handlebasic spatial data 6

10 LSVIP301 Measure and locate immovable property 6

Total 69

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 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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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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1 2 3 4 5 6 7 8 9 10

11

Duration (740 Hrs) 30

30

30

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30

30

30

0

30

70

80

80

1Handle surveying instruments

60 ▲ ▲ ▲ ▲ ∆ ○ ● ● ○ ○ ○ ○ ○ ○ ○

2Collect basic spatial data

60 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ● ○ ○ ○ ○ ● ● ●

3 Operate leveling instruments 60 ▲ ▲ ▲ ▲ ▲ ○ ● ● ● ○ ○ ○ ○ ● ● ●

4 Operate Theodolite 80 ▲ ▲ ▲ ▲ ▲ ○ ● ● ● ○ ○ ○ ○ ● ● ●

5 Operate Total station and GPS 80 ▲ ▲ ▲ ▲ ▲ ○ ● ● ● ○ ○ ○ ○ ● ● ●

6 Handle basic spatial data 60 ∆ ∆ ∆ ▲ ▲ ○ ○ ○ ● ○ ○ ○ ○ ○ ○ ○

7 Measure and locate immovable property 60 ▲ ▲ ∆ ▲ ▲ ○ ● ● ○ ● ● ○ ● ○ ○

SPECIFIC COMPETENCIES

#

GENERAL AND COMPLEMENTARY COMPETENCIESPROCESSField Data Collector

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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.

Figure 2: Flowchart

Occupation and learning process 3

Application of geometrical optics 8

Application of trigonometry in surveying 8

Handle surveying instruments 6 Collect basic spatial data 6

Operate Theodolite 8

Operate levelling instruments 6 Operate Total station and GPS 8

Handle sasic spatial data 6 Measure and locate immovable property 6

Business creation 3

Industrial attachment 30

Communication in the workplace 3

Computer literacy 3Communicate english at workplace 3

SHE in the workplace 3

Ikinyarwanda kiboneye 3

Application of descriptive geometry 7

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

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

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

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

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

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

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

This module is covered first in all qualifications. It allows the learner to get to know the other

participants to the training programme and to understand himself/herself as part of a team.

Also, the trainee will develop a comprehensive and clear vision of the occupation and the

training programme. The module will allow the participant to avoid mistakes of career

guidance and confirm or deny his/her choice from the start. The training and learning

methods are presented to the learner. This approach encourages greater motivation and,

subsequently, a better integration of various learning.

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Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

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LU 1:Participate as part of a team and respect the rules of the training environment.

1

Learning Outcomes:

1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them

6 Hours

Learning Outcome 1.1: Introduce oneself and get to know one another

Introductions

Expectations about the

training

o Introduction

o Game

Presentation of trainees’

expectations

- Trainer manual

Formative Assessment 1.1

Performance criterion

Proper introduction of oneself

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 or performance

Written assessment (Recommendation: ranking exercise)

Group work (e.g. role play or scenario)

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

Learner includes his/her background (academic, technical & work qualifications)

Learner closes introduction (e.g. “I am happy to be with you”)

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

Learner is able to link his/her background to his/her future interests

Learner is able to advocate for his/her abilities, skills, interests

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual


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Performance

Practical task of a team

Checklist Score

Yes No

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Contribution of someone

Complying with rules set

Observation

Learning Outcome 1.3: Participate in setting rules and adhere to them


Appropriate integration in team.

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Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual





Written evidence

Practical task of a team

Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.


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LU 2: Explain the occupation and learning process

2

Learning Outcomes:

1. Describe the main/major elements of occupation 2. Explain about the one’s qualification

12 Hours

Learning Outcome 2.1: Describe the main/major elements of occupation

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

o Group discussion o Personal research o Visit of a business in the

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector



Proper description of the main/major elements of occupation


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Written evidence

Oral evidence

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF level


Award certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

o Presentation by the teacher o Research o Visits of the premises of the

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable


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Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops





Written evidence

Oral evidence

Written exercise


Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

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LU 3:Respect the facilitation and apply learning methods.

3

Learning Outcomes:

1. Engage in active and participatory learning methods 2. Describe the assessment procedures

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual



Proper engagement in active and participatory learning methods


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Written evidence

Scenarios of learning style analysis Role play on engagement and participatory learning methods

Checklist Score

Yes No

Results of assignment

Active participation


Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

o Presentation by the trainer - Assessment manual


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Written evidence

Oral evidence

written assessment


Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation


Adequate description of the assessment procedures

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LU 4: Develop personal plans based on self-assessment practices

4

Learning Outcomes:

1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace





Written evidence

values, skills and interest identification exercise scenario/case study analysis


Proper identification of values, skills and interests


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Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written evidence values, skills and interest self-assessment exercise

JOHARI window assessment


Proper assessment of values, skills and interests


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Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual



Correct Setting of goals


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Written evidence

Written exercise

Project work

Checklist (Correct Setting of goals) Score

Yes No

Medium term SMART goals set

Long term SMART goals set

Strategies to reach set goal

Roadmap/timeframe

Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on

- Trainer manual


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Resources developing personal plans


Checklist (Proper development of plans in order to reach the set goal) Score

Yes No

Resources required

Activities to be performed

Possible obstacles

follow up on goal/progress report against set goal

Action to be taken

One's learning style type (s)

features of one's learning styles (s)

Observation

Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

Strategies for using one’s learning style in workplace/school

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual



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Written evidence

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation

Learning Outcome 4.6: Identification of learning strategies




Proper assessment of one’s learning style

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Written evidence

Performance evidence

Scenario analysis

Checklist Score

Yes No

Auditory

Visual

Learning strategies for each style

Observation

Reference books: 1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods

Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods

Project.


Adequate identification of learning strategies

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C C M H E 3 0 1 - MAINTAINING SHE AT WORKPLACE

CCMHE301 Maintain SHE at workplace

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: June, 2016

Purpose statement

This module describes the skills, knowledge and attitudes required to respect and apply

personal and workplace hygiene. It also covers the personal protective attitudes required in the

sector.

Moreover, the module describes the skills, knowledge and attitudes required to follow safety

and security procedures, identify hazards, assess the associated safety risks and take measures

to eliminate or control and minimize the risk.

Finally, the trainee learns how to participate in environmentally sustainable work practice.

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Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.




Elements of competence Performance criteria

1. Maintain personal health, hygiene and sanitation

1.1. Propoer maintenance of hygiene of the entire body, good health habits and dress code according to the standards

1.2. Proper use of clean materials, clothes, and respect of hygienic practice to ensure that no cross-contamination of other items occurs

1.3. Proper maintenance and cleanliness of working environment

1.4. Correct wearing of work clothing or Personal Protective Equipment to perform work

2. Apply safe reproductive health practices

2.1. Proper identification of reproductive health principles 2.2. Adequate description of transmission, prevention and

treatment of HIV/AIDS and other STI’s 2.3. Adequate identification and avoiding of sexual violence

3. Address unsafe situations on the job 3.1. Appropriate use of methodology to identify actual or foreseeable hazards that have the potential to harm the health, safety and security of workers or anyone else in the workplace

3.2. Appropriate removal of hazards from work area 3.3. Proper implementation of control measures according

to individual level of responsibility or appropriate personnel is referred to for permission or further action

4. Respond appropriately to emergencies at work

4.1. Prompt recognition of emergency and potential emergency situations and determination or taking of required actions within the scope of individual responsibility

4.2. Provision of appropriate response to emergencies 4.3. Proper management of safety equipment

5. Ensure environmental sustainability 5.1. Respect of environmental laws, standards and regulations

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5.2. Proper application of best practice to keep the environment clean (waste management and pollution control)

5.3. Proper identification and reporting of workplace environmental hazards.

5.4. Accurate application of climate change adaptation and mitigating measures

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LU 1: Maintain personal health, hygiene and sanitation

1

Learning Outcomes:

1. Maintain good health and hygiene 2. Apply hygiene and sanitation practices 3. Prevent food contamination caused by food handlers 4. Wear work clothing or Personal Protective Equipment

10 Hours

Learning Outcome 1.1:Maintain good health and hygiene.

Importance of maintaining good health

How to maintain good health: Balanced diet Enough sleep Periodical medical checkup Sports

Importance of body cleanliness

Body cleaning products and equipment

Body cleanliness practices

Workplace dress code and practices

o Brainstorming o Group discussion o Documentary research and

group discussion o Individual practice

Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin Hand towels Equipped wash room



Propoer maintenance of hygiene of the entire body, good health habits

and dress code according to the standards


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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Apply hygiene and sanitation practices.

Importance of environmental Cleanliness Water and waste (clean water,

toilette and hand washing facilities)

Materials and equipment cleaning and disinfection

o Demonstration on hygiene and sanitation practices

o Individual practical work on hygiene and sanitation practices

Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin Hand towels Equipped wash

room



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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Prevent food contamination caused by food handlers.

How food handlers can contaminate food

Prevention of food contamination

Bandage and cover cuts, burns, sores, and skin infections

o Brainstorming o Group discussion

Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin



Proper use of clean materials, clothes, and respect of hygienic practice to ensure

that no cross-contamination of other items occurs

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Hand towels Equipped wash room





Checklist Score

Yes No

Observation

Learning Outcome 1.4: Wear work clothing or Personal Protective Equipment.


Proper maintenance and cleanliness of working environment

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Composition of work clothing or Personal Protective Equipment

Proper maintainance of work clothing

o Individual practice

Work clothing or Personal Protective Equipment





Checklist Score

Yes No

Observation


Correct wearing of work clothing or Personal Protective Equipment to perform

work


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LU 2:Apply safe reproductive health practices

2

Learning Outcomes:

1. Describe reproductive health

2. Describe transmission, prevention and treatment of HIV/AIDS and

other STI’s

2. Identify and avoid sexual violence types

5 Hours

Learning Outcome 2.1:Describe reproductive health.

Puberty and body change

Female reproduction

Male reproduction

Consequences of early pregnancy

o Small group discussions o Pair discussion

- Hand-outs - Reference books - Didactic materials





Proper identification of reproductive health principles


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Describe transmission, prevention and treatment of HIV/AIDS and

other STI’s.

Definition

Transmission

Prevention (ABC)

Treatment

Other STI’s

Stigma and VCT

o HIV game o Questions and answers o True or false o Group work o Demonstration (condom use) o Role play (condom

negotiation)

- Scenarios for HIV game

- True and false statements



Adequate description of transmission, prevention and treatment of HIV/AIDS and other STI’s


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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Identify and avoid sexual violence types.

Definition of sexual violence

Definition of rape

Consequences of sexual violence

o Story telling o Group discussion o Large group discussion





Adequate identification and avoiding of sexual violence


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Checklist Score

Yes No

Observation

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LU 3: Address unsafe situations on the job

3

Learning Outcomes:

1. Identify the primary hazards found in workplaces 2. Identify the best ways to address specific problem situations 3. Implement control measures

5 Hours

Learning Outcome 3.1: Identify the primary hazards found in workplaces.

Types of hazards in the workplace (safety, chemical, biological, other health hazards)

o Brainstorming o Group work o Discussion o Discussion

-Reference books

-Hand-outs

-Stories and pictures





Appropriate use of methodology to identify actual or foreseeable hazards that have the potential to harm the health, safety and security of workers or

anyone else in the workplace


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Identify the best ways to address specific problem situations.

Hazardous situations

Dangerous substances

Control methods (remove hazard, work policies and procedures, protective equipment)

Use of PPE

Health and safety at workplace Rwandan law.


-Reference books

-Hand-outs






Appropriate removal of hazards from work area


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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Implement control measures.

Hazardous situations

Dangerous substances

Control methods (remove hazard, work policies and procedures, protective equipment)

Use of PPE

Health and safety at workplace Rwandan law.


-Reference books

-Hand-outs




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Checklist Score

Yes No

Observation


Proper implementation of control measures according to individual level of

responsibility or appropriate personnel is referred to for permission or further

action

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LU 4: Respond appropriately to emergencies at work

4

Learning Outcomes:

1. Identify emergencies

2. Handle emergencies

3. Manage safety equipment

5 Hours

Learning Outcome 4.1: Identify emergencies.

Definition of emergency

Types of emergencies in a workplace

o Presentation by the trainer o Experience sharing





Prompt recognition of emergency and potential emergency situations and determination or taking of required actions within the scope of individual

responsibility


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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Handle emergencies.

Possible responses to emergencies in the workplace

o Disaster Blaster Game o Role play

- Disaster Blaster Game board, paper, marker, dice, game cards





Provision of appropriate response to emergencies


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Checklist Score

Yes No

Observation

Learning Outcome 4.3:Manage safety equipment.

Safety equipment identification Fire extinguisher Fire horse Fire blanket First aid kit Fire triangle Water fire extinguisher

Safety equipment usage

o Brainstorming on safety equipment

o Demonstration on safety equipment usage

o Organize safety drills o Compile activities reports

- Fire extinguisher - Fire horse - Fire blanket - First aid kit - Fire triangle - Water fire

extinguisher



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Checklist Score

Yes No

Observation


Proper management of safety equipment

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LU 5: Ensure environmental sustainability

5

Learning Outcomes:

1. Identify environmental laws, standards and regulations in Rwanda

2. Identify the best practices to keep the environment clean

3. Describe climate change adaptation and mitigation measures

5 Hours

Learning Outcome 5.1:Identify environmental laws, standards and regulations in Rwanda.

Importance of environmental sustainability

Natural process that takes place in the environment

Awareness of the interdependence of all species

Attitude towards enjoying the benefits of nature without encroaching upon the rights of others.

o Brainstorming o Group work o Role play o Plenary discussion

- Reference books - Role play scenario - Environmental regulations

Law determining the modalities of protection, conservation and promotion of environment in Rwanda.

Law relating to the prohibition of manufacturing, importation, use and sale of polythene bags in Rwanda


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Checklist Score

Yes No

Observation

Learning Outcome 5.2: Identify the best practices to keep the environment clean.

Types of waste: Non-hazardous waste Hazardous waste

Types of pollutions and pollutants

Best practices Waste collection Reuse of waste Waste disposal Biodegradable waste Non-biodegradable waste

Reporting hazards to appropriate person

o Brainstorming o Group work o Research o Visit of an enterprise o Group discussion o Role play

- Pictures - Videos - Sustain environment

manual and procedures



Respect of environmental laws, standards and regulations

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Checklist Score

Yes No

Observation

Learning Outcome 5.3:Describe climate change adaptation and mitigation measures.

Rain water harvesting

Soil erosion control

Afforestation and reforestation

Alternative energy use

Greening and beautification

Impact of climate change

o Group discussion / Brainstorming

o Group work o Research o Field visit o Role play

- Pictures - Videos




Proper application of best practice to keep the environment clean (waste management and pollution control)

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Checklist Score

Yes No

Observation


Accurate application of climate change adaptation and mitigating measures

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Summative Assessment

Integrated situation Resources

1. A director of a computer lab enterprise would like to protect lab

users and is coming to you with pictures of his computer lab, which

show various safety and health related problems. Identify the relevant

problems that are portrayed by the shown pictures.

2. Write a one page set of general instructions related to health (at

least 10 instructions), safety (at least 3) and security (at least 2) in a

computer lab.

Drawing, pictures or video of a computer lab showing at least 4 safety and health related problems.

Paper

Pen

Assesment Criterion 1: Identification of the safety hazards from the picture (≥3)

Checklist Score

Yes No

Indicator: Problem 1 identified, Problem 2 identified, Problem 3 identified, Problem 4 identified,

etc.

Observation

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Assesment Criterion 2: Health precautions (≥3)

Checklist Score

Yes No

Indicator: Example of health related instructions (other possible answers should be considered

by the examiner)

Don’t smoke in the lab

Maintain cleanliness in the room

be adjustable so the user can sit with eye level on top of the screen

Users should take regular breaks

Maintain a conducive environment (temperature between 18 and 24

degrees Celsius, with humidity between 40% and 60%, oxygen, light, calm) in the room

Protect users from eye damage (don’t stare directly at the beam of a projector)

Provide comfortable furniture for the users: height of the chair should

Observation

Assesment Criterion 3: Safety precautions (≥7)

Checklist Score

Yes No

Indicator: Example of safety related instructions (other possible answers should be considered

by the examiner)

Keep emergency exit clear

Keep carbon dioxide fire extinguishers near any ICT equipment

Maintain adequate ventilation as fluids used for cleaning and in some

reprographic processes are flammable

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Eat and drink carefully, be aware of accidental damage caused by spilt liquid

Cover and secure power cables

Replace damaged plugs

Check regularly plugs, leads and other electrical equipment.

Avoid cluttered cables

Avoid water flooding

Protect the equipment from dust

Insure the equipment

Use mouse pads

Protect computers by UPS

Observation

Assesment Criterion 4: Security precaution (≥1)

Checklist Score

Yes No

Indicator: Example of security related instructions (other possible answers should be considered

by the examiner)

Use of antivirus

Protection of sensitive content

Observation

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TUBEHONEZA Construction Company has contracted to build a 14m x

15m home house in Gasabo district within five months. The study

showed that the house will be near the road and 50 workers, female

and male, will be involved. Workers will take lunch on construction

site. As one of employees, on one page maximum, you are asked to

advise the site manager as well as your colleagues on health, safety

and security practices so that the work can be accomplished as agreed.

You have 40 minutes maximum. For each piece of advice, give precise

examples

Papers and pens

Assesment Criterion 1: Security precautions

Checklist Score

=5/5

Yes No

Indicator: Establish and communicate rules on the workplace

Indicator: Provide protective equipment

Indicator: Store equipment, tools and material

Indicator: Fence the site

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Indicator: Use protective equipment

Observation

Assesment Criterion 2: Safety precautions

Checklist Score

≥2/2

Yes No

Indicator: Identify Hazards

Indicator: Address unsafe situations

Observation

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Assesment Criterion 3: Health precautions

Checklist Score

≥4/6

Yes No

Indicator: Provide clean water

Indicator: Have good diet

Indicator: Use clean water

Indicator: Provide waste disposal

Indicator: Use toilet

Indicator: Sensitize to HIV/AIDS prevention

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Observation

Assesment Criterion 4: Precision

Checklist Score

=3/3

Yes No

Indicator: Relevant examples of security precautions

Indicator: Relevant examples of safety precautions

Indicator: Relevant examples of health precautions

Observation

Reference books: 1. Work Readiness Training Programme-Trainer’s Manual, Akazi Kanoze-Youth Livelihoods Project. 2. Work Readiness Training Programme-Participant’s Manual, Akazi Kanoze-Youth Livelihoods Project. 3. HARE: Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.

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C C M W C 3 0 1 - WORKPLACE COMMUNICATION SKILLS

CCMWC301 Communicate effectively at workplace

REQF Level: 3 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

This module describes the skills and knowledge required to communicate and get along well

with others, in a variety of settings and for a range of purposes. The module will allow the

participant to speak and listen actively and appropriately, one-on-one and in groups, to

cooperate and work effectively within a group, to lead a team, to provide good customer

service and write simple reports.

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N/A







1. Listen and speak effectively

1.1. Strategies for effective listening are applied. 1.2. Instructions are adequately interpreted and

followed. 1.3. Clear and accurate information and instructions are

provided to colleagues.

2. Cooperate and work as a team member

2.1. Team objectives are reached through effective cooperation.

2.2. Diversity of team members is respected. 2.3. Lead a team efficiently 2.4. Demonstrate problem solving and decision making

skills

3. Apply customer care

1.1. Importance and principles of good customer service are understood.

1.2. Quality service is provided. 1.3. Clear verbal information is provided to customers

face to face or on the telephone. 1.4. Conflicts with customers are handled politely and

adequately.

4. Write and submit a report 4.1. A handover report containing any relevant information on complete and incomplete work is written

4.2. Reports are handed over to both colleague and supervisor.

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LU 1: Listen and speak effectively

1

Learning Outcomes:

1. Apply effective listen skills & strategies 2. Give and receive instructions 3. Identify non-verbal communication signs and the impact on people’s

perceptions 4. Demonstrate effective speaking skills

6 Hours

Learning Outcome1.1: Apply effective listen skills & strategies.

Effective listening skills & strategies

Assess one’s listening skills

Model good listening skills

o Role play o Observing role play o Feedback from observers o discussion

- Role play scenarios - List of effective

listening skills & strategies

- Effective Listening Observation Form

- Speaking Scenarios for group work





Correct handling of a patient according to the “do not harm” rule.


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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Give and receive instructions.

Importance of giving clear, concise instructions

Formulation of instructions

Strategies to ask questions for clarification

o Individual work o Group discussion

˗ Role play scenarios ˗ List of effective

listening skills & strategies

˗ Effective Listening Observation Form

˗ Speaking Scenarios for group work



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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Identify non-verbal communication signs and the impact on people’s

perceptions




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Importance of non-verbal communication

Impacts of non-verbal communication on how we give information and how we listen.

o Pair work o Large group discussion

˗ Role play scenarios ˗ List of effective listening

skills & strategies ˗ Effective Listening

Observation Form ˗ Speaking Scenarios for group

work






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Checklist Score

Yes No

Observation

Learning Outcome 1.4: Demonstrate effective speaking skills

Effective speaking skills and strategies

o Small group work o Practice presentations o Large group discussion

- Role play scenarios - List of effective listening

skills & strategies - Effective Listening

Observation Form - Speaking Scenarios for group

work







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Checklist Score

Yes No

Observation

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LU 2: Cooperate and work as a team member

2

Learning Outcomes:

1. Identify the different personalities 2. Handle different personalities in a group 3. Cooperate with others to reach the same objective 4. Lead a team efficiently 5. Demonstrate problem solving and decision making skills

8 Hours

Learning Outcome 2.1: Identify the different personalities.

Different personalities and approaches that individuals bring to a group

o Self-assessment o Large group activity

(inner/outer circles) o Discussion

- Working in Groups Self Assessment

- Cooperating with Others Roles

- Elements of an Effective & Cooperative Team Member







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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Handle different personalities in a group.

Characteristics of an effective and cooperative team member

o Large group activity o Large group discussion o Individual

reflection/journal writing o Pair work

- Working in Groups Self Assessment

- Cooperating with Others Roles

- Elements of an Effective & Cooperative Team Member





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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Cooperate with others to reach the same objective.

Characteristics of an effective and cooperative team member

o Large group activity o Large group discussion o Individual reflection/journal

writing o Pair work





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Checklist Score

Yes No

Observation

Learning Outcome 2.4: Lead a team efficiently

Qualities of an effective leader

Different leadership styles

Appropriate leadership style in a given context

Strategies to lead a team efficiently

o Large group discussion o Small group work o Role plays o Small group activity

- Role play scenarios



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Checklist Score

Yes No

Observation

Learning Outcome 2.5: Demonstrate problem solving and decision making skills

challenges and dynamics amongst people during the problem solving process

steps of problem solving to work and community related problems

Communication as a tool for problem solving

o Large group activity o Pair sharing o Small group work o Large group discussion o Task leadership

competition

- Scenarios for problem solving activity





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Checklist Score

Yes No

Observation

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LU 3: Apply customer care

3

Learning Outcomes:

1. Demonstrate the understanding of the importance of good customer care

2. Provide exceptional quality service 3. Communicate effectively with customers by telephone and face

to face 4. Handle conflict with difficult customers

10 Hours

Learning Outcome 3.1: Demonstrate the understanding of the importance of good customer

care

Definition of customer service

Levels of customer service

Customer care principles

Importance of customer care

o Experience sharing o Brainstorming o Presentation by trainer







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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Provide exceptional quality service

Basic customer needs

Service to meet basic customer needs

Definition of customer’s perception

Meeting and exceeding expectations

Getting feedback on the provided service

o Individual reflection o Large group discussion o Role play







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Checklist Score

Yes No

Observation

Learning Outcome 3.3.Communicate effectively with customers by telephone and face to face

Telephone tips

Recording a telephone message

o Large group discussion o Skit o Pair role plays

- Role Play scenarios for Communicating with Customers







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Checklist Score

Yes No

Observation

Learning Outcome 3.4:Handle conflict with difficult customers

Definition of conflict, conflict resolution/management

Steps of conflict management with difficult customers

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







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Checklist Score

Yes No

Observation

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LU 4:Write and submit a report

4

Learning Outcomes:

1. Identify types of reports required 2. Produce the relevant report 3. Hand the report to the appropriate persons

6 Hours

Learning Outcome 4.1: Identify types of reports required

Types of report used in the workplace

o Documentation research o Brainstorming o Group discussion o Presentation

- Reference books

- Different types of

reports







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Checklist Score

Yes No

Observation

Learning Outcome 4.2 Produce the relevant report

Different sections of a report

Report writing tips

o Observation o Presentation o Individual practice

- Different types of

reports






A handover report containing any relevant information on complete and

incomplete work is written


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Checklist Score

Yes No

Observation

Outcome 4.3.Hand the report to the appropriate persons

Transmission route

Transmission slip

o Observation o Presentation o Individual practice

- Templates of routing

slips





Reports are handed over to both colleague and supervisor.


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Checklist Score

Yes No

Observation



You are a chef de cuisine at Kigali Marriott hotel, and you received

an order of spaghetti a la Napolitaine for 4 people from customers

who are in a hurry. You oversee three people: the person in charge

of the mise en place, the cook and the dish washer.

As the chef, you give instructions to your team to prepare the food

and supervise the work. The order should be ready within 30min.

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Assesment Criterion 1: Relevance

Checklist Score

Yes No

Indicator: Time is respected

Indicator: The required covers are communicated

Indicator: The required covers are communicated

Indicator: The required order is communicated (type of meals/order are specified)

Observation

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Assesment Criterion 2: Quality of process

Checklist Score

Yes No

Indicator: The information is received and well understood by the candidate

Indicator: Responsibilities are assigned

Indicator: The clarifications are given according to staff’ learning style (reading, speaking,

listening, doing)

Indicator: The follow up is well done (e.g. identification of the problem, activity tracking)

Indicator: The problem is solved

Observation

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Assesment Criterion 3: Quality of information

Checklist Score

Yes No

Indicator: The information is given precisely

Indicator: The information is short and clear

Indicator: The technical terms are used accordingly

Indicator: The information is given directly

Indicator: The information is given timely/immediately

Observation

References:

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods

Project.

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C C M E N 3 0 1 - PRE-INTERMEDIATE WORKPLACE ENGLISH

CCMEN301 Communicate simply using English in familiar situations


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 Give accounts of social events attended, Describe social events attended, Justify

social activities engaged in, Talk about professional experiences and ambitions, Discuss and express of

one’s ideas and opinions, Write short compositions on familiar topics, Write different kinds of sentences

and paragraphs, use punctuation marks, Identify different types of compositions, Develop any topic of

interest into a composition, Extract specific information from a reading text, Differentiate between the

main ideas/points and the supporting details, Identify kinds of social letters, Identification of elements

of social letters, Provide appropriate reply to social letters, Capture and report the mains points of a

trade-related relatively slow speech/recording, Separate of the main points from supporting

details/commentary, Express his own opinions/views on the speech/recording listened to, Answer

specific questions on a trade-related audio materials, The sentence structure, Procedures of deep

reading: silent, loud, and close reading, Discuss

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CCM 102: Oral Basic English Communication CCM 202: Elementary Workplace English







1. Talk about familiar events and activities

1.1. Description of social events such as weddings, funerals, social gatherings, religious ceremonies, travels

1.2. Accurate accounts of social events and ceremonies attended 1.3. Justification of social activities engaged in (why do you go to

church? Why do you attend weddings, etc.)? 1.4. Talking about professional experiences and ambitions

2. Write short compositions on familiar topics

2.1. Convenient development of any topic of interest into a composition

2.2. Correct identification of parts of a composition (Introduction, the body and conclusion)

2.3. Correct Identification of types of a composition (essays, short stories, letters, emails)

2.4. Correct use of the building blocks of sentences and paragraphs

2.5. Effective use of punctuation marks

3. Read and interpret messages from simple texts and social letter

3.1. Extraction of specific information from the text read 3.2. Identification of the most important ideas in the text 3.3. Effective identification of the lessons conveyed by the text 3.4. Identification of the main elements of social letters 3.5. Provision of an appropriate reply to social letters

4. React to common trade-related oral English

4.1. Capturing and reporting of the main points from a trade-related relatively slow speech/recording

4.2. Expression of own opinions/views on the recording listened to

4.3. Discussion of ideas and opinions raised in simple trade-related recordings/speeches

4.4. Answering specific questions on a trade-related audio material

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Learning Outcome 1.1:Describe social events

Description of social events (weddings, parties, birthdays, funerals, graduation ceremonies) using descriptive words:

Adjectives

Adverbs

Verbs

Gerunds

Colours

Shapes

Weather

o Brainstorming on potential social events

o Presentation on description of events

o Role plays on description of events

o Documentary research

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Scenarios


LU 1: Talk about familiar events and activities

1

Learning Outcomes:

1. Describe social events 2. Give account of social events and ceremonies attended 3. Justify social activities engaged in 4. Talk about professional experiences and ambitions

10 Hours


Describe social events


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Oral

Performance

Task: Describe social events using descriptive words

Discussions

Presentations

Checklist Score

Yes No

Use of descriptive words

Observation

Learning Outcome 1.2: Give account of social events and ceremonies attended

Describing events in place and time

Asking and Telling (Reading the clock, Asking and)

Giving Accounts of social events according to

when they happen

where they take place

who is involved in them

how they happen

how long they last

Enquiring about social events using question words

Who?

When?

Where?

What?

How?

Why?

o Story telling o Presentation o Role plays o Group discussions o Brainstorming

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Scenarios


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Oral

Performance

Task: Use question words to enquire about social events your friends attended.

Discussions

Presentations

Checklist Score

Yes No

Use of question words

Question formulation

Observation

Learning Outcome 1.3: Justify social activities engaged in



Give account of social events and ceremonies attended

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Using conjunctions to justify social activities by expressing their

Reason

Result

Purpose

o Story telling o Presentation o Brainstorming o Group discussions

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan





Oral Performance

Task: Why did you take part in the social activity you attended?

Discussions

Presentations

Checklist Score

Yes No

Use of conjunctions

Sentence structure

Observation


Justify social activities engaged in

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Learning Outcome 1.4: Talk about professional experiences and ambitions

Talking about professional experiences

The use of past tenses

The use of perfect tenses

Talking about professional ambitions

The use of future tenses

Introduction to sentence structure

Simple sentences

Compound sentences

Complex sentences

o Presentations o Discussions o Role plays o Dialogues o Practical exercises

- Reference books - Scenarios - Flip chart - Marker - Paper - Pen - Notebooks - Audiovisual material - Lesson plan - Trainee manual





Oral

Performance

Task: Using appropriate tenses, talk about your future career ambitions.

Discussions

Presentations

Checklist Score

Yes No

Sentence structure

Tense use

Observation


Talk about professional experiences and ambitions


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LU 2: Write short compositions on familiar topics

2

Learning Outcomes:

1. Use the building blocks of sentences and paragraphs 2. Use punctuation marks 3. Identify types of compositions 4. Develop any topic of interest into a composition

5 Hours

Learning Outcome 2.1:Use the building blocks of sentences and paragraphs

Types of sentence:

A simple sentence

A compound sentence

A complex sentence

A compound-complex sentence

The building blocks of a simple sentence /clause

Subject

Predicate:

Verb

Object

Complement/ Predicative noun/adjective

Adverbial/prepositional phrases

Types of paragraph:

A descriptive paragraph

A narrative paragraph

An expository paragraph

A persuasive paragraph

o Presentation o Group Discussions o Brainstorming o Practical exercises

- Reference books - Flip chart - Marker - Paper - Pen - Lesson plan - Trainee manual - Notebooks


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The building blocks of a paragraph

Topic sentence

Supporting sentences

Concluding sentence





Written Performance

Task: After identifying the different types of sentences, write a sample sentence for each type.

Matching

Multiple choice

Discussions

Yes or no questions

Checklist Score

Yes No

Building blocks of a sentence

Sentence types

Observation

Learning Outcome 2.2: Use punctuation marks


Use the building blocks of sentences and paragraphs

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Identification and use of different punctuation marks:

Full stop/period

Comma

Question mark

Exclamation mark

Colon

Semicolon

Quotation/Speech marks

Apostrophe

Hyphen

Dash

Round brackets/parentheses

Square brackets

Curly brackets

Ellipsis

Slash

Dot

o Brainstorming o Documentary research o Practical exercises






Written Performance

Task: Punctuate correctly the sentences given to you by your teacher.

Sentence completion

Yes or no questions

Multiple choice


Use punctuation marks


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Checklist Score

Yes No

Use of Punctuations marks

Observation

Learning Outcome 2.3: Identify types of compositions

Different types of composition

Essay

Letter

Short Story/Narrative

Email

Review

Article

Report

o Documentary research o Presentation o Brainstorming






Identify types of compositions


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Oral Performance

Written Performance

Task: Distinguish between a report and a letter.

Discussions

Rearranging parts of a composition

Yes or no questions

Matching

Presentations

Checklist Score

Yes No

Types of compositions

Observation

Learning Outcome 2.4: Develop any topic of interest into a composition

Identification of Parts of a composition

Introduction

Body

Conclusion

Contents of each part of a composition

Introduction

Topic background

Thesis statement

Body

Thesis development

Thesis support

Conclusion

Thesis Restatement

Conclusions drawings

Solution/encouragement

o Brainstorming o Presentations o Documentary research o Practical exercise

- White Board - Chalkboard - Flipchart - Pen - Notebook - Paper - Markers - Reference books - Trainee manual - Lesson plan



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Written Performance

Task: Write a short composition on a topic of your choice you have discussed with your teacher.

Composition writing

Checklist Score

Yes No

Parts of a composition

Content

Observation


Develop any topic of interest into a composition

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LU 3: Read and interpret messages from simple texts and social letters

3

Learning Outcomes:

1. Extract specific information from the text read 2. Identify the most important ideas in the text 3. Identify the lessons conveyed by the text 4. Identify the main elements of social letters 5. Provide an appropriate reply to social letters

5 Hours

Learning Outcome 3.1:Extract specific information from the text read

Brief introduction to

Deep reading

Application of deep reading according to procedures:

Silent procedure

Loud procedure

Close procedure

o Practical reading exercises o Modeling deep reading o Group work o Presentations on read texts

- White Board - Chalkboard - Flipchart - Pen - Paper - Pencil/highlighter - Markers - Reading texts - Reference books - Trainee manual - Lesson plan



Extract specific information from the text read


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Oral Performance

Written Performance

Task: Use deep reading to answer comprehension questions on the text given by the teacher

Multiple choice

Discussions

Matching

True or false

Yes or no questions

Checklist Score

Yes No

Text comprehension

Answering comprehension questions

Observation

Learning Outcome 3.2: Identify the most important ideas in the text

Distinction of the most important ideas from the detailed information of the text

Main ideas

Supporting ideas

Detailed information

Examples/illustrations of ideas

o Practical exercise o Modeling o Group work o Presentations o Peer Feedback

- White Board - Chalkboard - Flipchart - Pen - Paper - Pencil/highlighter - Markers - Reading texts - Reference books - Trainee manual - Lesson plan



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Oral Performance

Written Performance

Task: Give the main idea of the text you have just read.

Discussions

Presentations

Multiple Choice

Checklist Score

Yes No

Distinction of main ideas from details

Observation

Learning Outcome 3.3: Identify the lessons conveyed by the text

Text purposes

Advising

Warning

Instructing

Informing

o Presentation o Group Discussions o Brainstorming o Practical exercises

- White Board - Chalkboard - Flipchart - Pen - Paper - Pencil/highlighter



Identify the most important ideas in the text

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- Markers - Reading texts - Reference books - Trainee manual - Lesson plan





Written Performance

Task: What is the purpose of the text you have just read?

Discussions

Presentations

Multiple Choice

Checklist Score

Yes No

Understanding of the text’s purpose

Observation

Learning Outcome 3.4: Identify the main elements of social letters


Identify the lessons conveyed by the text

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Kinds of letter

Social letters

Business letters

The main elements of a letter

The heading

The greeting

The body

The closing

The signature

Types of social letters

Friendly/informal letter

Invitation note

Apology letter

Thank you letter

Condolences /Sympathy letter

Acceptance letter

Regret letter

o Brainstorming o Documentary research o Group discussion o Presentation o Writing activities

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reading texts - Reference books - Trainee manual - Lesson plan - Projector - Computer - Drawings - Sample letters





Written Performance

Task: What are the main elements of a social letter?

True or false

Matching

Rearranging letter parts

Checklist Score


Identify the main elements of social letter


111 | P a g e

Yes No

Elements of a social letter

Observation

Learning Outcome 3.5: Provide an appropriate reply to social letters

Possible replies according to types of social letters

Positive reply

Negative reply

o Brainstorming o Practical exercises o Group work o Presentation o Role play

- Scenarios - Projector - Computer - Flipchart - Marker - White/chalkboard - Stationeries - Trainee manual - Lesson plan


112 | P a g e





• Oral Performance

• Written Performance

• Task: Reply to a social letter given to you by the

teacher?

Social letter writing

Checklist Score

Yes No

Elements of a social letter

Word choice

Types of social letters

Observation


Provide an appropriate reply to social letters

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LU 4: Write short compositions on familiar topics

4

Learning Outcomes:

1. Capture and report the main points from a trade-related relatively slow speech/ recording

2. Express own opinions/views on the recording listened to 3. Discuss ideas and opinions raised in simple trade-related

recordings/speeches 4. Answer specific questions on a trade-related audio material

10 Hours

Learning Outcome 4.1:Capture and report the main points from a trade-related relatively

slow speech/ recording

Definition of speech

Kinds of speech according to purpose

Speech that informs

Speech that persuades

Speech that entertains

Components of a speech

The introduction

The main points or Body

The conclusion

Transitions

Use of active listening to separate

the main points

supporting details/ commentary

Reporting of the main points of a speech / recording

o Brainstorming o Presentation o Role play o Documentary research o Group discussion o Practical exercise

- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Projector - Computer - Radio recorder


114 | P a g e





Oral Performance

Written Performance

Task: List the main points discussed by the speaker in the recording played to you by the teacher.

Discussions

Presentations

Note taking

Checklist Score

Yes No

Identification of main points

Reporting of information

Observation

Learning Outcome 4.2: Express own opinions/views on the recording listened to

Expressing ones’ own views using a variety of expressions

In my opinion…

In my view…

Personally, …

o Presentation o Discussion o Debate o Brainstorming o Rehearsal /practice

- Audiovisual materials

- White Board - Chalkboard - Flipchart



Capture and report the main points from a trade-related relatively slow

speech/recording

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To be honest …

To tell the truth …

According to …

As far as I’m concerned/ …. is concerned…

From my point of view…

I agree/ disagree

I think that…

I would like to …

- Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Projector - Computer - Radio recorder





Oral Performance

Written Performance

Task: Using expression studied in class, give reasons why you agree or disagree with the speaker in the recording listened to.

Discussions

Presentations

Checklist Score

Yes No

Use of appropriate expressions

Clarity of views/opinions

Observation


Express own opinions/views on the recording listened to

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Learning Outcome 4.3: Discuss ideas and opinions raised in simple trade-related

recordings/speeches

The sides/positions of a discussion

Supporting an idea

Refuting/rebutting an idea

Using linkers/connectors to defend one’s side

First of all

Last but not least

On the one hand, on the other hand

On the contrary

While, whereas

Apart from

For instance/ for example

Finally

As a result

In addition to …

o Presentation o Discussion o Debate o Rehearsal /practice o Brainstorming

- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Radio recorder - Computer - Projector





Oral Performance

Written Performance

Task: Using linkers and connectors, support at least one idea you heard in the recording.

Discussions

Presentations

Writing practice


Discuss ideas and opinions raised in simple trade-related recordings/speeches


117 | P a g e

Checklist Score

Yes No

Use of linkers and connectors

Observation

Learning Outcome 4.4: Answer specific questions on a trade-related audio material

The sides/positions of a discussion

Supporting an idea

Refuting/rebutting an idea

Using linkers/connectors to defend one’s side

First of all

Last but not least

On the one hand, on the other hand

On the contrary

While, whereas

Apart from

For instance/ for example

Finally

As a result

In addition to …

o Presentation o Discussion o Debate o Rehearsal /practice o Brainstorming

- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Radio recorder - Computer - Projector



118 | P a g e




Oral Performance

Written Performance

Task: Answer the comprehension questions on the recording played to you by the teacher

Multiple choice

True or false

Matching

Yes or no questions

Checklist Score

Yes No

Understanding of audio questions

Identification of main points

Answering questions

Observation

Reference books:


Answer specific questions on a trade-related audio material

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C C M K N 3 0 1 - IKINYARWANDA KIBONEYE

CCMKN301 Gukoresha Ikinyarwanda Kiboneye

Ikiciro: 3 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Ukuboza, 2016

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore

Gukoresha ikinyarwanda kiboneye mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we.

Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.

Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko inyuranye.

Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda.

Guhanga no kumurika imyandiko mu rurimi rw’Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.

Gusobanura inshoza y’ubuke, ubumwe n’ ubwinshi.

Gusobanura inshoza ya ntera, kugaragaza amategeko y’igenamajwi no kumurika ibicumbi bya ntera.

Kwandika yubahiriza ikata n’itakara ry’inyajwi mu myandikire y’Ikinyarwanda.

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Ubushobozi fatizo

Ubushobozi mu Kinyarwanda k’ibanze

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 neza ubuvanganzo gakondo ashyikirana n’abandi.

1.1 Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ubuvanganzo gakondo abinyujije mu ngiro zinyuranye.

1.2 Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo.

1.3 Gusoma neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo n’isesekaza.

1.4 Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya neza ingingo.

1.5 Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye, itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru.

2.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zihamya n’izibangamira

uburinganire n’ubwuzuzanye mu muryango nyarwanda. 2.6. Gutandukanya izina bwite n’izina rusange no gukora

isanisha riboneye ryo mu bisekuru.

3. Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburenganzira bw’umwana no gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.

3.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro zitandukanye.

3.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya n’izibangamira

uburenganzira bw’umwana mu muryango nyarwanda. 3.6. Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.

4. Gukoresha Ikinyarwanda k’ibanze agaragaza uburyo bunyuranye bwo kurwanya indwara no gusobanura

4.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva mu ngiro zinyuranye umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

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intêgo ya ntera. 4.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo. 4.5. Gutandukanya indwara zandura n’indwara zitandura. 4.6. Kugaragaza uturemajambo n’amategeko y’igenamajwi muri

ntera.

5. Gukoresha Ikinyarwanda k’ibanze agaragaza imyifatire ikwiye ku bijyanye n’ubuzima bw’imyororokere no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zinyuranye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico. 5.3. Gusoma neza ikinamico yubahiriza uturango. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza amagambo yabugenewe avuga ikigero

k’imyaka y’ubukure. 5.6. Gukoresha neza ikata n’itakara ry’inyajwi mu myandikire

y’Ikinyarwanda.

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LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi

1

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo. 3. Gusoma umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo

n’isesekaza. 4. Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya

neza ingingo. 5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

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

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

Ubuvanganzo gakondo: Insigamigani

Ibimenyetso by’utega amatwi atarogoya abandi;

Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco

n’amateka; Inshamake y’insigamini; Inshoza n’uturango

by’insigamigani; Isomo ry’ingenzi; Isesekaza n’utwatuzo.

Igitekerezo cyo muri rubanda

Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco ; Inshoza n’uturango

by’igitekerezo;

o Gutega amatwi Insigamigani. o Gusoma Insigamigani bucece. o Gusoma Insigamigani mu

matsinda. o Gusoma Insigamigani

aranguruye. o Gusubiza ibibazo byo kumva

Insigamigani : o Gusobanura amagambo

akomeye. o Guhuza ibivugwa mu

nsigamigani n’indangagaciro. o Gukoresha Ikinyarwanda

k’ibanze agaragaza insanganyamatsiko z’ingenzi.

o Gusobanura ingingo z’umuco n’amateka.

o Gusobanura inshoza n’uturango by’Insigamigani.

o Guhina Insigamigani. o Gutahura isomo ry’ingenzi.

˗ Ibitabo by’ubuvanganzo gakondo (insigamigani n’ibitekerezo byo muri rubanda) ;

˗ Sede (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi ; ˗ Inkoranyamagambo.

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

123 | P a g e

Isomo ry’ingenzi ; Ihinamwandiko; Igitaramo.

Igitekerezo cyo muri rubanda

o Gusoma igitekerezo bucece. o Gusoma igitekerezo mu

matsinda. o Gusoma igitekerezo

aranguruye. o Gusubiza ibibazo byo kumva

igitekerezo. o Gusobanura amagambo

akomeye. o Guhuza ibivugwa mu gitekerezo

n’indangagaciro na za kirazira. o Kugaragaza insanganyamatsiko

z’ingenzi. o Gusobanura ingingo z’umuco

n’amateka bikubiye mu gitekerezo.

o Gusobanura inshoza n’uturango by’ igitekerezo.

o Gutahura insanganyamatsiko zikubiye mu gitekerezo.

o Gutahura ingeso mbi zumvikana mu gitekerezo.

o Gusobanura inshoza n’uturango by’igitekerezo cyo muri rubanda.

o Gutandukanya insigamigani n’igitekerezo cyo muri rubanda.

o Gutarama.

Isuzuma Mbonezanyigisho 1.1

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

Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

124 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi (Insigamigani/Igitekerezo cyo muri rubanda)

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ibimenyetso by’uteze amatwi atarogoya

Umwanzuro

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

Reba

Umusaruro w’inyigisho 1.1

Reba Umusaruro w’inyigisho 1.1

Reba





Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo.


activities

Ibyigwa

125 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo byo kumva umwandiko


Yego Oya

Insanganyamatsiko;

Inyunguramagambo;

Ingingo z’umuco n’amateka;

Isomo ry’ingenzi;

Umwanzuro

Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo

n’isesekaza.

Reba



Reba




activities

Ibyigwa

126 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 1.4: Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya

neza ingingo.

Reba



Reba




activities

Ibyigwa


Yasomye neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo

n’isesekaza.

127 | P a g e


Gihamya Isuzuma

Inshamake n’umwandiko by’uwiga


Yego Oya

Ihinamwandiko;

Inshamake.

Umwanzuro


Yahinnye anahimba umwandiko w’ubuvanganzo gakondo akurikiranya neza

ingingo.

128 | P a g e

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo ku buvanganzo gakondo

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

129 | P a g e

LU 2: Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye, itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru

2


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

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

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

Amasaha 6

Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

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

ngiro zinyuranye.

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoya abandi.

Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco n’amateka; Indangagaciro z’imibereho

n’imibanire myiza y’Abanyarwanda;

Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ihangamwandiko ku

o Gutega amatwi. o Kutarogoya ufite ijambo nta

mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda k’ibanze agaragaza indangagaciro z’uburinganire n’ubwuzuzanye.

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

isesekaza. o Gukusanyiriza mu matsinda

ibitekerezo ku kamaro k’uburinganire

˗ Ibitabo bikubiyemo imyandiko yerekeye uburinganire n’ubwuzuzanye ; ibitabo by’ikibonezamvugo;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.


activities

Ibyigwa

130 | P a g e

nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Imurikamwandiko; Isesekaza n’utwatuzo.

Amazina bwite n’amazina rusange;

Uturango tw’amazina bwite n’amazina rusange;

Isanisha ryo mu bisekuru.

n’ubwuzuzanye. o Gukora inshamake

y’umwandiko. o Kujya impaka ku ngaruka zo

kutubahiriza uburinganire n’ubwuzuzanye n’ingamba zafatwa mu kwimakaza iryo hame.

o Gutahura amazina bwite n’amazina rusange mu nteruro.

o Gusanisha mu mazina y’ibisekuru.

o Gutandukanya amazina bwite n’amazina rusange mu nteruro.



Gihamya Isuzuma

Amajwi n’amashusho y’uwiga ateze amatwi umwandiko atarogoya


Uwiga yakoresheje Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko ku

nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro

zitandukanye.

131 | P a g e


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoye;

Umwanzuro

Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.


activities

Ibyigwa

132 | P a g e


Yego Oya

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco;

Indangagaciro z’imibereho n’imibanire myiza y’abanyarwanda;

Umwanzuro

Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.


activities

Ibyigwa

133 | P a g e


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.

Reba



Reba




Gihamya Isuzuma

Inshamake y’umwandiko

Umwandiko w’uwiga


Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

134 | P a g e


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Umwanzuro

Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.

Reba



Reba




Gihamya Isuzuma

Inyandiko, amajwi n’amashusho by’imurikamwandiko


Yamuritse ingero zihamya n’izibangamira uburinganire n’ubwuzuzanye mu

muryango.


activities

Ibyigwa

135 | P a g e


Yego Oya

Imurika ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Umwanzuro

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

Reba



Reba




Gihamya Isuzuma

Ibisubizo by’imyitozo ku mazina bwite/rusange


Yego Oya

Amazina bwite n’amazina rusange;

Umwanzuro


Yatandukanyije izina bwite n’izina rusange anakora isanisha ryo mu bisekuru.


activities

Ibyigwa

136 | P a g e

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

3


1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zifatika zihamya n’izibangamira uburenganzira

bw’umwana mu muryango. 6. Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro

zitandukanye.

Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

Ibimenyetso by’uteze amatwi atarogoya.

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco

n’amateka; ingero zifatika zihamya

n’izibangamira uburenganzira

o Gutega amatwi. o Kutarogoya ufite ijambo nta

mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

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

isesekaza. o Gukorera mu matsinda,

bungurana ibitekerezo ku kamaro k’uburenganzira bw’umwana.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo

˗ Igazeti ya Leta No. 23 yo ku wa 01 /12/2001


activities

Ibyigwa

137 | P a g e

bw’umwana mu muryango;

Ihinamwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

isesekaza n’utwatuzo; Ihangamwandiko ku

burenganzira bw’umwana Inshoza y’ubuke, ubumwe n’ubwinshi.

kutubahiriza uburenganzira bw’umwana.

o Gusobanura inshoza y’ubuke, ubumwe n’ubwinshi.



Gihamya Isuzuma

Amashusho y’uteze amatwi atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

Ibimenyetso by’uteze amatwi atarogoya;

Umwanzuro


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’uburenganzira bw’umwana abinyujije mu ngiro

zitandukanye.

138 | P a g e

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

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho by’ibisubizo ku kumva umwandiko


Yego Oya

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco n’amateka by’uburenganzira bw’umwana;

Umwanzuro

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




activities

Ibyigwa

139 | P a g e

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho y’usoma ry’umwandiko


Yego Oya


Umwanzuro




activities

Ibyigwa

140 | P a g e

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

Reba



Reba




Gihamya Isuzuma

Ihinamwandiko

Ihangamwandiko


Yego Oya

Ihinamwandiko ku nsanganyamatsiko;

Ihangamwandiko ku burenganzira bw’umwana;

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

141 | P a g e

Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya n’izibangamira uburenganzira

bw’umwana mu muryango.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amafoto amurika ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu muryango nyarwanda


Yamuritse ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu

muryango nyarwanda.


activities

Ibyigwa

142 | P a g e


Yego Oya

Ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu

muryango;

Umwanzuro

Umusaruro w’inyigisho 3.6: Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.

Reba



Reba




Gihamya Isuzuma

Imyitozo ku buke, ubumwe n’ubwinshi


Yatandukanyije ubuke, ubumwe n’ubwinshi.


activities

Ibyigwa

143 | P a g e


Yego Oya

Inshoza y’ubuke, ubumwe n’ubwinshi;

Umwanzuro

144 | P a g e

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

4


1. Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo 5. Gutandukanya indwara zandura n’indwara zitandura 6. Kugaragaza uturemajambo n’amategeko y’igenamajwi muri ntera

Amasaha 6

Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;

Ibimenyetso cy’uteze amatwi atarogoya;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ibitera indwara

n’ibizirinda; Ihimbamwandiko; Ihinamwandiko; imurikamwandiko; isesekaza n’utwatuzo;

Inshoza ya ntera, uturango twa ntera n’ibicumbi bya ntera;

Uturemajambo twa ntera

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.

o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo. o Kuvumbura insanganyamatsiko

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

isesekaza. o Gukorera mu matsinda, bungurana

ibitekerezo kuri za gahunda zo kurwanya indwara.

o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo kutitabira

gahunda zo kurwanya indwara. o Gusobanura Inshoza ya ntera

n’uturango twa ntera. o Kugaragaza intego no kurondora

ibicumbi bya ntera.

˗ MINEPRISEC, Izina na ntera, 1988;

˗ Igitabo gikubiyemo imyandiko;

˗ ku nsanganyamatsiko yerekeye kurwanya indwara.


activities

Ibyigwa

145 | P a g e

n’amategeko y’igenamajwi muri ntera;

Ibicumbi bya ntera.

o Kugaragaza amategeko y’igenamajwi muri ntera.



Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;

Ibimenyetso cy’uteze amatwi atarogoya;

Umwanzuro


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko

ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.

146 | P a g e

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

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi n’amashusho ku bisubizo byo kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko

Umwanzuro




activities

Ibyigwa

147 | P a g e

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

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma umwandiko


Yego Oya


Umwanzuro




activities

Ibyigwa

148 | P a g e

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

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku Ihimbamwandiko,

Ihinamwandiko n’imurikamwandiko


Yego Oya

Ihimbamwandiko;

Ihinamwandiko;

Imurikamwandiko;

Umwanzuro


Yahimbye anamurika umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

149 | P a g e

Umusaruro w’inyigisho 4.5: Gutandukanya indwara zandura n’indwara zitandura

Reba


Reba


Reba




Gihamya Isuzuma

Amashusho n’amajwi uwiga atandukanya indwara


Yego Oya

Indwara zandura n’izitandura;

Umwanzuro


Yatandukanyije indwara zandura n’indwara zitandura.


activities

Ibyigwa

150 | P a g e

Umusaruro w’inyigisho 4.6: Kugaragaza uturemajambo n’amategeko y’igenamajwi muri ntera

Reba


Reba


Reba




Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ibicumbi bya ntera;

Igenamajwi muri ntera;

Umwanzuro


Yagaragaje uturemajambo n’amategeko y’igenamajwi muri ntera.


activities

Ibyigwa

151 | P a g e

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

5


1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.

2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango..

Amasaha 6

Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere;

-bimenyetso by’uteze amatwi atarogoya;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo yabugenewe avuga ku myaka y’ubukure;

Isesekaza n’utwatuzo; Ingingo z’umuco

n’amateka; Udukino ku

nsanganyamatsiko y’ ubuzima bw’imyororokere.

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere.

o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva

ikinamico n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu

ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa baranguruye bigana

abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’imyitwarire idakwiye.

o Gukata ku buryo buboneye inyajwi zizoza ibinyazina ngenera, ibyungo “na” na “nka” n’indangahantu “ku”na ”mu” bikurikiwe n’ijambo ritangiwe n’inyajwi.

o Gutahura no gukosora amakosa yubahiriza ikata n’itakara ry’inyajwi.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubuzima bw’imyorororkere;

˗ Ibitabo by’ikibonezamvugo ;

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

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


activities

Ibyigwa

152 | P a g e

Ikata ry’inyajwi zizoza ibinyazina ngenera n’ibyungo “na” na “nka”;

Inyajwi zisoza zidakatwa;

Inyajwi zitangira amazina; akurikira indangahantu “mu” na ”ku”.



Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva ikinamico ku

nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.

153 | P a g e

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

Reba



Reba




Gihamya Isuzuma

Amashusho n’amajwi ku bibazo byo kumva ikinamico


Yego Oya

Inyunguramagambo ku ngeri y’ikinamico;

Ingingo z’umuco n’amateka

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku ikinamico.


activities

Ibyigwa

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Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho by’uwiga asoma ikinamico


Yego Oya


Umwanzuro


Yasomye ikinamico yubahiriza uturango twayo.


activities

Ibyigwa

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Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico akurikiranya neza ingingo.

Reba



Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko z’udukino


Yego Oya

Udukino ku nsanganyamatsiko y’ ubuzima bw’imyororokere;

Umwanzuro


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.


activities

Ibyigwa

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Umusaruro w’inyigisho 5.5: Gukoresha amagambo yabugenewe avuga kigero k’imyaka

y’ubukure.

Reba



Reba




Gihamya Isuzuma

Ibisubizo ku myitozo y’amagambo avuga ku myaka y’ubukure


Yego Oya

Amagambo yabugenewe avuga ku myaka y’ubukure;

Umwanzuro


Yakoresheje amagambo yabugenewe avuga ikigero k’imyaka y’ubukure.


activities

Ibyigwa

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Umusaruro w’inyigisho 5.6: Gukoresha ikata n’itakara ry’inyajwi mu myandikire

y’Ikinyarwanda.

Reba



Reba




Gihamya Isuzuma

Ibisubizo ku myitozo ku ikata n’itakara ry’inyajwi mu myandikire


Yego Oya

Ikata ry’inyajwi zizoza ibinyazina ngenera n’ibyungo “na” na “nka”;

Inyajwi zisoza zidakatwa

Inyajwi zitangira amazina akurikira indangahantu “mu” na ”ku”.

Umwanzuro


Yakoresheje neza ikata n’itakara ry’inyajwi mu myandikire y’Ikinyarwanda.


activities

Ibyigwa

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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.

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C C M C L 3 0 1 - COMPUTER LITERACY

CCMCL301 Apply computer literacy


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2014

Purpose statement

This module describes the skills and knowledge required to operate a computer, to use word

processing applications in the production of workplace documents, to create and use

spreadsheets and charts through the use of spreadsheet software, to design electronic

presentations, and to send, receive and manage electronic mail (email), as well as to

collaborate online using chat rooms, intranets and instant messaging.

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Not applicable



Performance criteria describe the required performance needed to demonstrate achievement of the

learning unit.



1. Apply computer basics 1.1. Identification of various connectors and ports 1.2. Use of different I/O devices 1.3. Use of desktop’s elements 1.4. Scanning of viruses in the computer and different

storages devices

2. Use a current Word processing

package

2.1. Text formatting 2.2. Table creation and editing 2.3. Text editing 2.4. Printing 2.5. Saving

2.6. Inserting of header ,footer and footnotes

3. Use current spreadsheet package 3.1. Using of basic Excel tasks

3.2. Managing of sheets in Excel workbook 3.3. Formatting of cells and their content

3.4. Using of functions and perform mathematical operations 3.5. Excel worksheet printing

4. Use current power point

presentations

4.1 Launching MS PowerPoint 4.2 Creating a new presentation 4.3 Creating , inserting a slide 4.4 Inserting of graphics 4.5 Converting Word documents to PowerPoint

presentation 4.6 Animation 4.7 Using different presentation view 4.8 Printing a presentation

5. Use Internet/Intranet (outlook)

5.1. Defining and explaining a website

5.2. Interacting through instant messaging (chatting)

5.3. Using search engines (example google)

5.4.Creating , managing favorites using internet explorer 5.5.Browsing the internet using the hyperlinks 5.6.Downloading and uploading files using internet

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LU 1: Apply computer basics

1

Learning Outcomes:

1. Apply Computer basics 2. Identify Various connectors and ports 3. Use different I/O devices 4. Use desktop’s elements 5. Scan viruses in the computer and different storages devices (flash

disk, external hard disk)

10 Hours

Learning Outcome 1.1:Apply Computer basics.

Computer definition

Types of computers

Laptops

Desktops

Palm tops

PDA (Personal Digital Assistance)

Computer hardware

Memory

Definition

Role of memory

Features

Capacity

Speed

Non volatility

Types of memory

ROM (Read Only Memory)

RAM (Random Access Memory)

External/Internal memories (Hard disk, diskette, CD, flash disk, etc.)

o Open a computer case and observe different types of memory

o Group discussion on each type of memory

Computer lab Computer tool kit CD, DVDs, Diskettes Whiteboard Markers


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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Identify Various connectors and ports.



Proper application of computer basics

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Connectors and ports

Definition

I/O (Input and Output) ports and connectors

Serial ports

Parallel ports

USB

Keyboard, mouse connectors

VGA connectors

o Observe different connectors as well as input and output ports

o Exercises on ports identifications

Computer lab Computer tool kit CD, DVDs, Different types of

cables, different types connectors

Whiteboard Markers





Checklist Score

Yes No

Selection of material

Selection of tools

Selection of equipment

Observation


Proper identification of various connectors and ports

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Learning Outcome 1.3: Use different I/O devices.

Peripherals

Definition

Categories I/O devices

Input devices (mouse, keyboard, scanner, CD/DVD-ROM and diskettes drivers, etc.)

Output devices (monitor, diskette, CD/DVD-ROM writer, printer, etc.)

Types of keyboards

AZERTY

QWERTY

o Practical exercises on connecting the mouse, keyboard. Monitor to the CPU (Central Processing Unit)

Computer lab Computer tool kit CD, DVDs, Diskettes Printer Scanner Whiteboard





Checklist Score

Yes No

Observation


Appropriate Use of different I/O devices


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Learning Outcome 1.4: Use desktop’s elements.

Windows and its components:

Desktop

Task bar

Start menu

Minimize, maximize, close buttons

My computer

o Brainstorming on desktop’s elements

o Use the desktop, the tasks bar and the start menu

Computer lab Projector





Checklist Score

Yes No

Observation


Approporiate use of desktop’s elements


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Learning Outcome 1.5: Scan viruses in the computer and different storages devices (flash

disk, external hard disk).

Antivirus definition

Importance of antivirus

Functionality

Different types of antivirus

Norton

Kaspersky

Symantec

Storages to be scanned

Flash disk

External hard disk

Memory card

Computer hard disk

o Brainstorming the use of antivirus

o Practical exercises on scanning viruses

o Compile activities reports

Computer lab Flash disks External hard disk CDs, DVDs Antivirus Whiteboard Markers





Checklist Score

Yes No

Observation


Proper scanning of viruses in the computer and different storages devices


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LU 2:Use a word processing package

2

Learning Outcomes:

1. Format a text

2. Create and edit a table

3. Edit document (text)

4. Print document

5. Save documents

6. Insert header, footer and footnotes

5 Hours

Learning Outcome 2.1: Format a text.

Style, font, size, color

Paragraph

Column

Tabulation

Paragraph spacing

Inserting symbols: special characters, bullet and numbering

Borders and shading, header and footer

o Reproduce document already formatted

o Various exercises to familiarize with formatting a text

Computer lab with current Word processing package installed in each computer

Projector Whiteboard Markers





Proper text formatting


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Create and edit a table.

Inserting a table

Inserting a column

Inserting a row

Deleting table

Deleting row

Deleting column

Merging cells

Splitting cells

Drawing a table

Table auto format

Formula

o Practical exercises on creating, editing and handling a table

- Computer lab with current Word processing Package installed in each computer

- Projector - Whiteboard



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Checklist Score

Yes No

Observation


Proper table creation and editing

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Learning Outcome 2.3: Edit document (text).

Search/Find, replace

Deleting a range of text

The undo command

Spelling and grammar

Synonyms

o Brainstorming editing text o Perform practical exercises

on the various tips (options)


- Computer lab wth current Word processing package installed in each computer

- Projector - Whiteboard - Markers





Checklist Score

Yes No

Observation


Appropriate text editing


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Learning Outcome 2.4: Print document.

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

- Computer lab With current Word processing package installed in each computer

- Printer - Projector





Checklist Score

Yes No

Observation


Appropriate printing


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Learning Outcome 2.5: Save documents.

File management

Creation of files

Creation of folders

File naming

File formats

o Practical exercises on creation of files, folders and file saving


- Computer lab with

current Word

processing package

installed in each

computer

- Projector





Checklist Score

Yes No

Observation


Appropriate saving


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Learning Outcome 2.6: Insert header, footer and footnotes.

Footnotes

Header and footer

Automatic page numbering

Total number of pages

Automatic date

Automatic author’s name

o Exercises on footnotes o Create a document

containing several pages o With elements such as the

page number, date automation.

o Practical exercises.

- Computer lab with current Word processing package installed in each computer

- Projector





Checklist Score

Yes No

Observation


Appropriate insertion of header ,footer and footnotes


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LU 3: Use current spread sheet package

3

Learning Outcomes:

1. Use some basic Excel tasks

2. Manage sheets in Excel workbook

3. Format cells and their contents

4. Use some functions and perform mathematical operations

5. Print an Excel worksheet

5 Hours

Learning Outcome 3.1:Use some basic Excel tasks.

Basic Excel tasks - Open - Close - New document - Undo - Save as - Sheet - Selecting a cell - Validating a cell - Deleting cell contents - Modifying cell contents - Selecting group of cells - Increase and reduce the

cell size - Delete row and column - Duplicate cell

o Practical exercises on the use of basic Excel tasks


Computer lab with current spread sheet package installed in each computer

Projector



Appropriate use of basic Excel tasks


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Learning Outcome 3.2: Manage sheets in Excel workbook.

Selecting a sheet

Renaming a sheet

Insert new sheets

Moving a sheet in a workbook

Deleting a sheet

o Practical exercises o On managing sheets in Excel

workbook

Computer lab with current spread sheet package installed in each computer

Projector


Checklist Score

Yes No

Observation


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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Format cells and their contents.

Formatting text and cells

Choosing font, size, colour

Adjusting cow height

Alignment of cell

Number format

Inserting rows

o Practical exercises in groups and individual homework on formatting cells


- Computer lab with

current spread sheet

package installed in

each computer



Proper management of sheets in Excel workbook

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Merging cells

Creating borders

Patterns

- Projector





Checklist Score

Yes No

Observation

Learning Outcome 3.4: Use some functions and perform mathematical operations.


Proper formatting of cells and their content

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Numbers and mathematical calculations

Addition

Multiplication

Division

Subtraction

AutoSum

Absolute and relative reference

Function

Average

Minimum

Maximum

o Practical exercises in groups and individual homework on formatting cells


- Computer lab with

current spread sheet

package installed in

each computer

- Projector





Checklist Score

Yes No

Observation


Appropriate use of functions and perform mathematical operations


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Learning Outcome 3.5: Print an Excel worksheet.

Page setup

Print preview

Print dialogue box

Print options

Print one or more copies

Print in black/white or color

Print page ranges

Printing a selection

o Print one or more copies of a worksheet

o Print colour or white and black worksheet

o Practical exercises (individual and in group)

o Print horizontally/vertically

- Computer lab with current spread sheet package installed in each computer

- Projector - Printer





Checklist Score

Yes No

Observation


Appropriate printing of Excel worksheet


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LU 4: Use current presentation

4

Learning Outcomes:

1. Launch Ms Power Point

2. Create a new presentation

3. Create, Insert a slide

4. Insert graphics

5. Convert word documents to PowerPoint presentation

6. Animate a presentation

7. Use different presentation view

8. Print a presentation

5 Hours

Learning Outcome 4.1: Launch Ms Power Point.

PowerPoint definition

Role

PowerPoint environment

Title bar

Menu bar

Toolbars

Formatting tool bar

Title

Subtitle

o Using a PowerPoint presentation with slide show, get feedback from learners on the area of application of Ms PowerPoint

o Launch PowerPoint and observe the screen individual exercises.

- Computer lab with current presentation software installed in each computer

- Projector



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Learning Outcome 4.2: Create a new presentation.

Creating new presentation

Blank presentation

Design template

Auto content wizards

o Create presentation using the various methods

o Practical exercises (individual and in groups)


- Projector

Checklist Score

Yes No

Observation



Proper launch of MS Power Point

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Checklist Score

Yes No

Observation

Learning Outcome 4.3:Create, Insert a slide.

Creating a slide

Inserting a slide

Modifying a slide

o Exercises on creating, inserting and modifying a slide


- Projector




Proper creation of a new presentation

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Checklist Score

Yes No

Observation

Learning Outcome 4.4:Insert graphics.

Graphics: Clip Art, Word Art, Library Images, Inserting image from file

o Exercises on inserting images in the slides


- Projector




Proper creation and insertion of a slide

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Assessor may collect among the following evidences and make judgements on

whether the performance criterion has been achieved.


Checklist Score

Yes No

Observation


Proper insertion of graphics

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Learning Outcome 4.5:Convert word documents to PowerPoint presentation.

Copy, cut, move

Process of conversion

o Practical exercises on file transformation


- Projector





Checklist Score

Yes No

Observation


Proper conversionof Word documents to PowerPoint presentation


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Learning Outcome 4.6:Animate a presentation.

Animation

Custom animation

Slide transition

o Familiarize with animation of a presentation


- Projector



whether the performance criterion has been achieved

.


Checklist Score

Yes No

Observation


Appropriate animation


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Learning Outcome 4.7:Use different presentation view.

Normal view

Slide sorter view

Slide show

o Switch between the views to improve the presentation

o Group discussion and brainstorming


- Projector





Checklist Score

Yes No

Observation


Appropriate use of different presentation view


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Learning Outcome 4.8:Print a presentation.

Printing a presentation

Print preview

Printing a copy or multiple copies

Printing one slide on a page

Printing more slides on a page

o Exercises on printing in black and white or in colour, printing one or more copies of a presentation


- Projector





Checklist Score

Yes No

Observation


Proper printing of a presentation


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LU 5: Use Internet/Intranet (outlook)

5

Learning Outcomes:

1. Define and explain a website

2. Interact through instant messaging (chatting)

3. Use search engines (example google)

4. Create, manage favourites using internet explorer

5. Browse the internet using the hyperlinks

6. Download and upload files using internet

5 Hours

Learning Outcome 5.1:Define and explain a website.

Introduction

World wide web

Web page

Website

o Visit websites and browse different pages.

o Group discussion based on observation

- Internet connection - Computer lab - projector





Proper definition and explaination of a website


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Learning Outcome 5.2: Interact through instant messaging (chatting).

Definition

Steps to create a chat account

Chatting options

Instant messaging with or no webcam

Calling

Sending files

o Group discussion on interacting through instant messaging

o Exercises on chatting in groups


- Internet connection

- Computer lab - projector


Checklist Score

Yes No

Observation


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Checklist Score

Yes No

Observation


Appropriate interaction through instant messaging (chatting)

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Learning Outcome 5.3:Use search engines (example google).

Search engines

Definition

Role

Some types of search engine

www.Google.com

www.Yahoo.com

o Perform practical exercises on the use of search engines




performance criterion has been achieved


Appropriate use of search engines (example google)


http://www.yahoo.com/

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Checklist Score

Yes No

Observation

Learning Outcome 5.4:Create, manage favourites using internet explorer.

Favorites

Create favorites

Rename, move favorites

o Practical exercises on creating, moving and renaming favourites

- Internet Connection

- Computer Lab - projector



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Checklist Score

Yes No

Observation

Learning Outcome 5.5:Browse the internet using the hyperlinks.

Web browser

Browser buttons

Address bar

Status bar

Scroll bar

Home page

o Open a web using the address bar

o Browse different web pages o practical exercises on

browsing internet using hyperlink




Appropriate creation, management of favorites using internet explorer

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Front/Back arrows

Refresh button

Start page





Checklist Score

Yes No

Observation


Proper browsing of the internet using the hyperlinks

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Learning Outcome 5.6:Download and upload files using internet.

Downloading

File attachment

o Practical exercises on downloading and uploading files using internet






Checklist Score

Yes No

Observation


Proper downloading and uploading of files using internet


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Assesment Criterion 1: Student knows computer basics

Checklist Score

Yes No

Indicator: Can write a CV in Word processor (≥1/2)

Indicator: Can format the text (≥1/2)

Indicator: Can save a CV (1)

Observation

Assesment Criterion 2: Student knows how to use Internet

Checklist Score

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Yes No

Indicator: Can use a search engine to look for information (on RP and CV templates in the case

above) (2)

Indicator: Can open his e-mail account in browser or in outlook (1)

Indicator: Can upload a CV and send it to the specified e-mail address (2)

Observation

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C C M B C 3 0 1 - BUSINESS CREATION

CCMBC301 Create a business


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: July, 2014

Purpose statement

This module describes the skills and knowledge required to start up and operate a business. At the end of this module, the participants will be aware of the characteristics of an entrepreneur, principles and tools behind socio-economic environment assessment. They can apply techniques to recognize business opportunities. They can convert business opportunity into business ideas, determine business requirements and produce a business idea proposal. They are able to organize, follow and record day to day business operations. The participants simulate a market after which they are familiar with the business operations. They can manage relationship with different business stakeholders.

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Learning assumed to be in place Communicate effectively at workplace







1. Describe entrepreneurial characteristics

1.1. Proper identification of personal entrepreneurial characteristics

1.2. Proper description of personal entrepreneurial characteristics

2. Assess business environment 2.1. Proper application of methods, principles and techniques in identification of problems related to economic environment

2.2. Relevant recognition of business opportunities that are linked to the identified problems.

2.3. Adequate application of techniques to generate a business idea.

2.4. Adequate use of tools and techniques to identify business requirements.

3. Produce business idea proposal 3.1. Adequate identification of the proposal components according to the template proposed

3.2. Relevant development of the components in terms of formulation of the business naming, description of the business idea and business operations, the product and/or service of the business, target customers, requirement in terms of capital, location and timeline of main phases of the business.

3.3. Proper presentation of the business proposal according to the criteria defined.

4. Run a business. 4.1. Appropriate planning of operations of the business in terms of activities, allocation of resources, milestones and time period for the achievement.

4.2. Adequate classification of business operations 4.3. Adequate recording of day to day business operations in

terms of financial activities, sales and operational activities. 4.4. Adequate filing of documents related to business 4.5. Appropriate identification of business laws and regulations

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LU 1: Identify and describe entrepreneurial characteristics

1

Learning Outcomes:

1. Identify entrepreneurial characteristics 2. Describe entrepreneurial characteristics

3 Hours

Learning Outcome1.1: Identify entrepreneurial characteristics.

Definition of entrepreneurship

Characteristics and competencies of an entrepreneur

o Brainstorming on definition of entrepreneurship

o Group work on characteristics and competencies of an entrepreneur

o Presentation on characteristics and competencies of an entrepreneur

o Individual work (Case studies analysis)

o Guest speaker o Self-Assessment o Elaborate strategies for

improvement (individually)

- Flipchart - Markers - Pen - Notebooks - Projector - Computer - Questionnaire - Pen - Reference books





Proper identification of personal entrepreneurial characteristics


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Written evidence True and false questions: Circle the right answer (s) from the statement given about the list of

personal characteristics

Multiple choice questions : underline the characteristics that fall in the specified category

From the case study given identify the possessed and missing

entrepreneurial characteristics of the person in the scenario.

Checklist Score

Yes No

Personal characteristics of an entrepreneur

Categories of personal characteristics of an entrepreneur:

- Performance group - Power group - Planning group

Observation

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Learning Outcome 1.2:Describe entrepreneurial characteristics.

Definition of entrepreneurship

Characteristics and competencies of an entrepreneur

o Brainstorming on definition of entrepreneurship

o Group work on characteristics and competencies of an entrepreneur

o Presentation on characteristics and competencies of an entrepreneur

o Individual work (Case studies analysis)

o Guest speaker o Self-Assessment o Elaborate strategies for

improvement (individually)

- Flipchart - Markers - Pen - Notebooks - Projector - Computer - Questionnaire - Pen - Reference books





Written evidence Essay on description of personal entrepreneurial characteristics (the

case is given in section B)


Proper description of personal entrepreneurial characteristics.


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Checklist Score

Yes No

Explanation in detail of personal characteristics

Description categories of personal characteristics of an entrepreneur

Observation

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LU 2: Assess business environment

2

Learning Outcomes:

1. Apply methods, principles and techniques in identification of problems related to economic environment

2. Recognize business opportunities 3. Apply techniques to generate a business idea. 4. Use tools and techniques to identify business requirements.

6 Hours

Learning Outcome 2.1 Apply methods, principles and techniques in identification of problems

related to economic environment

Definition of socio-economic environment

Types of problems linked to economic environment

Environment screening methods, principles, techniques and process.

o Brainstorming on the socio economic environment definition

o Identification of problems linked to economic environment on the field

o Presentation of the field outcomes

- Flipchart - Markers - Pen - Internet - Reference books





Proper application of techniques in identification of problems related to

economic environment


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Product evidence Produce a 1 page report including : Problems identified in a chosen specific area.

Techniques used.

Checklist Score

Yes No

Techniques in identification of problems

Reporting format

Observation

Learning Outcome 2.2: Recognize business opportunities.

Definition of market

Definition of business opportunity

Business opportunities recognition process

Innovation and creativity techniques of converting business opportunities into business ideas

Techniques of selecting the best business idea

Macro screening

Micro screening

SWOT

o Group discussion on market o Brainstorming on business

opportunity o Case studies analysis on

recognition of business opportunities

o Individual practical exercises on converting business opportunity into business ideas.

o Individual practical exercises on filtering the business idea.




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Product evidence Identify opportunities linked to the previously identified problem.

Checklist Score

Yes No

Process and techniques used to recognize business opportunities

Potential solutions to the problem.

Observation

Learning Outcome 2.3: Apply techniques to generate a business idea.

Definition of market

Definition of business opportunity

Business opportunities recognition process

Innovation and creativity techniques of converting

o Group discussion on market o Brainstorming on business

opportunity o Case studies analysis on

recognition of business opportunities

o Individual practical exercises on converting business opportunity




Relevant recognition of business opportunities that are linked to the identified problems.

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business opportunities into business ideas

Techniques of selecting the best business idea

Macro screening

Micro screening

SWOT

into business ideas. o Individual practical exercises on

filtering the business idea.





Product evidence Produce the best business idea and present a report of the process

followed and techniques used.

Checklist Score

Yes No

Techniques for Generating business ideas

Observation


Adequate application of techniques to generate a business idea.

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Learning Outcome 2.4: Use tools and techniques to identify business requirements.

Techniques and process of business requirements analysis

Data collection techniques

Use cases

Building prototypes

Categories of business requirements

Transitional

Functional

Operational

Technical

o Conducting data collection on business requirements

o Role-play o Group discussion on business

requirements o Individual practice on identification

of business requirements

- Flipchart - Markers - Pen - Reference books - Computer - Internet





Perfomance evidence Through simulation in class, apply techniques and tools to identify

the requirements related to the selected business idea.

Checklist Score

Yes No

Techniques and process of business requirements analysis

Observation


Adequate use of tools and techniques to identify business requirements.


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LU 3: Assess and react to play incidents

3

Learning Outcomes:

1. Identify business idea proposal components 2. Develop a business idea proposal 3. Present business proposal

10 Hours

Learning Outcome 3.1: Identify business idea proposal components

Identification and description of elements of components of the proposal: Identification of the owner Business idea description Product/service description Market Cost of the project Feasibility

Guidelines in elaborating a business proposal

o Brainstorming on business proposal components

o Individual practice on production of business proposal of the previously selected business idea

o Group work o Case studies analysis o Presentation of the business

proposal

- Template of a business idea proposal

- Flipchart - Pen - Reference books - Case studies of

proposals





Adequate identification of the proposal components according to the template proposed


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Written evidence Multiple choice : From the below list, encircle the true components of a business idea

proposal.

Checklist Score

Yes No

Components of business idea proposal

Observation

Learning Outcome 3.2: Develop a business idea proposal.

Identification and description of elements of components of the proposal: Identification of the owner Business idea description Product/service description Market Cost of the project Feasibility




o Group work o Case studies analysis o Presentation of the business

proposal



proposals



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Product evidence Produce a business idea proposal of maximum 2 pages

Checklist Score

Yes No

Business idea proposal document content

Business idea proposal template

Observation

Learning Outcome 3.3: Present business proposal

Identification and description of elements of components of the proposal: Identification of the owner Business idea description Product/service description Market Cost of the project



o Group work o Case studies analysis



proposals



Relevant description of the components in terms of formulation of the business

naming, description of the business idea and business operations, the product

and/or service of the business, target customers, requirement in terms of

capital, location and timeline of main phases of the business.

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Feasibility


o Presentation of the business proposal





Perormance evidence Present to the class audience your business idea proposal.

Checklist Score

Yes No

Presentation techniques

Observation


Proper presentation of the business proposal according to the criteria defined.

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LU 4: Run a business

4

Learning Outcomes:

1. Plan business operations 2. Classify business operations 3. Record day to day business operations 4. Perform filing of documents related to business 5. Identify business laws and regulations

11 Hours

Learning Outcome 4.1: Plan business operations

Planning of operations of the business Activities Allocation of resources, Milestones Time period for the achievement

o Brainstorming on elements of a plan of business operations

o Demonstration on Operational plan elaboration

o Individual practice on Operational plan elaboration

- Reference books - Operational plan

template - Flipchart - Markers





Appropriate planning of operations of the business in terms of activities, allocation of resources, milestones and time period for the achievement.


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Product evidence

Written evidence

True and false questions: Circle the right answer (s) from the statement given about the

components of Action Plan

From the components of an Action plan, produce an action Plan

using the given template

Checklist Score

Yes No

Components of action plan

Action plan of content

Action Plan template

Observation

Learning Outcome 4.2: Classify business operations

Financial activities Accounting procedures and

principles Accounting books Accounting documents identification of income and

expenses to create a profit and loss statement

identification of business assets and liabilities

o Brainstorming on business operations

o Group work o Case studies analysis o Create a balance sheet o Individual practical

exercises on negotiating with stakeholders.

o Designing your production process

- Role play scenarios - Hand-outs - Performance

evidences - Flipchart - Markers - Case studies - Worksheet of

production process - Performance


http://i.usatoday.net/money/smallbusiness/startup/production-process-worksheet.pdf


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identification of the timing of income and expenses to create a cash flow forecast

Ways of spending money effectively Saving and loan management

Sales activities: Sales daily operations and

techniques Sales system Marketing and advertising costs

Operational activities: Functions of your business Production process Technology, equipment and raw

materials Administrative procedures and tasks

- Meetings - Correspondences

Stakeholders relationship: Dealing with suppliers Dealing with customers Dealing with employees Financial institutions Local government

o Performance evidence presentation on stakeholders relationship

o Role play on stakeholders relationship s

o Individual practice on money spending

o Individual practice on loan management

evidences projector

- Computer





Written evidence Match business activities with operations


Adequate classification of business operations

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Checklist Score

Yes No

Categorization of business operations:

Operational activities.

Administrative activities.

Financial activities.

Observation

Learning Outcome 4.3:Record day to day business operations

Financial activities Accounting procedures and

principles Accounting books Accounting documents identification of income and

expenses to create a profit and loss statement

identification of business assets and liabilities

identification of the timing of income and expenses to create a cash flow forecast

Ways of spending money effectively

Saving and loan management

Sales activities: Sales daily operations and

techniques

o Brainstorming on business operations

o Group work o Case studies analysis o Create a balance sheet o Individual practical exercises

on negotiating with stakeholders.

o Designing your production process

o Performance evidence presentation on stakeholders relationship

o Role play on stakeholders relationship s

o Individual practice on money spending

o Individual practice on loan management

- Role play scenarios - Hand-outs - Performance

evidences - Flipchart - Markers - Case studies - Worksheet of

production process - Performance

evidences projector - Computer




218 | P a g e

Sales system Marketing and advertising costs

Operational activities: Functions of your business Production process Technology, equipment and raw

materials Administrative procedures and

tasks - Meetings - Correspondences

Stakeholders relationship: Dealing with suppliers Dealing with customers Dealing with employees Financial institutions Local government





Product evidence

Written evidence

True or False Quiz: Find out if each of the following activities is either involved or not in specified type of business activity.

Multiple choice questions: underline the documents that fall in the specified category

From the case study given record the operating, investing, and

financing activities.


Adequate recording of day to day business operations in terms of financial

activities, sales and operational

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Checklist Score

Yes No

List of core business activities (manufacturing, distributing, marketing, selling a product

or service, and etc…)

List and categories of documents needed for daily, weekly, monthly, quarterly, annual

and year-end bookkeeping & bookkeeping start-up

Use recordkeeping system to ensure that we never miss a thing.

Observation

Learning Outcome 4.4.Perform filing of documents related to business

Business documents filing system

Filing techniques and procedures of business operations: Type of the operation Existing filing system

o Brainstorming on filing system, techniques and procedures of business operations

o Development of own filing system catered to his own business

o Practical exercise on classification of business operations

- Shelves - Files - Flipchart - Reference books - Papers - Markers - Business

document samples



Adequate filing of documents related to business


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Product evidence

Written evidence

Essay: briefly explain the implications involved in losing or misplacing business documents.

Task: File the business documents.

Checklist Score

Yes No

Importance of filing business documents

Consequences or implications relating to misplacing and/or losing business documents

Filing system

Filing techniques:

By categories By chronologic order

Filing tools and storage

Appropriate containers of files in safe environment

Observation

Learning Outcome 4.5:Identify business laws and regulations

Legal framework Commercial law Labor law Tax law Tax registrations in Rwanda and

business structure

Legal issues and implications of business contract

o Case studies analysis o Group work o Presentation o Guest speaker

- Case studies - Reference books - Projector - Business laws - Computer - Internet



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Product evidence Produce the best business idea and present a report of the process

followed and techniques used.

Checklist Score

Yes No

Observation

References:


Appropriate identification of business laws and regulations

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C C M I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA301 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: September, 2014

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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All the modules covered at REQF level 3.


Learning units describe the essential outcomes of a competence


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


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 labour 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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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

8 Hours

Learning Outcome 1.1:Identify and use resources to find a job.

Resources to find employment in the community and at national level

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…





Appropriate use of resources in the community or nationwide to find internship/employment information


225 | P a g e


Checklist Score

Yes No

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



Proper writing of a basic accurate and neat CV


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Checklist Score

Yes No

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



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Checklist Score

Yes No

Observation


Proper demonstration of effective interviewing skills

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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

5 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)

Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory



Appropriate application of workplace habits and attitudes


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory



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Checklist Score

Yes No

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?”



Adequate implementation of strategies to manage time effectively

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Checklist Score

Yes No

Observation


Efficient management of personal and work lives

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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

8 Hours

Learning Outcome 3.1:Get familiar with the universal human rights.

Definition of “right” and “human right”

Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of

Human Rights

- Plain language version






Appropriate of universal human rights


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.

Legal obligations of employers

Legal obligations of workers

o Large group activity o Discussion o Small group work o Observation

- Statements and answers for Agree/Disagree game on Rwandan labour law

- Articles 47 and 48 of the labour code





Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code


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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Identify one’s rights and responsibilities at work.

‘Rights’ (what you can expect your employer to provide)

‘Responsibilities’ (what your employer can expect that you will do)

o Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.





Appropriate respect of worker’s rights and responsibilities at the workplace


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Checklist Score

Yes No

Observation

Learning Outcome 3.4: Explore one’s personal rights and responsibilities.

Definition of “responsibility”

Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming

and discussion

- Worksheet on rights and responsibilities at work.





Appropriate respect of employer’s rights and responsibilities at the workplace


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Checklist Score

Yes No

Observation

Learning Outcome 3.5: React appropriately when the labour code is broken.

Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts



Appropriate reaction when the labour code is broken


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Checklist Score

Yes No

Observation

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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

9 Hours

Learning Outcome 4.1:Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement





Appropriate securing of the internship agreement with the enterprise


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Checklist Score

Yes No

Observation

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



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Checklist Score

Yes No

Observation

Learning Outcome 4.3: Write and present the report of the internship.



Adequate outlining of findings and experience

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Contents of the internship report

Presentation techniques

o Group discussion o Role play

- Sample internship report





Checklist Score

Yes No

Observation


Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience

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Learning Outcome 4.4: Participate actively to the assessment of one’s internship.

Internship assessment and self-ASSESSMENT PACKAGE s

o Group discussion o Presentation by the trainer





Checklist Score

Yes No

Observation

Reference books:

1. Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project


Active participation in the assessment of one’s internship


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L S V D G 3 0 1 - APPLICATION DESCRIPTIVE GEOMETRY

LSVDG301 Apply Descriptive Geometry


Credits: 7 70

Sector: Construction

Sub-sector: Land surveying

Issue date:December, 2016

Purpose statement

This is a core module which describes the performance outcomes, skills knowledge and attitude

required to perform descriptive geometry principles.

244 | P a g e


Not applicable







1. Perform Geometric construction 1.1. Performance criteria

1.2. Proper Drawing of parallels

1.3. Accurate Dividing of a segment into two

1.4. Accurate Bisecting of an angle

2. Perform geometric projections 2.1. Proper determination of Central projection

2.2. Proper determination of Parallel projection

2.3. Proper determination of Orthographic projection

3. Perform geometric graphics 3.1. Proper Determination of Point geometry

3.2. Proper Determination of Straight line geometry

3.3. Proper Determination of Plane geometry

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LU 1:Perform Geometric construction

1

Learning Outcomes:

1. Draw parallels 2. Divide a segment into two 3. Bisect an angle

20 Hours

Learning Outcome1.1: Draw parallels

Line

One-Point Perspective

Two-Point Perspective

Line Segments

Parallel Lines

Rays Two-Point Perspective

o Demonstration o Discussions o Practical work o Asking questions

Notebook

Pen

Workshop

Whiteboard/ Black board

Marker pen

Chalks

Projector

Computer

Drawing Paper

Pencils

Erasers

Rulers



Proper Drawing of parallels


246 | P a g e




Written evidence

Oral evidence


Multiple choice

True or false questions

Expose (presentation.

Checklist Score

Yes No

Draw Line, one point perspective, Two –point perspective, line segments, parallel lines

Observation

Learning Outcome 1.2:Divide a segment into two


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Tips for doing Geometric Drawings

Copying a Line Segment

Divide a segment

Copying an Angle

o Brainstorming o Discussions o Asking questions o Simulation

Book

Notebook

Pen

Workshop

Drawing Paper

Pencils

Erasers

Rulers





Written evidence

Oral evidence



Matching

Ticking

Expose (presentation)

Task:

Copying a Line Segment

Divide a segment

Copying an Angle

Checklist Score

Yes No

Segment division

Observation


Accurate Dividing of a segment into two

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Learning Outcome 1.3: Bisect an angle

Bisecting a Line Segment

Bisecting an Angle

A Perpendicular Line through a Point on that Line

A Perpendicular. Line through a Point Not on that Line

Dividing a Line Segment into Equal Parts

o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Drawing Paper

Pencils

Erasers

Rulers





Written evidence

Oral evidence


Multiple choicequestions


Matching

Sentence completion


Task:

Bisect a Line Segment Divide a Line Segment into Equal Parts.


Accurate Bisecting of an angle


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Checklist Score

Yes No

Instrument care

Bisecting an Angle

Observation

250 | P a g e

LU 2:Perform geometric projections

2

Learning Outcomes:

1. Determinate Central projection 2. Determinate Parallel projection

30 Hours

Learning Outcome 2.1: Determinate Central projection

Illustrate the concept

Properties

Vanishing points

Conclusion


Book

Notebook

Pen


Workshop





Proper determination of Central projection


251 | P a g e


Written evidence

Oral evidence



Matching


Task: Vanishing points

Checklist Score

Yes No

Central projection determination

Observation

Learning Outcome 2.2: Determinate Parallel projection

Illustrate the concept

Properties

The concept of scale

o Presentation o Brainstorming o Demonstration o Discussions o Practical work

Notebook

Pen

Workshop


Marker pen

Chalks



252 | P a g e




Written evidence

Oral evidence


Matching

Sentence completion

Ticking


Task:The projection of a right angle

Checklist Score

Yes No

Parallel projection determination

Observation


Proper determination of Parallel projection

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U 3:Perform geometric graphics

3

Learning Outcomes:

1. Determinate Geometry of Point 2. Determinate geometry of Straight line 1. Determinate Geometry of a Plane

20 Hours

Learning Outcome 3.1: Determinate Geometry of Point

The projections of a point

3.2 Points in four quadrants

3.3 The first angle view

3.4 The third angle view

Exercises


Book

Notebook

Pen

Workshop


Marker pen

Chalks

Drawing Paper

Pencils

Erasers

Rulers



Proper Determination of Point geometry


254 | P a g e




Written evidence

Oral evidence




Matching

Sentence completion

Ticking


Task: The projections of a point

Checklist Score

Yes No

Point Geometry

Observation

Learning Outcome 3.2: Determinate geometry of Straight line

The projections of a straight line

4.2 Special straight line

Parallel lines

Horizontal lines

Frontal lines

Profile lines

o Presentation o Discussions o Assignments

Book

Notebook

Pen

Workshop



255 | P a g e

Vertical lines

4.3 When a third projection can help

4.4 Intersecting lines

4.5 The true length of a straight-line

segment

4.6 The traces of a given straight line

4.7 Point on given line

4.8 The straight line as a one-

dimensional manifold

4.9 Exercises

Marker pen

Chalks

Drawing Paper

Pencils

Erasers

Rulers





Written evidence

Oral evidence




Matching

Sentence completion

Ticking


Task: Projection of a straight line

Checklist Score

Yes No

Straight line geometry

Observation


Proper Determination of Straight line geometry

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Learning Outcome 3.3: Determinate Geometry of a Plane

Preliminaries on diagrams, notation,

symbols and conventions.

Definitions of special plane figures.

Properties of angles at a point and of

angles formed by transversals to parallel

lines. Tests for parallel lines.

Angle sums of triangles,

quadrilaterals and general

polygons.

Exterior angle properties.

Congruence of triangles. Tests for

congruence.

Properties of special triangles and

quadrilaterals. Tests for special

quadrilaterals.

Properties of transversals to

parallel lines.

Similarity of triangles. Tests for

o Simulation

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop

Whiteboard/

Black board

Marker pen

Chalks

Drawing Paper

Pencils

Erasers

Rulers


257 | P a g e

similarity.

Pythagoras ‘theorem and its

converse.

Area formulae.





Written evidence

Oral evidence




Matching

Sentence completion

Ticking


Task:

Checklist Score

Yes No

Plane geometry

Observation


Proper Determination of Plane geometry

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Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator:

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator:

Observation


Checklist Score

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Yes No

Indicator:

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator:

Observation

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Reference books:

1. Dartmouth Website: Geometry in Art & Architecture Unit 11

http://www.dartmouth.edu/~matc/math5.geometry/unit11/unit11.html

http://www.termespheres.com

2. Fundamentals of Descriptive Geometry, The McGraw-Hill, UAA ES A103

3. Board of Studies NSW, MATHEMATICS 2/3 UNIT Years 11–12, 1982

4. www.boardofstudies.nsw.edu.au

5. Journal for Geometry and Graphics Volume 4 (2000), No. 2, 209–222. Institute for Geometry and

Applied Mathematics RWTH Aachen, D-52056 Aachen, Germany email: [email protected]

6. C. P¨utz: Untersuchungen zur Auswahl der Lehrinhalte des Faches Darstellende Geometrie f¨ ur

die Hochschulausbildung zum Architekten. PhD thesis 1990, RWTH Aachen, Germany. Received

August 1, 2000; final form November 15, 2000

7. An analytical introduction to Descriptive Geometry, Adrian B. Biran, Technion – Faculty of

Mechanical Engineering Ruben Lopez-Pulido, CEHINAV, Polytechnic University of Madrid, Model

Basin, and Spanish Association of Naval Architects Avraham Banai Technion – Faculty of

Mathematics Prepared for Elsevier (Butterworth-Heinemann), Oxford, UK Samples - August

2005

8. Egerton, PA., and Hall, W.S. (1999), Computer Graphics — Mathematical

9. First Steps, Harlow, England: Prentice Hall.

10. Flocon, A., and Taton, R. (1984), La perspective, Que sais-je 1050, Paris:

11. Presses Universitaires de France.

12. Fuller, G., and Tarwater, D. (1992), Analytic Geometry, 7th edition,

13. Reading, Massachusetts: Addison-Wesley Publishing Company.

14. ISO 5455-1979(E) (1979), Technical drawings — Scales, ISO

15. ISO 5456-1:1996(E) (1996), Technical drawings — Projection methods —

16. Part 1: Synopsis, ISO


18. Part 2: Orthographic representations, ISO


20. Part 3: Axonometric representations, ISO


22. Part 4: Central projection, ISO

23. ISO 10209-2:1993(E/F) (1993), Technical product documentation —

24. Vocabulary — Part 2: Terms relating to projection methods, Documentation

25. technique du produit — Vocabulaire — Partie 2: Termes relatifs aux méthodes de projection,

ISO

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L S V G O 3 0 1 - APPLICATION GEOMETRICAL OPTICS

LSVGO301 Apply Geometrical Optics

RTQF Level: 3 Learning hours

Credits: 8 80




Purpose statement


required to Apply Geometrical Optics.

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Not applicable







1. Perform Geometrical optics

principles

1.1. Proper determination of Fermat’s principle

according to GO Phenomena

1.2. Proper determination Snell’s law according to

GO Phenomena

1.3. Proper determination of nature of light with

respect to optic instrument

1.4. Methodical interpretation of light propagation

with respect to optic instrument

2. Apply Mirror concept in

Geometrical Optics

2.1. Proper identification of image types

2.2. Relevant interpretation of images according to

the image type

2.3. Proper identification of the types of mirrors

2.4. Proper demonstration of light propagation

according to the type of mirror

3. Perform Lenses concept in

Geometrical optics

3.1. Proper identification of lenses types

3.2. Proper Determination of lenses application

according to optical instrument

3.3. Relevant Ray Tracing for Lenses according to

lenses types

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4. Perform optical instruments

using lens

4.1. Correct selection of GO systems with respect to

the specific optical instrument

4.2. Relevant application of GO systems with

respect to the specific optical instrument

4.3. Proper adjustment and magnification of

telescope according to the task

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LU 1:Perform Geometrical optics principles

1

Learning Outcomes:

1. Determine Fermat’s principle. 2. Determine Snell’s law 3. Determine nature of light 4. Interprets light propagation

20 Hours

Learning Outcome1.1: Determine Fermat’s principle.

Fermat’s and energy

variation principles in

field theory

Hamilton's principle

Huygens' principle

Path integral formulation

Principle of least action

o Demonstration

o Discussions

o Practical work

o Asking questions

- Book

- Notebook

- Pen

- Whiteboard/ Black board

- Marker pen

- Chalks

- Projector

- Computer


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



Proper determination of Fermat’s principle according to GO Phenomena


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Written evidence


Oral evidence

Multiple choice


Matching.

Checklist Score

Yes No

Fermat’s and energy variation principles in field theory

Hamilton's principle

Path integral formulation

Principle of least action

Observation

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Learning Outcome 1.2: Determine Snell’s law

Derivations and formula

Vector form

Total internal reflection and

critical angle

Dispersion

Loss, absorbing, or

conducting media

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical exercises

o Asking questions

o Assignments

Book

Notebook

Pen

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer

Protractor

Compass

Ruler

Square





Written evidence

Oral evidence

Multiple choice questions


Matching

Sentence completion


Proper determination Snell’s law according to GO Phenomena


https://en.wikipedia.org/wiki/Snell%27s_law#Derivations_and_formula

https://en.wikipedia.org/wiki/Snell%27s_law#Vector_form

https://en.wikipedia.org/wiki/Snell%27s_law#Total_internal_reflection_and_critical_angle


https://en.wikipedia.org/wiki/Snell%27s_law#Dispersion

268 | P a g e

Checklist Score

Yes No


Total internal reflection and critical angle

Dispersion


Observation

Learning Outcome 1.3: Determine nature of light

Identification of the source of

light

Incandescence

Luminescence

The amplitude of a light wave

Intensity

Brightness

The frequency of a light wave

Monochromatic

Polychromatic

o Presentation

o Discussions

o Asking questions

o Brainstorming

- Book

- Notebook

- Pen


- Marker pen

- Chalks

- Projector

- Computer

- Torch

- Mirror

- Water





https://en.wikipedia.org/wiki/Snell%27s_law#Dispersion


269 | P a g e




Written evidence


Oral evidence

Product evidence



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Identification of the source of light.

Incandescence

Luminescence

The amplitude of a light wave

Intensity

Brightness

The frequency of a light wave

Monochromatic

Polychromatic

Observation


Proper determination of nature of light with respect to optic instrument

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Learning Outcome 1.4: Interprets light propagation

Huygens’ Principle

Refraction

Total internal reflection

o Demonstration

o Discussions

o Practical work

o Asking questions

- Book

- Notebook

- Pen


- Marker pen

- Chalks

- Projector

- Computer

- Mirror

- Torch





Methodical interpretation of light propagation with respect to optic instrument


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Written evidence


Product evidence

Oral evidence



Matching

Sentence completion

Ticking

Expose (presentation

Checklist Score

Yes No


Refraction

Total internal reflection

Observation

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LU 2:Apply Mirror concept in Geometrical Optics

2

Learning Outcomes:

1. Identify image types 2. Interpret images 3. Identify the types of mirrors 4. Demonstrate light propagation

20 Hours

Learning Outcome 2.1:Identify image types

Real images

Virtual images

Combination of real image

and virtual image

o Demonstration

o Discussions

o Practical work

o Asking questions

- Book

- Notebook

- Pen


- Marker pen

- Chalks

- Projector

- Computer

- Mirror

- torch



273 | P a g e




Written evidence

Oral evidence



Matching

Sentence completion

Ticking

Checklist Score

Yes No

Real images

Virtual images

Combination of real image and virtual image

Observation

Learning Outcome 2.2: Interpret images



Proper identification of image types

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• The image distance equals the object

distance.

• The image is unmagnified.

• The image is virtual.

• The image is not inverted.

• Left and right are reversed

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

- Notebook

- Pen

- Whiteboard/ Black

board

- Marker pen

- Chalks

- Projector

- Computer

- Mirrors

- Torch

- Telescope





Written evidence


Oral evidence



Matching

Sentence completion

Ticking


Checklist Score

Yes No


Relevant interpretation of images according to the image type

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The image distance equals the object distance.

The image is unmagnified.

The image is virtual.

The image is not inverted.

Left and right are reversed

Observation

Learning Outcome 2.3: Identify the types of mirrors

Curved mirrors

Plane mirrors

spherical mirrors

concave mirror

(converging mirror)

convex mirror(diverging

mirrors)

Ray tracing with mirrors

o Demonstration

o Discussions

o Practical work

o Asking questions

- Book

- Notebook

- Pen

- Whiteboard/

Black board

- Marker pen

- Chalks

- Projector

- Computer

- Mirrors

- torch



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Written evidence

Oral evidence



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Curved mirrors

Plane mirrors

spherical mirrors

concave mirror (converging mirror)

convex mirror(diverging mirrors)

Ray tracing with mirrors

Observation

Learning Outcome 2.3: Demonstrate light propagation


Proper identification of the types of mirrors

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Define Polarization.

reflection from a

dielectric surface glare

scattering

Dichroic crystals

Birefringent crystals


o Demonstration

o Discussions

o Practical work

o Asking questions

- Mirrors

- Torch

- Water

- Sun

- candle





Written evidence


Product evidence

Oral evidence



Matching

Sentence completion

Ticking



Proper demonstration of light propagation according to the type of mirror


278 | P a g e

Checklist Score

Yes No

Polarization.

reflection from a dielectric surface glare

scattering

Dichroic crystals

Birefringent crystals


Observation

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U 3 Perform Lenses concept in Geometrical optics

3

Learning Outcomes:

1. Identify lenses types 2. Determine lenses application 3. Identify Ray Tracing for Lenses

20 Hours

Learning Outcome 3.1: Identify lenses types

converging lenses

diverging lenses

o Demonstration

o Discussions

o Practical work

o Asking questions

- Mirrors

- Torch

- Candles



Proper identification of lenses types


280 | P a g e




Written evidence

Oral evidence



Matching

Sentence completion

Ticking


Checklist Score

Yes No

converging lenses

diverging lenses

Observation

Learning Outcome 3.2: Determine lenses application

Qualitative application

Light behavior when it passes

through a convex lens.

determine the refraction of light

through a convex lens

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

- Meter stick

- Cardboard image

screen

- Candle

- Flashlight


281 | P a g e

through a convex lens

produce a real image on a screen

Quantitative application

Measure the image distance, object

distance and focal length.

Compare the focal lengths of three

convex lenses and compare this to

their amount of curvature.

produce a real image and measure

the image distance and object

distance in the projector by use of

the convex lens in a simple projector

o Asking questions

- Telescopes





Written evidence


Product evidence

Oral evidence



Matching

Sentence completion

Ticking



Proper Determination of lenses application according to optical instrument

282 | P a g e

Checklist Score

Yes No

Qualitative application

Light behavior when it passes through a convex lens.

Determine the refraction of light through a convex lens.

Produce a real image on a screen

Quantitative application

Measure the image distance, object distance and focal length.

Compare the focal lengths of three convex lenses and compare this to their amount of curvature.

produce a real image and measure the image distance and object distance in the projector by use of the convex lens in a simple projector

Observation

Learning Outcome 3.3: Identify Ray Tracing for Lenses

A ray from the top of the object

proceeding parallel to the centerline

perpendicular to the lens.

A ray through the center of the lens,

which will be undeflected.

A ray through the principal focal point

on the near side of the lens

o Presentation

o Asking questions

o Practical Exercises

o Group Discussion

- Mirror

- torch


283 | P a g e





Written evidence


Oral evidence



Matching

Sentence completion

Ticking


Checklist Score

Yes No

A ray from the top of the object proceeding parallel to the centerline perpendicular to the lens.

A ray through the center of the lens, which will be undeflected.

A ray through the principal focal point on the near side of the lens

Observation


Relevant Ray Tracing for Lenses according to lenses types

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LU 4:Perform optical instruments using lens

4

Learning Outcomes:

o select GO systems

o Apply GO systems

o Adjust and magnify telescope

20 Hours

Learning Outcome 4.1: Select GO systems

Single-lens systems

A magnifying glass

Compound optical systems

The refracting telescope

o Asking questions


o Group Discussion

o Field Trip/ Visit

- Book

- Notebook

- Pen

- Whiteboard/ Black

board

- Marker pen

- Chalks

- Projector

- Computer

- Theodolite

- tacheometer



285 | P a g e




Written evidence

Oral evidence

Task evidence

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

Checklist Score

Yes No

Single-lens systems

A magnifying glass

Compound optical systems

The refracting telescope

Observation


Correct selection of GO systems with respect to the specific optical instrument

286 | P a g e

Learning Outcome 4.2: Apply GO systems

Measurement of the

distance

Measurement of angles of

an object

o Asking questions


o Group Discussion

o Field Trip/ Visit

- Book

- Notebook

- Pen


- Marker pen

- Chalks

- Projector

- Computer

- Theodolite

- tacheometer





written evidence

performance evidence

Oral evidence



Matching

Sentence completion

Ticking



Relevant application of GO systems with respect to the specific optical

instrument


287 | P a g e

Checklist Score

Yes No

Measurement of the distance

Measurement of angles of an object

Observation

Learning Outcome 4.3: Adjust and magnify telescope

Maintain a clear vision on

telescope

to resolve fine detail

Elimination of errors

Parallax

Collimation

o Demonstration

o Practical work

o Asking questions

o Group Discussion

o Field Trip/ Visit

- Book

- Notebook

- Pen


- Marker pen

- Chalks

- Projector

- Computer

- Theodolite

- tacheometer



Proper adjustment and magnification of telescope according to the task


288 | P a g e




Product evidence


Oral evidence


Checklist Score

Yes No

Clear vision on telescope

resolve fine detail

Elimination of errors

Parallax

Collimation

Observation

Reference books:

1. Beiser, Arthur. Physics, 3rd Edition, Menlo Park, California: The Benjamin/Cummings Publishing

Company, 1982.

2. Hecht, E., and A. Zajac. Optics,2nd Edition. Reading, Massachusetts: Addison Wesley Publishing

Company, 1987.

289 | P a g e

3. Pedrotti, F., and L. Pedrotti. Introduction to Optics, 2nd Edition. Englewood Cliffs, New Jersey:

Prentice Hall, Inc., 1993.

4. Pedrotti, F., and L. Pedrotti. Optics and Vision. Englewood Cliffs, New Jersey: Prentice Hall, Inc.,

1998.

5. Serway, R. A. Principles of Physics. Orlando, Florida: Saunders College Publishing, 1992.

6. Waldman, Gary. Introduction to Light. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1983.

7. Englert, B-G., M. O. Scully, and H. Walthes. “The Duality in Matter and Light,” Scientific American

(December 1994), 86.

8. Weisskopf, Victor F. “How Light Interacts with Matter,” Lasers and Light, Readings from Scientific

American. W. H. Freeman and Company, 1969, pp 14-26. Optical Manufacturing Companies

9. Optics and Optical Instruments Catalog. Edmund Scientific, Industrial Optics Division, Barrington,

New Jersey.

10. Melles-Griot Catalog. Melles-Griot Optical Systems, Rochester, New York, and Melles Griot

Photonics Components, Irvine, California.

11. A. Karle Physics 202 Nov. 20, 2007

290 | P a g e

L S V H S 3 0 1 - HANDLE BASIC SPATIAL DATA

LSVHS301 Handle basic spatial data


Credits: 8 80




Purpose statement


required to Apply Geometrical Optics.

291 | P a g e


Implement safety, health and environmental policies and procedures

Technical drawing

Caring textile fibers







1. Prepare spatial data for

storage

1.1 Proper Identification of Task required and clarification

1.2 Proper selection of Methods of spatial data storage

according to the instrument.

1.3 Systematic creation of data index according to user

requirements

1.4 Systematic correction of data index according to user

requirements

1.5 Appropriate Data storage and recording chronologically

2. Identify Access and retrieve

spatial data

2.1 Proper way of indexing system used to locate basic spatial

data source

2.2 Appropriate localization of spatial data and their retrieval

according to user’s procedures.

2.3 Suitable analysis and translation required of spatial data

format according to task requirements.

2.4 Proper identification of Problems are reported according

to the job

3. Manage spatial data security 3.1 Adequate application of Data security and backup

measures according to users risk management plan and

procedures.

3.2 Regular identification of data security, storage or retrieval

problems according to user’s procedures.

3.3 Regular reporting of data security, storage or retrieval

problems according to user’s procedures.

3.4 Appropriate completion of documents and data stored

according to user’s instructions.

292 | P a g e

LU 1:Prepare spatial data for storage

1

Learning Outcomes:

1. Identify tasks required for data storage

2. Select the Methods of spatial data storage 3. Create data index 4. Correct data index 5. Store and record data

60 Hours

Learning Outcome 1.1: Identify tasks required for data storage

Tasks for spatial data

storage

Selecting the field

notebook sheet or

working job

Record data in

spreadsheet

Importing/Exporting

Procedures

Save the work

o Demonstration of tasks for

data storage

o Asking questions on tasks for

data storage

o Practical work on tasks for

data storage

- Notebook

- Pen

- Computer

- Removable

devices





Identify tasks required for data storage


293 | P a g e


Written

Performance

Oral



Matching

Sentence completion

Ticking

Open questions

Checklist Score

Yes No

Tasks for data storage

Observation

Learning Outcome 1.2: Select the Methods of spatial data storage

Identification of the

methods of spatial data

storage

Vector format

Raster format

Excel spreadsheet

o Demonstration on the

methods of data storage

o Asking questions on the


o Practical work on the


- Notebook

- Pen

- Computer

- Removable

devices



Select the Methods of spatial data storage


294 | P a g e




Written

Oral

Tasks:

Apply different

methods of spatial data

storage



Matching

Sentence completion

Ticking

Checklist Score

Yes No

Observation

Learning Outcome 1.3: Create data index

Identification of the types of

indexes

Single-Level ordered

indexes

Multi-Level Indexes

B+ Tree based Indexes

Index definition in SQL


correction of data index





- Book

- Notebook

- Pen

- Workshop

- Whiteboard/ Black

board

- Marker pen

- Chalks

- Computer

- Removable devices


295 | P a g e


Assessor

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

criterion has been achieved.


Written

Performance

Oral

Tasks:

Proper creation of spatial

data index



Matching

Open questions

Checklist Score

Yes No

Data index types

Observation

Learning Outcome 1.4: Correct data index



Create data index

296 | P a g e

Identification of spatial data

according to their correctness

Raw data

Technically correct

data

Consistent data







- Book

- Notebook

- Pen

- Workshop

- Whiteboard/ Black

board

- Marker pen

- Chalks

- Computer

- Removable devices


Assessor may

collectamong the following evidences and make judgements on whether the performance criterion

has been achieved.


Written

Performance

Oral

Tasks:

Proper correction of data

index



Matching

Open questions

Checklist Score

Yes No

Types of spatial data according to their correctness

Observation


Correct data index

297 | P a g e

Learning Outcome 1.5: Correct data index1.5 Store and record data

Identification of the methods

of spatial data storage

Vector format

Raster format

Excel spreadsheet

o Demonstration on how

to store and record data

o Asking questions on

how to store and record

data

o Practical work on how

to store and record data

- Book

- Notebook

- Pen

- Workshop

- Whiteboard/ Black

board

- Marker pen

- Chalks

- Computer

- Removable devices


Assessor may

collectamong the following evidences and make judgements on whether the performance criterion

has been achieved.


Written Performance Product

Oral

Ticking Expose Multiple choicequestions True or false questions Matching Sentence completion

Checklist Score

Yes No

Spatial data storage methods

Observation


Store and record data


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LU 2:Identify Access and retrieve spatial data

2

Learning Outcomes:

1. Index the system used and localization basic spatial data source

2. Localize and retrieve spatial data 3. Analyze and translate spatial data format 4. Identify the process of problem reporting

20 Hours

Learning Outcome 2.1: Index the system used and localization basic spatial data source

Types of timber available in

Basic spatial data source

Ways of indexing basic

spatial data source


localization of the spatial data

source



source



source

- Notebook

- Pen

- Workshop

- Projector

- Computer

- Removable devices





Index the system used and localization of basic spatial data source


299 | P a g e


Written

Performance

Oral



Matching

Sentence completion

Ticking

Open questions

Checklist Score

Yes No

Index the system

Localize basic spatial data source

Observation

Learning Outcome 2.2: Localize and retrieve spatial data

Localization of data into the

database

Spatial information

Attribute information

Methods of Retrieve data

By using the pixel information

window

By displaying attributes

Reclassification with map formula

Slicing

o Demonstration of the

localization and retrieval

o Practical exercise of the




- Notebook

- Pen

- Workshop

- Projector

- Computer

- Removable

devices



300 | P a g e




Written

Performance

Oral



Matching

Sentence completion

Ticking

Open questions

Checklist Score

Yes No

Localize basic spatial data

Retrieve data

Observation

Learning Outcome 2.3: Analyze and translate spatial data format

• Analysis of vector

format

Point feature

representation

Line feature

o Demonstration on analyze and

translate spatial data format

o Practical exercise on analyze

and translate spatial data

format

- Notebook

- Pen

- Computer

- Removable



Localize and retrieve spatial data

301 | P a g e

representation

Polygon feature

representation

• Analysis of raster format

Pixel size

Image feature

o Asking questions on analyze

and translate spatial data

format

devices





Written

Performance

Oral



Matching

Sentence completion

Tasks:

Identify and use the types of spatial data format

Checklist Score

Yes No

Analyze spatial data

Translate spatial data

Observation

Learning Outcome 2.4: Identify the process of problem reporting



Analyze and translate

302 | P a g e

Identification of data quality

components

Accuracy

Resolution/Precision

Consistency

Completeness

Report format

o Demonstration on the problem

reporting

o Practical work on the problem

reporting


problem reporting

- Notebook

- Pen

- Projector

- Computer





Written

Performance

Oral



Matching

Sentence completion

Ticking

Open questions

Checklist Score

Yes No

Data quality identification

Report format

Observation


Identify the process of problem reporting

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LU 3:Manage spatial data security

3

Learning Outcomes:

1. Apply Data security and backup measures

2. Identify data security, storage and retrieval problems 3. Report data security, storage and retrieval problems

20 Hours

Learning Outcome 3.1: Apply Data security and backup measures

Data administration

Ways to store spatial data

Ways to protect spatial data

Ways to access spatial data

Backup measures

Ways to move spatial data

Ways to backup spatial data

o Demonstration on data

security and backup

measures

o Practical work on data

security and backup

measures

o Asking questions on data

security and backup

measures

- Notebook

- Pen

- Computer

- Projector

- Removable

devices






Apply Data security and backup measures


304 | P a g e

Written

Oral



Matching

Sentence completion

Tickin

Checklist Score

Yes No

Back up measures

Observation

Learning Outcome 3.2: Identify data security, storage and retrieval problems

Identification of data security

problems

Identification of spatial data storage

problems

Identification of data retrieval

problems


identification of data

problems



problems



problems

- Book

- Notebook

- Pen

- Computer

- Removable

devices





Identify data security, storage and retrieval problems


305 | P a g e


Written

Performance

Oral



Matching

Sentence completion

Ticking

Checklist Score

Yes No

Data storage problems

Data security problems

Data retrieval problems

Observation

Learning Outcome 3.3: Report data security, storage and retrieval problems

Identification of data quality

components

Accuracy

Resolution/Precision

Consistency

Completeness

Report format

o Demonstration on how to

report data security

problems

o Practical work

Demonstration on how to


problems

o Asking questions

Demonstration on how to


problems

- Notebook

- Pen

- Projector

- Computer



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Written

Performance

Oral



Matching

Sentence completion

Ticking

Checklist Score

Yes No

Data quality components

Report format

Observation


Report data security, storage and retrieval problems

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Rwanda Development Board (RDB) based at Gishushu, Kigali has

collected spatial data on Buhanga natural forest located in Musanze

District. Data were collected with a handheld GPS in Waypoints

mode and (x,y,z) coordinates of each corner point of the forest were

marked.

As you are a field data collector, you are required to identify the

format in which data are saved into the handheld GPS and the time

by which each corner point was captured. Using mapsource

software, download data from the handheld GPS to the pocket

computer (PC) and save them in notepad after creating a folder

named “Buhanga Forest Data” at Local Disk D. This task should be

done in 20 min.


Checklist Score

Yes No

Indicator: Materials and toolsare properly selected

Handheld GPS

GPS cable

Computer

Mapsource software

Indicator:Data are well taken

Method of data collection

Accuracy of data

Completeness of the work

Indicator: Setting up instrument is well done

The coordinate system of GPS must be well selected

The projection must be well established

The cable must be in a good condition

The software must be well installed

Observation

308 | P a g e


Checklist Score

Yes No

Indicator: The format of stored data

Retrieval process

All data needed are included

Data are legible/editable

Observation


Checklist Score

Yes No

Indicator: Instructions are respected

Manageable,

Measurable

Indicator: Material are well used

Yes

Indicator :Time is respected

20 min

Observation

Reference books:

1. Hanansamet; 2007; Issues in spatial databases and geographic information systems; College

park, Maryland 20742-3411 USA;

2. IBGE; 2011; Spatial data use and dissemination; IBGE (2011);

309 | P a g e

L S V I P 3 0 1 - - MEASURE AND LOCATE IMMOVABLE PROPERTY

LSVIP301 Measure and locate immovable property


Credits: 6 60




Purpose statement

This is a core module which describes the performance outcomes, skills knowledge and attitudes

required to measure and locate immovable property

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Not applicable







1. Identify the location of the

property and the owner

1.1 Proper Identification of infrastructure nearby

the property according to the client.

1.2 Proper Identification of climate conditions

1.3 Careful identification of ownership of property

(may be private, collective, or common)

2. Identify the dimensions of

the property

2.1. Proper interpretation of landscape preferences

according to the property usage.

2.2. Precise measurement of the property

2.3. Proper identification of the Shape, sizes of the

property

3. Identify property’s legal

documents

3.1. Right identification of property’s clearance

documents

3.2. Proper identification of ownership land title.

3.3. Proper assessment of the past records about the

property

311 | P a g e

LU 1:Identify the location of the property and the owner

1

Learning Outcomes:

1. Identify infrastructure nearby the property 2. Identify climate conditions 3. Identify ownership of property

20 Hours

Learning Outcome1.1:Identify infrastructure nearby the property

identification of the

types of infrastructures

Economic

infrastructures

Transport Network

Road Transport

Railway Transport

Air Transport

Sea Transport

Energy Network

Electricity network

Gas Network

Water-system

Social

Infrastructures

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Maps

Pictures

Videos

radio


312 | P a g e

Health Infrastructures

Free hospital treatment

Health service

Social security

Educational

Infrastructures

Nursery

Primary

School for pupils aged 11

– 14

Secondary school

Compulsory education

University

Culture

Infrastructures

Cultural, artistic

Historic heritage

Theatre, music

Cinema and

entertainment

Sport

Environmental

Infrastructures

Water purification plant

Waste disposal

Green areas

Territory

Infrastructures

Tourist

infrastructures

Tourist receptiveness

313 | P a g e

Trade

Infrastructures

Retail trade

Wholesale trade

Monetary intermediation

Infrastructures





Written

Oral

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Types of infrastructure.

Types if the ownership.

Mastering the client needs.

Observation


Proper Identification of infrastructure nearby the property according to the

client.

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Learning Outcome 1.2:Identify climate conditions

identification of seasons

season of the rain

season of the sun

identification of disasters

caused by climate changes

o Brainstorming

o Discussions

o Asking questions

Book

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer





Written

Oral



Matching

Sentence completion

Ticking


Propre Identification of climate conditions


315 | P a g e

Checklist Score

Yes No

Types of seasons

Categorize types of disasters

Observation

Learning Outcome 1.3: identify ownership of property


property

Private property

Public property

Collective property(also

called cooperative

property)

o Discussions

o Asking questions

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer



https://en.wikipedia.org/wiki/Private_property

https://en.wikipedia.org/wiki/Public_property

https://en.wikipedia.org/w/index.php?title=Collective_property&action=edit&redlink=1

https://en.wikipedia.org/wiki/Cooperative

316 | P a g e




Written

Performance

Product

Oral

Multiple choice True or false questions

Matching

Sentence completion

Checklist Score

Yes No

Types of the property

Observation


Careful identification of ownership of property

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LU 2:Identify the dimensions of the property

2

Learning Outcomes:

1. Interpret landscape preferences 2. Precise measurement of the property 3. identify the Shape of the property

20 Hours

Learning Outcome 2.1:Interpret landscape preferences

Assessment of the area

Taking pictures

Simple sketching

Identification of

aesthetics

Green space

Describing the

appearance of

landscape and

designing it

o Presentation

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer



318 | P a g e




Written

Oral

Performance

Product


Matching

Sentence completion


Checklist Score

Yes No

Appearance of picture

Neatness of sketch

Interpretation

Observation

Learning Outcome 2.2:Precise measurement of the property


Proper interpretation of landscape preferences according to the property

usage.

319 | P a g e

Property boundaries

Neighbors Water tables Roads

Taking measurement of the site by use

of different tools and equipment

Tools: tape measure

Total station

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer





Written

Performance

Product

Oral



Matching

Sentence completion


Precise measurement of the property


320 | P a g e

Checklist Score

Yes No

Proper measurement

Techniques used

irregular Shape

Observation

Learning Outcome 2.3: identify the Shape of the property


the Geometric Shapes

Regular shape

Trapezoidal

Rectangles

Square ,etc

Free-form

Irregular Shape

Ellipse

Helice, etc

Calculation of areas and

perimeters

o Demonstration

o Discussions

o Practical work

o Asking questions

o Assignments

Book

Notebook

Pen

Whiteboard/

Black board

Marker pen

Chalks



321 | P a g e




Written

Performance

Product

Oral



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Regular shape

Calculation of areas and perimeters

Final results

Observation


Proper identification of the Shape, sizes of the property

322 | P a g e

LU 3:Identify property’s legal documents

3

Learning Outcomes:

1. Identify property’s clearance documents 2. Select cleaning materials and products 3. Apply basic maintenance of equipment and tools

20 Hours

Learning Outcome 3.1: Identify property’s clearance document

Tax clearance document

Bank loan clearance document

Hypothecation clearance

document

Acquisition

o Presentation

o Demonstration

o Discussions

o Asking questions

Book

Notebook

Pen

Projector

Computer





Proper identification of ownership land title.


323 | P a g e


Written

Oral


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Differentiating clearance documents.

Observation

Learning Outcome 3.2:identify the ownership land title

Presentation of document from land

registration.

Land title certificate

o Presentation

Book

Notebook

Pen

Whiteboard/

Black board

Marker pen

Chalks

Projector


324 | P a g e

Computer





Written

Oral




Checklist Score

Yes No

Knowledge on the form of Land title certificate

Issue date and area

Observation


Proper identification of ownership land title.

325 | P a g e

Learning Outcome 3.3:assess the past records about the property

Identification of the past holder of the

property.

Describe how property gotten.

Gift

Heritage

Bought

Identification of the present holder.

o Discussions

o Asking questions

Book

Notebook

Pen

Whiteboard/

Black board

Marker pen

Chalks

Projector

Computer





Written

Oral



Checklist Score

Yes No

How property gained

Observation


Proper assessment of the past records about the property


326 | P a g e



Reime Rwanda ltd wants to construct a stolen building for offices.

They want a plot which is well oriented so that their workers will

not be bored. That plot should be nearby all infrastructures and its

measurement is 45m of long and 40m of width. As a Field data

collector, help Reime to get this plot. The work has to be completed

in 4days because the client has to start the construction in one

week.


Checklist Score

Yes No

Indicator: Infrastructures nearby the property are Properly Identified

Trade Infrastructures

Tourist infrastructures

Territory Infrastructures

Environmental Infrastructures

Culture Infrastructures

Educational Infrastructures

Social Infrastructures

Economic infrastructures

Indicator: Climate conditions are properly Identified

season of the rain

season of the sun

327 | P a g e

disasters

erosion

Indicator: Ownership of property is well identified

Private property

Public property

Collective property(also called cooperative property)

Indicator: Measurement of the property are properly Precised

Property boundaries

Neighbors

Water tables

Roads

Taking measurement of the site by use of different tools and equipment

Tools: tape measure

Total station

Theodolite

Indicator: The Shapes of the property are well identified

Regular shape

Trapezoidal

Rectangles

Square ,etc

Irregular Shape

Ellipse

Helice, etc

Indicator: property’s clearance documents are properly identified

Tax clearance document

Bank loan clearance document

https://en.wikipedia.org/wiki/Private_property

https://en.wikipedia.org/wiki/Public_property

https://en.wikipedia.org/w/index.php?title=Collective_property&action=edit&redlink=1

https://en.wikipedia.org/wiki/Cooperative

328 | P a g e

Hypothecation clearance document

Acquisition

Indicator: The ownership land title is identified

Land title certificate

Indicator: The past records about the property are well assessed

Past holder of the property.

Describe how property gotten.

Gift

Heritage

Bought

Observation


Checklist Score

Yes No

Indicator: landscape preferences are well Interpreted

Pictures

sketches

green spaces

design

Observation

329 | P a g e


Checklist Score

Yes No


4 Days (Time required)

Indicator: Materials are well used

No waste of materials

Indicator: Instruments are well used

No damage of apparatus

Observation

Assesment Criterion 4: Perfection

Checklist Score

Yes No

Indicator: Visibility of the photos and sketch (topographic details)

Scale

boundaries

Indicator: Report content is sufficient

Report format

Report body

Observation

330 | P a g e

Reference books:

1. Geographical Review 65 (1975):1-36; Peirce Lewis

2. A Social History of the U.S., 1589-1914 (New York: Putnam's 1969).

3. Selected Writings of J. B. Jackson, ed., Ervin H. Zube (Amherst: University of Massachusetts Press,

1970). Swain and Mather's St. Croix Border Country (Prescott, Wisc.: Pierce Country Geographical

Society, 1968)

4. The Look of the Land, (Englewood Cliffs, N. J., Prentice-Hall, 1974).

5. Association of American Geographers 67 (1977):1-16

6. Williams, J., 1992: The Weather Book. Vintage Books, New York, New York.

7. Trenberth, K.E., 1999: The extreme weather

8. events of 1997 and 1998. Consequences, Vol 5,1, 2–15.

9. IPCC (Intergovernmental Panel on Climate

10. Change), 1996: Climate Change 1995: The Science of Climate Change. J.T. Houghton, F.G.

11. MeiraFilho, B.A. Callander, N. Harris, A.

12. Kattenberg, and K. Maskell, eds. Cambridge

13. University Press, Cambridge, U.K.

14. Hartmann, D.L., 1994: Global Physical

15. Climatology. Academic Press, San Diego, California

16. Gooch, G.D. (1995). Environmental beliefs and attitudes in Sweden and the Baltic States.

17. Environment and Behavior, 27, 513-539.

18. Hull, R.B. & Stewart, W.P. (1992). Validity of photo-based scenic beauty judgments. Journal of

Environmental Psychology, 12, 101-114.

19. Lemaire (1970). Filosofie van het landschap [Philosophy of the landscape]. Baarn, The

20. Netherlands: Ambo.

21. David Schmidtz, the Limits of Government (Boulder, CO: Westview, 1991), chap. 2

22. Schmidtz, “Property and Justice,” p. 80. Schmidtz attributes the metaphor of property as a

23. “bundle of sticks” to John Lewis, Law of Eminent Domain (Chicago: Callaghan and Co., 1888).

331 | P a g e

L S V L I 3 0 1 - OPERATE LEVELLING INSTRUMENTS

LSVLI301 Operate leveling instruments


Credits: 6 60



Issue date:December, 2016

Purpose statement


required to operate leveling instruments.

332 | P a g e


N/A







1. Determine Classifications and

specifications of levelling

instrument

1. Identify levelling instrument

2. Identify levelling instrument components

3. Clarify levelling instrument advantages

2. Apply Measuring Principles 1. Identify measuring principles

2. Identify measuring methods

3. Compare measuring methods

3. Perform basic applications

levelling instrument

1. Select instruments

2. Use instrument

3. Record data

333 | P a g e

LU 1:Determine Classifications and specifications of levelling instrument

1

Learning Outcomes:

1. Identify levelling instrument 2. Identify levelling instrument components 3. Clarify levelling instrument advantages

20 Hours

Learning Outcome1.1:Identify levelling instrument.

Types of surveying

equipment

Leveling instruments

Theodolite

Total Station

GPS

o Demonstration

o Discussions

o Practical work

o Asking questions

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

leveling instruments

Theodolite

Total Station

GPS


334 | P a g e





Written

Oral

Task :

Identification of



Matching

Sentence completion

Checklist Score

Yes No

Types of Leveling instruments


Proper Identification of leveling instrument

335 | P a g e

Observation

Learning Outcome 1.2:Identify levelling instrument components

Selection factors

Task to be accomplished

Accuracy required

Personnel level of

competency

o Brainstorming

o Discussions

o Asking questions

Book

Notebook

Pen

Workshop





Written Multiple choice


Appropriate identification of leveling instrument components


336 | P a g e

Oral

Tasks :

Identification of

leveling instrument

components


Matching

Sentence completion

Checklist Score

Yes No

Components of levelling instruments

Observation

Learning Outcome 1.3: Clarify levelling instrument advantages

Instrument care

Safe and secure

movement

Harmless storage

Regular maintenance

Repair

Reporting

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

o Assignments

Book

Notebook

Pen

Workshop


Marker pen

Chalks


337 | P a g e

Calibration Projector

Computer





Written

Oral

Tasks :

Clarification of

advantages

ofleveling

instrument

Matching

Sentence completion

Ticking


Checklist Score

Yes No

Advantages of leveling instruments

Observation


Relevant clarification of the advantages of leveling instrument

338 | P a g e

LU 2:Apply Measuring Principles

2

Learning Outcomes:

1. Identify measuring principles 2. Identify measuring methods 3. Compare measuring methods

30 Hours

Learning Outcome 2.1:Identify measuring principles

Measuring principle

Horizontal Plane

Principle

Flying Level Survey

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop


Theodolite

Total Station



Proper identification of measurement principles


339 | P a g e




Written Oral

Tasks :

Understand the

horizontal plane

principle



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Measuring principles

Observation

Learning Outcome 2.2: Identify measuring methods


340 | P a g e

Types of leveling

Leveling Soffits (inverted staff)

Intermediate staff reading

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Theodolite





Written Oral

Tasks :



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Identification of measuring methods

Observation


Adequate identification of measuring methods

341 | P a g e

Learning Outcome 2.3:Compare measuring methods

Techniques of using embroidery machine:

Process of winding Process of using foot of

machine Process of setting stitches

regulator Principles operating

machine parts

o Groups discussion on techniques of using embroidery machine

o Practical exercise on using embroidery machine

- See Learning Outcome 2.1





Written Oral



Checklist Score

Yes No

Comparison between measuring methods

Observation


Relevant comparison of methods used


342 | P a g e

LU 3:Perform basic applications levelling instrument

3

Learning Outcomes:

1. Select instruments 2. Use instrument Apply basic maintenance of equipment and

tools 3. Record data

60 Hours

Learning Outcome 3.1: Select instruments

o Selection factors

Type of work

Accuracy required

o Leveling instruments

Dumpy level

Tilting level

Y(Wye) level

Automatic level

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

o Assignments

Book

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Leveling

instrument



343 | P a g e




Written Oral

Task:

Select right leveling

instrument



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Selection factors

Observation


Appropriate selection of instruments

344 | P a g e

Learning Outcome 3.2 :Use instrument

Leveling

Height difference between two points

Measuring distances optically with the

level

Line levelling

Staking out point heights

Longitudinal and transverse profiles

Setting out

building corners

control and offset lines

Distance measurement

Angular measurement

Alignment

Aligning from the mid-point

Road alignment

Measuring slopes

o Presentation

o Discussions

o Assignments

Book

Notebook

Pen

Workshop

Whiteboard/

Black board

Marker pen

Chalks

Leveling

instrument





Written Performance Product Oral



Matching

Sentence completion


Proper use of instrument during measurements


345 | P a g e

Task: Setting out Staking out points

heights Measuring Distances

Ticking


Checklist Score

Yes No

Different uses of Levelling instrument

Observation

Learning Outcome 3.3: Record data

Staff reading

Field booking

Analyzing field notes

HPC method of booking

Rise and fall method of booking

o Simulation

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop

Whiteboard/

Black board

Marker pen

Chalks


346 | P a g e






Task:

Staff reading Data booking



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Methods of booking

Observation


Accurate data recording during measurement

347 | P a g e



The city of Kigali in collaboration with an American fund project

(DFID) has initiated a project of partial city development where a 43

kilomters tarmac road project Zindiro-Ndera has to be run in the

process of limiting the traffic congestion. In this regard, a tender

notice has been given and COTRACO has win. In terms of reference,

the road study has been carried out and the road setting out is the

following and the starting phase. As Land Surveyor ( Data collector),

you are given all the necessary equipment and tools to execute the

work, road setting out, guiding excavating plants and compile a daily

report.


Checklist Score

Yes No

Indicator: Materials and tools are properly selected

Notebook

Pen

Tape measure

Hammer

Pegs

Dumpy Level/Total Station

PPE

Indicator: Benchmarks are well established

Beacon/ pegs

Indicator: Center line and Carriageway are set out

348 | P a g e

Sketches

Dimensions

Challenges

Opportunities

Photos

Indicator: Technical report properly compiled

Drawings

Dimensions

Photos

Opportunities

Challenges

Location

Resources

Work Scheduling

Observation

349 | P a g e


Checklist Score

Yes No

Indicator: Report is presented

Road

Opportunities

Challenges

Sitework

Resources

Work schedule

Plan activities

Marks are stable and visible

Observation


Checklist Score

Yes No


3 months (Time required)


Cut and fill and waste included

350 | P a g e

Observation

Assesment Criterion 4:Perfection

Checklist Score

Yes No


Report format

Report body

Observation

Reference books:

1. Davis, Raymond E., Francis S. Foote, James M. Anderson, and Edward M. Mikhail, Surveying

Theory and Practice, 6th ed., McGraw-Hill, New York 1981.

2. BASIC SURVEYING -THEORY AND PRACTICE, Ninth Annual Seminar Presented by the Oregon

Department of Transportation Geometronics Unit, Bend, Oregon, February 15th - 17th, 2000

3. SURVEY FIELD PROCEDURES MANUAL, THE DIVISION OF PLATS AND SURVEYS MARYLAND STATE

HIGHWAY ADMINISTRATION, November,2001

351 | P a g e

L S V S G 3 0 1 - OPERATION OF TOTAL STATION AND GPS

LSVSG301 Operate Total station and GPS


Credits: 8 80

Sector: CONSTRUCTION


Issue date: June, 2018

Purpose statement


required to operate Total station and GPS

352 | P a g e


N/A







1.Determine Classifications and

specifications of Total station and GPS

1.1 Proper Identification of Total station and GPS

instrument according to their use

1.2 Appropriate identification of Total station and GPS

components

1.1 Relevant clarification of Total station and GPS

advantages.

2.Apply Measuring Principles (Pulse &

Phase difference)

2.1 Proper identification of measurement principles

according to Total station instrument types

2.2 Adequate identification of measuring methods

used

2.3 Relevant comparison of methods used

3. Perform basic applications of Total

station and GPS

3.1 Appropriate selection of instruments according to

their applications

3.2 Proper use of instrument during measurements

3.3 Accurate recorded data during measurement

353 | P a g e

LU 1: Determine Classifications and specifications of Total station and GPS

1

Learning Outcomes:

6. Identify the Total station and GPS 7. Identify Total station and GPS components 8. Clarify Total station and GPS advantages

20 Hours

Learning Outcome 1.1: Identify the Total station and GPS

Manufacturing of Total

station

Identification of Total

station

Angle

measurements

Distance

measurements

Power supply

Physical

specifications

Interface

o Demonstration

o Discussions

o Practical work

o Asking questions

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Repeating

theodolites

Directional

theodolites

Electrical digital


354 | P a g e

Plummet

Operating system

Accuracy

Sources Errors on Total

station

Setting Up

Tribrachs

Range Pole Mounted

Prisms

Reflections From

Extraneous Objects

Light Wave Skip

Improper Prisms or Preset

Prism Constants

Types of GPS

Hand held receivers

Mapping grade

receivers

Survey grade receivers

EDM's error

Calibration

GPS Systems

Accuracy

theodolites

GPS

Total station



Proper Identification of Total station and GPS instrument according to their use

355 | P a g e





Oral



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Indicator:

Military receivers

Civilian receivers

Timing receivers

Geodetic receivers Coordinate X,Y, an Z

Area calculation

Observation

Learning Outcome 1.2: Identify Total station and GPS components


356 | P a g e

Component used with Total

station

Total Station (and tripod)

Electronic Notebook

Prism (and prism pole)

Computer interface

Batteries and radios

Main components of GPS

GPS Ground control

stations.

GPS satellites

GPS receivers

o Demonstration

o Discussions

o Practical work

o Asking questions

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer

GPS

Total station








Matching

Sentence completion

Ticking


Checklist Score

Yes No


Proper identification of raw materials quality according to their physical

properties

357 | P a g e

Indicator:

TS

Electronic Theodolite

EDM

Computer or Microprocessor

GPS

Satellites

Control

station

User

Receiver

Base

Observation

Learning Outcome 1.3: Clarify Total station and GPS advantages


358 | P a g e

LU 2: Apply Measuring Principles (Pulse & Phase difference)

2

Learning Outcomes:

6. Identify measurements principles 7. Identify measurements methods 8. Compare measurement methods

20 Hours

Learning Outcome 2.1: Identify measurements principles

Calculating a Position

Measuring Distance to

Satellites

Using the Distance

Measurements to

Calculate a Position

o Demonstration

o Discussions

o Practical work

o Asking questions

Notebook

Pen

Workshop


Marker pen

Chalks

GPS

Total station





Proper identification of measurement principles according to Total station

instrument types


359 | P a g e





Matching

Sentence completion

Ticking


Checklist Score

Yes No

Indicator:

Observation

Learning Outcome 2.2: Identify measurements methods

Instrument errors

Inspecting the line of sight

Inspecting the EDM of the

total station

Instrument errors in the total

station

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop

Whiteboard/ Black

board


360 | P a g e

TS configuration

Procedure for configuring

Total Station

Entering a Backsight .

Using the Total Station

Keyboard

Marker pen

Chalks

Projector

Computer

GPS

Total station








Matching

Sentence completion

Ticking


Checklist Score

Yes No

Indicator:

Kinematic

Static

Fast Static

(Rapid Static)

Observation


Adequate identification of measuring methods used

361 | P a g e

Learning Outcome 2. 3: Compare measurement methods

Great accuracy Electronic

distance measurement (EDM)

EDM Operation

Set up

Aim

Measure

Record

o Demonstration

o Discussions

o Asking questions

o Assignments

o Experimentation-Observation

Book

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer

GPS

Total station



362 | P a g e







Matching

Sentence completion

Ticking


Checklist Score

Yes No

Indicator:

Observation



363 | P a g e

LU 3: Perform basic applications of Total station and GPS

3

Learning Outcomes:

4. Select Total station and GPS 5. Use Total station and GPS 6. Accurate recorded data during measurement

20 Hours

Learning Outcome 3.1: Check state of embroidery machine

Defect of Embroidery machine:

Breaking needles

Skipping stitch

Upper threads breaking

o Observation of embroidery

machine

o Practical exercises on checking

embroidery machine

- Embroidery

machine

- Needles

- Scissors





Appropriate selection of instruments according to their applications


364 | P a g e



Oral



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Indicator:

TS

Areas

Slope Staking.

Road survey

Points Projections

Topographic Surveys

Construction project layout

Leveling

Building Face Surveys

GPS

Navigation

Location

Tracking

Mapping

365 | P a g e

Timing

Observation

Learning Outcome 3.2: Configure LAN IP settings

Different cleaning materials

Different cleaning products

o Collection of cleaning materials

and product

- Damp cloth

- Brush

- Oil,

- Water

- Soap








Matching

Sentence completion

Ticking





366 | P a g e

Checklist Score

Yes No

Indicator:

TS

Electronic Notebook.

Prism

Tripod

Determination of position.

Observation

367 | P a g e

Learning Outcome 3.3: Troubleshoot local area network

Importance of maintaining

equipment and tools

Process maintenance:

Cleaning

Oiling

Process of arrangement

equipment and tools

Health and safety of

equipment and tools

o Collection of maintenance

tools

o Demonstration on how to

maintain equipment and tools

o Individual work of maintaining

equipment and tools

o Practical exercises on

arrangement equipment and

tools

- Damp cloth

- Brush

- Oil

- Water

- Soap








Matching

Sentence completion

Ticking



Accurate recorded data during measurement


368 | P a g e

Checklist Score

Yes No

Indicator:

TS

Instrument calibration.

Instrument user

Weather conditions.

Type of work.

GPS

GPS accuracy

Classes of GPS-receivers

Sources of GPS signal errors

Observation

369 | P a g e



Workforce development Authority would like to build his

headquarters located in Kigali city, Gasabo district, and Remera

sector. Before starting the construction works, preliminary surveys

have to be done including the data collection and map of the plot.

HYGEBAT ltd has signed a service agreement with Workforce

development Authority to perform these surveys.

The plot dimensions are respectively 98m, 115m, 97m, 108m and

87m. As land surveyor technician of HYGEBAT ltd, you are required

to make the site data collection in 1 day. Total station instrument

and GPS have to be used

Tools

Equipment:

Materials

370 | P a g e


Checklist Score

Yes No


Notebook,

Pen

PPE

Total station

GPS

Pegs

Computer hardware

Papers

Printer

Tape measure

Indicator: Instrument is properly set up

Total station is well levelled

Total station is configured

GPS well Positioned

Indicator: Data are correctly collected

Coordinates

Area calculation

Indicator: Data are properly processed

Data downloading Data display

Creation of contour lines

371 | P a g e

Cotation of contour lines

Features location

Indicator: Topographic map is properly created

Author

Scale

Legend

Date

Contours

Features

Title

Orientation

Indicator: Map is rightly exported

Map display

Map export

Observation


Checklist Score

Yes No

Indicator: Topographic Map is produced

Neat

372 | P a g e

Scale

Feature details

Contour interval

Observation


Checklist Score

Yes No


Day

Indicator: Instrument is respected

Total station is used

GPS is used

Observation

373 | P a g e

L S V S D 3 0 1 - COLLECT BASIC SPATIAL DATA

LSVSD301 Collect basic spatial data


Credits: 9 60




Purpose statement


required to collect basic spatial data.

374 | P a g e


Not applicable







1. Select surveying

instruments

1.1 Proper Identification of different types of surveying

instruments according to the required accuracy.

1.2 Appropriate Selection of surveying instruments according to

the task

1.3 Basic calibration of the instrument

2. Set up instrument 2.1 Systematic boxing of surveying instruments, tools and

equipment according to their specific sets.

2.2 Convenient mounting of different parts of the surveying

equipment

2.3 Accurate positioning of the instrument according to the

work

2.4 Precise internal configuration of the unit

3. Operate instrument

3.1 Proper use of instrument with respect to the work

3.2 Accurate recording of data collected

3.3 Proper application of instrument’s function checks

4. Collect spatial data 4.1 Adequate application of surveying equipment (Leveling

instrument, PS, Theodolite, TS, …)

4.2 Appropriate application of field surveying operations

4.3 Relevant development of spreadsheets for spatial data

4.4 Proper storing and retrieving of basic spatial data

375 | P a g e

LU 1:Identify embroidery materials, tools and equipment

1

Learning Outcomes:

1. Identify different types of surveying instruments 2. Select surveying instruments 3. Calibrate the instrument

15 Hours

Learning Outcome1.1: Identify different types of surveying instruments

Types of surveying

instruments

ODM Instruments

EDM Instruments

Global Positioning

Instruments

o Presentation of different types of

surveying instruments

o Demonstration on different types

of surveying instruments

o Asking questions on different types

of surveying instruments

Notebook

Pen

Workshop

Projector

Computer

TS

Theodolite


GPS



376 | P a g e




Written

Oral

Task :


Theodolite

Total Station

GPS



Checklist Score

Yes No

Surveying equipment types

Observation


Proper Identification of different types of surveying instruments

377 | P a g e

Learning Outcome 1.2: Select surveying instruments

Selection factors

Accuracy

Task

Availability

Safety issues

Skilled labor

o Presentation on selection factors

o Asking questions on selection

factors

o Assignments on selection factors

Book

Notebook

Pen

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer

TS

Theodolite


GPS





Written

Oral

Tasks:


Matching

Ticking



Appropriate Selection of surveying instruments


378 | P a g e

Accuracy

requirements

Personnel level of

competency

Checklist Score

Yes No

Selection factors

Observation

Learning Outcome 1.3: Calibrate the instrument

Methods of calibration

Methods of calibration of



EDM instruments


a theodolite

o Presentation on instrument

calibration

o Demonstration on

instrument calibration

o Practical work on instrument

calibration


Notebook

Pen

TS

Theodolite


GPS


379 | P a g e

Time and process of

calibration

When to calibrate

Procedure of calibration

instrument calibration





Performance

Written

Oral

Tasks:

Safe and secure

movement

Repair



Matching

Sentence completion


Checklist Score

Yes No

Instrument care

Maintenance

Observation


Careful handling of surveying equipment

380 | P a g e

LU 2:Set up instrument

2

Learning Outcomes:

1. Pack/unpack surveying instruments, tools and equipment 2. Mount different parts of the surveying equipment 3. Position the instrument

30 Hours

Learning Outcome 2.1:Pack/unpack surveying instruments, tools and equipment

Precautions to be observed

when boxing surveying

instruments

Procedures of boxing the

instrument

Boxing the Theodolite

Boxing the Total

Station

Boxing a leveling

instrument

Removal/insertion of

battery

o Demonstration on

unpacking/packing of

surveying equipment

o Practical work on


surveying equipment



surveying equipment

Notebook

Pen

TS

Theodolite


GPS



381 | P a g e




Written Oral Performance Tasks : Quick

arrangements of

equipment


Matching

Expose (presentation

Checklist Score

Yes No

Casing and Uncasing of : TS, Level, Theodolite components

Observation


Systematic boxing of surveying instruments tools and equipment

382 | P a g e

Learning Outcome 2.2: Mount different parts of the surveying equipment

Steps of mounting the parts of a

surveying instrument

Tripod

Staff/Reflector

TS

Leveling instrument

Theodolite

Precautions to be observed

o Demonstration of the

mounting procedure

o Practical exercise of the

mounting procedure


mounting procedure

Notebook

Pen

Workshop

TS

Theodolite

Leveling

instruments

GPS





Oral

Performance

Tasks:

Tripod fix

Unit set up

Matching

Sentence completion

Ticking



Convenient mounting of different parts of the surveying equipment


383 | P a g e

Checklist Score

Yes No

Setting up Level, TS and Theodolite

Observation

Learning Outcome 2.3: Position the instrument

Methods of positioning of

EDM instruments:

Polar coordinate method

Cartesian coordinate

method

Intersection/resection

Backsighting method in

leveling process

Back sighting method in

theodolite surveying

o Presentation on methods of

positioning instrument

o Demonstration on positioning

instrument

o Practical exercise on positioning

instrument

Notebook

Pen

TS

Theodolite

Leveling

instruments

GPS



Adequate configuration of surveying instrument


384 | P a g e




Written Oral Performance

Tasks :

Leveling instrument

configuration

Theodolite configuration


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Surveying equipment configuration

Observation

Learning Outcome 2.4: Perform internal configuration of the unit


385 | P a g e

Steps of internal

configuration of the total

station

Steps of the internal

configuration of the digital

level

Steps of the internal

configuration of the digital

theodolite

Selection of the coordinate

system and projection to use

(GPS)

o Demonstration on internal

configuration of the instrument

o Practical work on internal


o Asking questions on internal


Notebook

Pen

Workshop

TS

Theodolite

Leveling

instruments

GPS





Oral Product Performance

Tasks : Slope Staking

Levelling

Taping from

Baseline

Road Surveys



Matching

Sentence completion

Ticking


Checklist Score


Proper use of instrument

386 | P a g e

Yes No

Data recording

Observation

387 | P a g e

LU 3:Operate instrument

3

Learning Outcomes:

1. Use the instrument 2. Record data collected 3. Apply the instrument’s function checks

45 Hours

Learning Outcome 3.1: Use the instrument

Use of leveling instrument

Use of the theodolite

Use of the Total Station

Use of GPS

o Demonstration on the use of

instrument

o Practical work on the use of

instrument

o Asking questions on the use

of instrument

Notebook

Pen

Workshop

TS

Theodolite

Leveling

instruments

GPS



Careful handling of surveying instrument


388 | P a g e




Performance Oral Written

Tasks: Routine Care of

Equipment

Casing and Uncasing

Field adjustments



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Surveying equipment care

Observation

389 | P a g e

Learning Outcome 3.2: Record data collected

Application of the field notebook in

data recording

Elements of the field

notebook

Fill in data

Field notebook data quality

Digital record of the field data

Care of field data record

Storage and saving

Data format

o Demonstration on data

recording

o Practical work on data

recording

o Asking questions on data

recording

Notebook

Pen

Workshop

TS

Theodolite

GPS

Removable

devices







390 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.3: Apply the instrument’s function checks

Identification of the functions of the

instrument

Checking procedure

o Presentation on the

instrument’s functions


instrument’s function check

o Practical exercise on the




Notebook

Pen

Workshop

TS

Theodolite

Leveling

instruments

GPS




391 | P a g e




Checklist Score

Yes No

Observation

392 | P a g e

LU 4:Collect spatial data

4

Learning Outcomes:

1. Apply surveying equipment 2. Apply field surveying operations 3. Develop spreadsheets for spatial data 4. Store and retrieve basic spatial data

30 Hours

Learning Outcome 4.1:Apply surveying equipment

Application of leveling

instrument

Application of the

theodolite

Application of the Total

Station

Application of GPS


application of surveying

instruments



instruments



instruments

Book

Notebook

Pen

Workshop

TS

Theodolite


GPS




393 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 4.2:Apply field surveying operations


methods of control

surveying

o Presentation of surveying field

operations

o Demonstration of surveying

Book

Notebook

Pen


394 | P a g e

Traverse

Triangulation

GPS Control


methods of distance

measurement

Tacheometry

EDM

Chain surveying

GPS

Application of the methods

used for angular

measurement

Application of leveling

surveying

Use of leveling

instrument

Use of EDM

Use of Theodolite

field operations

o Practical work of surveying field

operations

o Asking questions of surveying

field operations

Workshop

TS

Theodolite


GPS






395 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.3: Develop spreadsheets for spatial data

Formulas and functions

with MS Excel

Setting up data

Formulas and functions

Mathematical

calculations

Statistical analysis

Development of

spreadsheets for spatial data

o Presentation of spreadsheet

development

o Demonstration of spreadsheet

development

o Discussions of spreadsheet

development

o Practical work of spreadsheet

development

o Asking questions of

spreadsheet development

Book

Notebook

Pen


Marker pen

Chalks

Projector

Computer



396 | P a g e




Checklist Score

Yes No

Observation


397 | P a g e

Learning Outcome 4.4: Store and retrieve basic spatial data


appropriate methods of

storing spatial data into a

database

Techniques of data

retrieval

o Demonstration on store and

retrieve data

o Practical work on store and

retrieve data

o Asking questions on store and

retrieve data

Notebook

Pen

Workshop

Computer

Removable devices





Checklist Score

Yes No

Observation



398 | P a g e



Numerous surveying equipment have been built with a certain limit

of working accuracy, and some functionality may be changing with

time while using instrument resulting in more uncertainty of data

recorded, which is a problem to needed accuracy. As a data

Collector, you were using 24x automatic level kit for two years,

thereafter you realized that the instrument has changed for the

previous perfection of 1.5 centimetres of probable error, you’re

required to conduct a calibration for a worked 24x automatic level

kit and compile a calibration report.


Checklist Score

Yes No

Indicator: Equipment and Materials and tools are properly selected

Notebook

Pen

Pegs

PPE

Laser interferometer

24x Automatic Level with tools

Indicator: Baseline are well set

Beacon/ pegs

399 | P a g e

Indicator: Instruments are calibrated& Data are well collected

Graphs

Dimensions

Tables

Opportunities

Photos


Sketches

Dimensions

Photos

Opportunities

Challenges

Location

Resources

Work Scheduling

Observation

400 | P a g e


Checklist Score

Yes No


Workshop

Opportunities

Challenges

Resources

Work schedule

Plan activities

Figures and numbers are Neat

Observation


Checklist Score

Yes No




401 | P a g e

No waste materials

Observation

Reference books:

1. THE CALIBRATION OF SURVEY EQUIPMENT, Prepared by Hugo C Engler A.L.S., APRIL 2012

2. SAFETY MANUAL - Division of Plats and Survey, Maryland State Highway Administration

3. Reilly, James P. IMPROVING YOUR FIELD PROCEDURES. P.O.B. Publishing Company. 1990

4. Harbin, Andrew L. LAND SURVEYOR REFERENCE MANUAL. Belmont, California Professional

Publications, Inc. 1985

5. Use of Sokkia SET 4BII Electronic Total Stations, Kenneth M. Cruikshank, October 1997

402 | P a g e

L S V S I 3 0 1 - HANDLE SURVEYING INSTRUMENTS

LSVSI301 Handle surveying instruments


Credits: 6 60




Purpose statement


required to handle surveying instruments.

403 | P a g e


Not applicable







1.1 Identify surveying instruments

1.1 Proper Identification of different types of surveying

instruments according to the required accuracy.

1.2 Appropriate Selection of surveying instruments

according to the task

1.3 Careful handling of surveying equipment to the

workplace

1.4 Convenient interpretation on use of surveying

equipment according to the job to be done.

1.2 Operate surveying instruments 2.1 Systematic boxing of surveying instruments tools and

equipment according to their specific sets.

2.2 Convenient mounting of different parts of the surveying

equipment

2.3 Adequate configuration of surveying instrument.

2.4 Proper use of instrument with respect to the work

2.5 Accurate recording of data collected

1.3 Maintain surveying instruments 3.1 Careful handling of surveying instrument

3.2 Appropriate storing of equipment according to the

manufacturer precautions

3.3 Basic calibration of surveying instrument according to

the accuracy

3.4 Adequate maintenance of surveying instrument

404 | P a g e

LU 1:Identify surveying instruments

1

Learning Outcomes:

1. Identify different types of surveying instruments 2. Select surveying instruments 3. Handle of surveying equipment 4. Interpret the use of surveying equipment

20 Hours

Learning Outcome1.1:Identify different types of surveying instruments

Types of surveying equipment

Levelling instruments

Theodolite

Total Station

GPS


Notebook Pen Workshop Whiteboard/ Black

board Marker pen Chalks Projector Computer Levelling instruments Theodolite Total Station GPS



405 | P a g e




Written

Oral

Task :


Theodolite

Total Station

GPS

Multiple choice



Checklist Score

Yes No

Observation


Proper Identification of different types of surveying instruments

406 | P a g e

Learning Outcome 1.2: Select surveying instruments.

Selection factors

Task to be

accomplished

Accuracy required

Personnel level of

competency

o Brainstorming o Discussions o Asking questions

Book Notebook Pen Workshop





Written Oral

Tasks: Accuracy

requirements

Personnel level of

competency


Matching

Ticking



Appropriate Selection of surveying instruments


407 | P a g e

Checklist Score

Yes No

Selection factors

Observation

Learning Outcome 1.3: Handle of surveying equipment

Instrument care

Safe and secure

movement

Harmless storage

Regular maintenance

Repair

Reporting

Calibration


Book Notebook Pen Workshop Whiteboard/ Black

board Marker pen Chalks Projector Computer





Careful handling of surveying equipment


408 | P a g e


Performance Written Oral

Tasks: Safe and secure

movement

Repair



Matching

Sentence completion


Checklist Score

Yes No

Instrument care

Maintenance

Observation

409 | P a g e

Learning Outcome 1.4: Interpret the use of surveying equipment

Use of Leveling instrument

Setting up instrument

Staff reading

Data booking

Use of Theodolite


Staff / Reflector

reading

Data booking

Use of Total station


Configure instrument

Use of GPS receivers








Written Oral

Tasks : Setting up Staff/reflector

reading Data booking


Sentence completion

Ticking



Convenient interpretation on use of surveying equipment


410 | P a g e

Checklist Score

Yes No

Surveying instruments interpretation

Observation

411 | P a g e

LU 2:Operate surveying instruments

2

Learning Outcomes:

1. Identify different types of surveying instruments

2. Select surveying instruments

3. Handle of surveying equipment

20 Hours

Learning Outcome 2.1:Arrange surveying instruments and tools in the box

Identify internal sets for

equipment and tools

Quick arrangements of equipment

and tools in the box

Components Used in Total Station Surveying Total Station Unit

Electronic notebook

Prism

Computer interface

Radios and Batteries


Book Notebook Pen Workshop Levelling instruments Theodolite Total Station



412 | P a g e




Written Oral Performance Tasks : Quick arrangements

of equipment


Matching


Checklist Score

Yes No

Observation


Systematic boxing of surveying instruments tools and equipment

413 | P a g e

Learning Outcome 2.2: Mount different parts of the surveying equipment

Tripod fix

Level and Theodolite arrangement

TS Unit fix

Setting up the reflector height


Notebook Pen Workshop Whiteboard/ Black

board Marker pen Chalks Theodolite





Oral Performance

Tasks:

Tripod fix

Unit set up

Matching

Sentence completion

Ticking


Checklist Score


Convenient mounting of different parts of the surveying equipment


414 | P a g e

Yes No

Setting up Level, TS and Theodolite

Observation

Learning Outcome 2.3: Configuration of surveying instrument.

Leveling instrument configuration


TS configuration

Procedure for configuring

Total Station

Entering a Back sight.

Using the Total Station

Keyboard.

Starting a new job .and

Continuing an existing job.

GPS receiver configuration

Installing batteries and a

micro SD card

System set up

Measuring Units Setup



board Marker pen Levelling instruments Theodolite Total Station GPS



Adequate configuration of surveying instrument


415 | P a g e




Written Oral Performance

Tasks :

Leveling instrument

configuration


TS configuration


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Surveying equipment configuration

Observation

416 | P a g e

Learning Outcome 2.4:Use surveying instrument

Use of Leveling instrument

Data recording


Rise and fall method of

booking

Intermediate staff reading

Reading Soffits (inverted

staff method)

Use of Theodolite

Distance measurement

Horizontal and vertical

angular measurement

Alignment

Use of Total station

Fundamental Parameters of

Total Station

Precautions to be Taken

While Using a Total Station

Azimuth Mark

Measurement with Total

Station

Setup

Setting up a Back Sight

Total Station Initial Setting

(General Setting Required

for all Models)

Field Book Recording

Construction Layout Using

Total Stations

Use of GPS receivers

Collecting Points of Interest

(Waypoints)

Collecting Ways (routes)

Collecting Areas

o Presentation o Demonstration o Discussions o Practical work o Assignments





https://www.safaribooksonline.com/library/view/advanced-surveying-total/9789332501430/xhtml/chapter009.xhtml#heading-00012











417 | P a g e




Performance Product Oral

Tasks :

Data recording

Data booking

Construction Layout

Collecting Points of

Interest


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Surveying equipment use

Observation

Learning Outcome 2.5:Record surveying data



Proper use of instrument

418 | P a g e

Requirements of a Data Collector

TS data collection

Data Collection Operating

Procedures

Slope Staking

Topographic surveys

Construction project layout

Leveling

Traverse surveys and

adjustments

Building Face Surveys

Resections

Areas

Intersections

Point Projections

Taping from Baseline

Road (Highway) Surveys

Theodolite data collection

o



performance criterion has been achieved


Oral Product Performance

Tasks : Slope Staking

Levelling

Taping from Baseline



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Data recording


Accurate recording of data collected




419 | P a g e

Observation

LU 3:Maintain surveying instruments

3

Learning Outcomes:

1. Handle surveying instrument 2. Store Surveying equipment 3. Calibrate surveying instrument 4. Maintain surveying instrument

20Hours

Learning Outcome 3.1: Handle surveying instrument

o General instrument care and servicing

o Operator’s Manual o Routine Care of Equipment o Casing and Uncasing o Field adjustments



board Marker pen Chalks


420 | P a g e

Projector Computer



Careful handling of surveying instrument

421 | P a g e





Tasks:

Routine Care of

Equipment

Casing and Uncasing

Field adjustments



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Surveying equipment care

Observation

422 | P a g e

Learning Outcome 3.2: Store Surveying equipment

Storing requirements

Safety terms

Equipment Storage in Vehicles

Reports and Records of

equipment

o Presentation o Discussions o Assignments








Tasks: Equipment Storage Reports and Records



Matching

Sentence completion

Ticking


Checklist Score

Yes No


Appropriate storing of equipment according to the manufacturer precautions


423 | P a g e

Store Surveying equipment

Observation

Learning Outcome 3.3: Calibrate surveying instrument

Calibration of the levelling

staffs

Comparator using a laser

interferometer

Horizontal comparator for

bar code levelling staffs

Vertical comparator for bar

code levelling staff and

system calibration

Contactless calibration

Testing the influence of

intensity of illumination

Calibration methodology on

the baseline

Calibration of horizontal circles

of optical and electronic

theodolites

o Presentation o Simulation o Demonstration o Discussions o Practical work o Asking questions


board Marker pen Chalks Projector Computer Laser interferometer Theodolite Total Station Leveling instrument



Basic calibration of surveying instrument according to the accuracy


424 | P a g e




Performance Product

Tasks:

Calibrate leveling staff

Calibrate horizontal

circles



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Surveying instruments Calibration

Observation

425 | P a g e

Learning Outcome 3.4:Maintain surveying instrument

Cleaning and Lubrication

Instrument adjustments and

repairs

Minor Repairs and

Replacement Procedures

Preventive Maintenance

Program








Performance Product

Tasks:

Cleaning and

Lubrication

Preventive

Maintenance

Program



Matching

Sentence completion

Ticking



Adequate maintenance of surveying instrument


426 | P a g e

Checklist Score

Yes No

Instruments maintenance

Observation



Numerous surveying equipment have been built with a certain limit

of working accuracy, and some functionality may be changing with

time while using instrument resulting in more uncertainty of data

recorded, which is a problem to needed accuracy. As a data

Collector, you were using 24x automatic level kit for two years,

thereafter you realized that the instrument has changed for the

previous perfection of 1.5 centimetres of probable error, you’re

required to conduct a calibration for a worked 24x automatic level

kit and compile a calibration report.

427 | P a g e


Checklist Score

Yes No

Indicator: Equipment and Materials and tools are properly selected

Notebook

Pen

Pegs

PPE

Laser interferometer

24x Automatic Level with tools

Indicator: Baseline are well set

Beacon/ pegs

Indicator: Instruments are calibrated Data are well collected

Graphs

Dimensions

Tables

Opportunities

Photos


Sketches

Dimensions

428 | P a g e

Photos

Opportunities

Challenges

Location

Resources

Work Scheduling

Observation


Checklist Score

Yes No


Workshop

Opportunities

Challenges

Resources

Work schedule

429 | P a g e

Plan activities

Figures and numbers are Neat

Observation


Checklist Score

Yes No




No waste materials


Report format

Report body

Observation

430 | P a g e

Reference books:

THE CALIBRATION OF SURVEY EQUIPMENT, Prepared by Hugo C Engler A.L.S., APRIL 2012

SAFETY MANUAL - Division of Plats and Survey, Maryland State Highway Administration

Reilly, James P. IMPROVING YOUR FIELD PROCEDURES. P.O.B. Publishing Company. 1990

Harbin, Andrew L. LAND SURVEYOR REFERENCE MANUAL. Belmont, California Professional Publications,

Inc. 1985

Use of Sokkia SET 4BII Electronic Total Stations, Kenneth M. Cruikshank, October 1997

431 | P a g e

L S V O T 3 0 1 - Operate Theodolite

LSVOT301 Operate Theodolite


Credits: 9 60




Purpose statement


required to collect basic spatial data.

432 | P a g e


Not applicable







1. Determine Classifications and

specifications of theodolite

1. Proper Identification of theodolite instrument

according to its use

2. Appropriate identification of theodolite

components

3. Relevant clarification of theodolite advantages.

2. Apply Measuring Principles 1. Proper identification of measurement principles

according to theodolite type

2. Adequate identification of measuring methods used

3. Relevant comparison of methods used

3. Perform basic applications theodolite 1. Appropriate selectionof instruments according to

their applications

2. Proper use of instrument during measurements

3. Accurate recorded data during measurement

433 | P a g e

LU 1:Determine Classifications and specifications of theodolite

1

Learning Outcomes:

1. Identify theodolite instrument 2. Clarify theodolite advantage 3. Identify theodolite components

20 Hours

Learning Outcome1.1: Identify theodolite instrument

Classification of

theodolite

Transit theodolite

Non-transit

theodolite

Types of theodolite

Repeating

theodolites

Directional

theodolites

Electrical digital

theodolites

o Demonstration

o Discussions

o Practical work

o Asking questions

Notebook

Pen

Workshop


Marker pen

Chalks

Repeating theodolites

Directional theodolites

Electrical digital

theodolites



434 | P a g e




Written

Oral



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Techniques of selection

Visually inspect

Check manufacturing

Types of theodolite

Identify the work

Observation

Learning Outcome 1.2:Identify theodolite components


Proper Identification of theodolite instrument according to its use

435 | P a g e

Identification of six standard

checks on a conventional

theodolite

Plate bubble

Verticality of crosshairs

Horizontal collimation

Trunnion(or horizontal)

axis error

Vertical collimation error

Optical plummet

Identification of manufacturing

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer





Written

Oral



Matching

Sentence completion

Ticking



Appropriate identification of theodolite components


436 | P a g e

Checklist Score

Yes No

Description of different types

Check all parts

check all system

Observation

Learning Outcome 1.3: Clarify theodolite advantages

Identification of

accuracy

Internal magnifying

optical system.

Electronic readings.

Horizontal circles

o Demonstration

o Discussions

o Asking questions

o Assignments

o Experimentation-Observation

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer



Relevant clarification of theodolite advantages.


437 | P a g e




Written Oral



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Have a thorough understanding of theodolite

Use of and set up

Make procedures of using

Observation

438 | P a g e

LU 2:Apply Measuring Principles

2

Learning Outcomes:

1. Identify measurement principles 2. Identify measuring methods 3. Compare measuring methods

20 Hours

Learning Outcome 2.1:Identify measurement principles

Stadia Principles

Stadia hairs.

Distance

determination

Elevation

determination

Angle

determination

Printing


o Presentation

o Demonstration

o Discussions

o Practical work

o Asking questions

o

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer



439 | P a g e




Written Oral



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Differentiate principles

Types of Theodolite

Measurement steps

Observation


Proper identification of measurement principles according to theodolite type

440 | P a g e

Learning Outcome 2.2: Identify measuring methods

Stadia Hair Method

Fixed Hair Method( Stadia

method)

Movable Hair Method (Subtense

method)

Tangential Method


Rise and fall method of booking

Method of measuring horizontal

angles

Ordinary Method.

Repetition Method

Reiteration Method.

Printing

o Demonstration

o Discussions

o Practical work

o Asking questions

o Assignments

Notebook

Pen

Workshop

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer

Theodolite





Written Performance Oral



Matching

Sentence completion

Ticking



Adequate identification of measuring methods used


441 | P a g e

Checklist Score

Yes No

Differentiate methods

Methods of measurements

Operational measurement

Observation

Learning Outcome 2.3: Compare measuring methods

Demonstration of Tangential

method is less accurate

than the stadia hair

method.

Repetition Method

improves precision and

accuracy of measurements

of horizontal angles (for

single angle).

Reiteration Method for

more than one angle.

Ordinary method of

measuring horizontal angles

is used as it is less time

consuming.

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

o Assignments

Book

Notebook

Pen

Workshop

Whiteboard/

Black board

Marker pen

Chalks

Projector

Computer



442 | P a g e







Matching

Sentence completion

Ticking


Checklist Score

Yes No

Description of different methods

Explain the methods

Observation



443 | P a g e

LU 3:Perform basic applications theodolite

3

Learning Outcomes:

1. Select Theodolite 2. Use Theodolite in measurements 3. Use Theodolite in measurements

20 Hours

Learning Outcome 3.1:Select Theodolite

Classification of theodolite

Transit theodolite

Non-transit theodolite

Types of theodolite

Repeating theodolites

Directional theodolites

Electrical digital theodolites

Manufacturing

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

o Assignments

Notebook

Whiteboard/ Black

board

Marker pen

Chalks

Projector

Computer

Theodolite



444 | P a g e




Written Product Oral



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Check application

A thorough understanding of application

Observation


Appropriate selection of instruments according to their applications

445 | P a g e

Learning Outcome 3.2: Use Theodolite in measurements

Casing and uncasing

Tripod setup

Theodolite setup

Measurement of horizontal angles.

Measurement of vertical angles.

Setting out horizontal angles.

Ranging.

Leveling.

Optical distance measurement.

Controlling verticality.

Care and maintenance

Booking

Printing

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

Book

Notebook

Pen

Workshop

Whiteboard/

Black board

Marker pen

Chalks

Projector

Computer

Theodolite








Matching

Sentence completion

Ticking





446 | P a g e

Checklist Score

Yes No

Description of different methods

Explain the methods

Observation

Learning Outcome 3.3: Accurate recorded data during measurement

Requirements of a Data Collector

Accuracy and precision

Types of Errors

Systematic Errors

Random (Accidental) Errors

Sources of Error

Personal Errors

Instrument Error

Natural Errors

Mistake and error

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

o Assignments

˗ Book

˗ Notebook

˗ Whiteboard/

Black board

˗ Marker pen

˗ Chalks

˗ Projector

˗ Computer

˗ Theodolite



Accurate recorded data during measurement



447 | P a g e




Written Product Oral



Matching

Sentence completion

Ticking


Checklist Score

Yes No

Check application A thorough understanding of application

Observation

448 | P a g e



Zenith Construction Ltd has contracted to construct administration

bloc of Shyira Hospital that will be located at Nyabihu district in

Northern Province. The bloc to be built is a 3 storied building. The

building external dimensions are 25x30m. As land surveyor of Zenith

Construction Ltd you are required to set out the building within 6

Hours. The contractor specified that, the Theodolites instrument

should be used .The architectural drawings and other needed

materials, tools, instruments and equipment are available.


Checklist Score

Yes No


Nails

Building lines

Pegs

Profiles

Hummer

Tape

Theodolite

Squares

Marker pen

449 | P a g e

Design

Drawings

PPE

GPS

Compass

Calculator

Computer

Indicator: Proper use of materials, tools, instruments and equipment

No waste of materials

No damages of instrument

No damage of drawings

Indicator: Proper Interpretation of design drawings

Cross section design drawings

Longitudinal profile design drawings

Indicator: Proper Interpretation of drawings

Plan view

Site plan

Foundation plan

Sections

Indicator: Instrument is well set up

Instrument is well set up

Indicator: Benchmark is well established

450 | P a g e

Temporally benchmark

Coordinates

Indicator: Building external corners determination

Angle method

Offset method

Observation


Checklist Score

Yes No

Indicator: Setting out is well done

Diagonals are well checked

External dimensions are checked

Levels of profiles are checked

Observation


Checklist Score

451 | P a g e

Yes No


6Hours

Observation

Assesment Criterion 4: perfection

Checklist Score

Yes No

Indicator: Drawing measurement is well set

Scale

Observation

Reference books:

452 | P a g e

L S V T S 3 0 1 - APPLICATION OF TRIGONOMETRY IN SURVEYING

LSVTS301 APPLICATION OF TRIGONOMETRY IN SURVEYING


Credits: 8 80




Purpose statement

This is a general module which describes the performance outcomes, skills knowledge and attitude

required to apply trigonometric formulas/principles.

453 | P a g e


Not applicable







1. Perform right triangle trigonometry 1.1. Proper identification of angles according to work specifications

1.2. Adequate application of trigonometric functions of an acute angle

1.3. Proper applications and solving right triangles 1.4. Proper determination of trigonometric

functions of any angle 1.5. Relevant interpretation of rotations and

reflections of angles

2. Perform general triangles 2.2. Proper application of the Law of Sines 2.3. Proper application of the Law of Cosines 2.4. Proper application of the Law of Tangents 2.5. Proper application of the Area of a Triangle 2.6. Relevant interpretation of circumscribed and

inscribed circles

3. Perform radian measure

3.3. Correct application and conversion of radians and degrees

3.4. Precise computation of arc Length 3.5. Precise computation of area of a sector 3.6. Relevant interpretation of circular motion: Linear

and angular speed

454 | P a g e

LU 1: Perform right triangle trigonometry

1

Learning Outcomes:

1. Identify angles 2. Apply trigonometric functions of an acute angle 3. Apply and solve right triangles 4. Determine trigonometric functions of any angle 5. Interpret rotations and reflections of angles

20 Hours

Learning Outcome1.1: Identify angles

degree measure

Acute Angle

Right Angle

Obtuse Angle

straight angle

Basic trigonometric identities

Reciprocal identities

Quotient Identities

Pythagorean Identities

Symmetry Identities

Opposite angle

Identities

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

- Book - Notebook - Pen - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer



455 | P a g e




Written

Performance


Checklist Score

Yes No

Calculate Angles

Calculate degree

Show trigonometric identities

Observation


Proper identification of angles according to work specifications

456 | P a g e

Learning Outcome 1.2:Apply trigonometric functions of an acute angle

Six trigonometric functions of acute angle

Identify the hypotenuse, adjacent side, and opposite side of an acute angle in a right triangle.

Find the value of the six trigonometric functions for any acute angle.

Determine the function values of angles between 0 and 90 degrees inclusively.

Determine the angle from a given function value.

Calculate the function value of the acute angles in any right triangle, given two sides of the triangle.

Determine all function values of an acute angle given one function value of the angle.

o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments

Six trigonometric functions of acute angle

Identify the hypotenuse, adjacent side, and opposite side of an acute angle in a right triangle.

Find the value of the six trigonometric functions for any acute angle.

Determine the function values of angles between 0 and 90 degrees inclusively.

Determine the angle from a given function value.

Calculate the function value of the acute angles in any right triangle, given two sides of the triangle.

Determine all function values of an acute angle given one function value of the angle.


457 | P a g e





Written

Performance


Checklist Score

Yes No

Find the value of the six trigonometric functions Determine all function values of an

acute angle

Calculate the function value of the acute angles in any right triangle

Identify the hypotenuse, adjacent side, and opposite side of an acute angle

Observation


Adequate application of trigonometric functions of an acute angle

458 | P a g e

Learning Outcome 1.3: Apply and solve right triangles

Trigonometric ratios in right triangles

Solving right triangle

Six trigonometric functions of right angle

Solve Trigonometric equations

Pythagorean Theorem

Apply trigonometric functions

o Demonstration o Discussions o Practical work o Asking questions o Assignments

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer





Written

Performance


Checklist Score

Yes No

Trigonometric ratios in right triangles


Proper applications and solving right triangles


459 | P a g e

Solving right triangle

Solve Trigonometric equations

Pythagorean Theorem

Apply trigonometric functions

Observation

Learning Outcome 1.4: Determine trigonometric functions of any angle

Cartesian coordinates.

Evaluate trigonometric functions of any angle.

Find reference angles.

Evaluate trigonometric functions of real numbers

Determine the six trigonometric function values for any angle in standard position when the coordinates of a point on the terminal side are given

Evaluate inverse trigonometric functions.


- Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer



Proper determination of trigonometric functions of any angle


460 | P a g e




Written

Performance


Checklist Score

Yes No

Evaluate inverse trigonometric functions

Cartesian coor-dinates.

Evaluate trigonometric functions of any angle.

Find reference angles.

Evaluate trigonometric functions of real numbers

Observation

Learning Outcome 1.5: Interpret rotations and reflections of angles

Relationship between a reflection and a rotation

Perpendicular lines

Slope of a line

Reflection

Determine the trigonometric functions of

o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments

- Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector


461 | P a g e

angles rotated clockwise and counter-clockwise.

Learn about even and odd functions involved in determining rotation angles.

- Computer





Written

Oral

Multiple choicequestions Expose (presentation)

Checklist Score

Yes No

Relationship between a reflection and a rotation

Perpendicular lines

Slope of a line

Reflection

Learn about even and odd functions involved in determining rotation angles

Observation


Relevant interpretation of rotations and reflections of angles

462 | P a g e

LU 2:Perform general triangles

2

Learning Outcomes:

1. Apply Law of Sines

2. Apply Law of Cosines

3. Apply Law of Tangents 4. Apply Area of a Triangle 5. Interpret circumscribed and inscribed circles

40 Hours

Learning Outcome 2.1:Apply Law of Sines

Sine rule

Use law of sines to find

missing side lengths in a

triangle.

Apply if 2 sides and angles

not included between

them are given

Apply if 2 angles and the

side between them are

given

Apply 2 angles and one

side that is not included in

the angles


- Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer


463 | P a g e





Written

Performance



Checklist Score

Yes No

Sine rule

Use law of sines to find missing side lengths in a triangle.

Observation


Proper application of the Law of Sines

464 | P a g e

Learning Outcome 2.2: Setup embroidery machine parts

Law of Cosines Derivation

Using the law of cosines

To prove the law of cosine

o Presentation

o Brainstorming

o Demonstration

o Discussions

o Practical work

o Asking questions

o Assignments

- Book - Notebook - Pen - Workshop - Whiteboard/






Written

Performance

Multiple choicequestions Expose (presentation)

Checklist Score

Yes No

Law of Cosines Derivation

Using the law of cosines

To prove the law of cosine

Observation


Proper application of the Law of Cosines


465 | P a g e

Learning Outcome 2.3: Apply Law of Tangents

The determination of the law of tangents

Using the law of tangent








Written

Performance



Checklist Score

Yes No

To prove the law of tangents

Using the law of tangent

Observation


Proper application of the Law of Tangents


466 | P a g e

Learning Outcome 2.4: Apply Area of a Triangle

Application in case of :

Two sides and the included angle.

Three angles and any side.

Three sides.








Written

Performance



Checklist Score

Yes No

Apply on Two sides and the included angle.

Apply onThree angles and any side

Apply on Three sides

Observation


Proper application of the Area of a Triangle


467 | P a g e

Learning Outcome 2.5: Interpret circumscribed and inscribed circles

Circle that circumscribes a triangle

Circumscribed and Inscribed Circles

Circle that inscribes a triangle

Inscribing and Circumscribing Right Triangles








Written

Performance




Relevant interpretation of circumscribed and inscribed circles


468 | P a g e

Checklist Score

Yes No

Show Circle that circumscribes a triangle

Show Circumscribed and Inscribed Circles

Show Circle that inscribes a triangle

Show Inscribing and Circumscribing Right Triangles

Observation

469 | P a g e

LU 3:Perform radian measure

3

Learning Outcomes:

1. Apply conversion of radians and degrees 2. Compute Arc Length 3. Compute area of a sector 4. Interpret circular motion: Linear and angular speed

20 Hours

Learning Outcome 3.1: Apply conversion of radians and degrees

Conversion from degrees to radians

Important conversions

Convert Degrees to radians

Convert Radians to degrees

o Demonstration

o Discussions

o Practical work

o Asking questions

- Notebook

- Pen

- Workshop

- Whiteboard/

Black board

- Marker pen

- Chalks



Correct application and conversion of radians and degrees


470 | P a g e




Written

Performance


Checklist Score

Yes No

Important conversions

Convert Degrees to radians

Convert Radians to degrees

Observation

Learning Outcome 3.2: Compute Arc Length

Negative arc lengths

The formula for the arc length of a

circle

Arcs of circles

Length of an arc of a parabola

o Discussions

o Practical work

o Asking questions

- Pen

- Workshop

- Whiteboard/

Black board

- Marker pen

- Chalks


471 | P a g e

Radian measure and arc length

Circles with the same central angle,

different radius

- Projector





Written

Performance


Checklist Score

Yes No

Finding arc lengths by integrating

Finding arc lengths by integrating

Calculate Radian measure and arc length

Observation

Learning Outcome 3.3:Compute area of a sector


Precise computation of arc Length

472 | P a g e

The area of a sector of a circle

The unit circle

The points on the circumference of

the unit circle

Calculate the area of a sector in a

circle when the central angle is

given in degrees.

Calculate the area of a sector in a

circle when the central angle is

given in radians.

Calculate the area of a sector,

radius or central angle of a circle

when two of them are given.

o Demonstration

o Discussions

o Asking questions

o Experimentation-

Observation

- Notebook

- Pen

- Workshop

- Whiteboard/

Black board

- Marker pen

- Chalks

- Projector

- Computer





Written

Performance



Precise computation of area of a sector


473 | P a g e

Checklist Score

Yes No

Finding the Area of a Segment of a Circle

Calculate the area of a sector in a circle when the central angle is given in degrees.

Calculate the area of a sector in a circle when the central angle is given in radians.

Calculate the area of a sector, radius or central angle of a circle when two of them are given.

Observation

Learning Outcome 3.4: Interpret circular motion: Linear and angular speed

• Relation between linear and

angular speed

• Trigonometric functions on the

unit circle

Cosine function

Sine function

o Demonstration

o Discussions

o Asking questions

o Experimentation-

Observation

- Notebook

- Pen

- Workshop

- Whiteboard/

Black board

- Marker pen

- Chalks

- Projector

- Computer



474 | P a g e




Written

Performance


Checklist Score

Yes No

Explain Relation between linear and angular speed

CalculateTrigonometric functions on the unit circle

Observation

Reference books:

12. December, 2008,Trigonometry Module T12-Trigonometric Functions of an Acute Angle,The Northern Alberta Institute of Technology 2002.

13. Kozik, December 2010, Trigonometry Curriculum,McCann Technical School 70 Hodges Cross Road North Adams, MA 01247

14. Michael Corral, 2009, Trigonometry, Schoolcraft College 15. Dr. Marcel B. Finan, Arkansas Tech University MATH 1203: Trigonometry 16. University of Nottingham & UC Berkeley 2015 MARS, ,Inscribing and Circumscribing Right Triangles,

Shell Center,


Relevant interpretation of circular motion: Linear and angular speed

475 | P a g e

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity