tvet certificate iv in culinary arts
TRANSCRIPT
i | P a g e
4
TVET CERTIFICATE IV in
CULINARY ARTS
CODE
HOTCUA4001
Kigali January, 2014
ii | P a g e
HOTCUA4001-TVET CERTIFICATE IV
Culinary Arts
REQF Level 4 CURRICULUM
© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
iii | P a g e
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
January, 2014
iv | P a g e
Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2014
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel : (+250) 255113365
Internet: http:// www.wda.gov.rw
v | P a g e
Table of Contents
C o p y r i g h t i v
T a b l e o f C o n t e n t s v
L i s t o f a b b r e v i a t i o n s i x
A c k n o w l e d g m e n t s x
G E N E R A L I N T R O D U C T I O N 1
1 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 3
2.3 Information about pathways 3
2.4 Job related information 3
2.5 Employability skills and life skills 5
2.6 Information about competencies 8
2 . T R A I N I N G P A C K A G E 9
3.1 Course structure 9
3.2Competencies chart 9
3.4 Flowchart 11
1 . A S S E S S M E N T G U I D E L I N E S 1 2
4.1 Assessment Methodology 12
4.2 Portfolio 12
C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 1 5
L LU 1 : Identify hazardous areas to be improved. 17
LU 2 : Apply SHE practices. 23
LU 3: Assess and control risks. 32
LU 4: Awareness of SHE in working place. 40
C C M C S 4 0 2 - C O M P U T E R S K I L L S 4 7
LU 1:Describe the operating system 50
LU 2:Customize computer features 57
LU 3:Protect computer system 62
vi | P a g e
LU 4:Write factual, descriptive, and explanatory texts. 71
LU2: Apply a range of listening strategies to understand predictable messages. 81
C C M K N 4 0 2 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 9 9
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 102
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi ziburizwamo
n’izihinduka izindi. 113
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije no gukoresha indangahantu icyungo” na“ mu nteruro 118
Umahiri 129
C C M K K 4 0 2 : M A T U M I Z I Y A K I S W A H I L I K A T I K A M A W A S I L I A N O Y A
K A W A I D A 1 2 9
LU 1:Kutumia ngeli za Majina ya Kiswahili kimazungumzo na kimaandishi. 132
LU 2: Kuandika insha 141
Umahiri 152
LU Rédiger un écrit 161
C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 1 8 0
LU 1: Develop and maintain product, service and market knowledge. 183
LU 2: Provide a quality service experience to customers. 195
LU 3: Deal with complaints and difficult customer service situations. 205
LU 4: Manage and use information about clients and customers. 219
C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 2 2 7
LU 1:Identify elements of business plan. 231
LU 2:Write a business plan in line with the identified elements 239
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 253
L LU 4: Present a business plan 261
C C M I A 4 0 2 - N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 6 7
LU 1: Investigate and secure industrial attachment place 269
LU 2: Deal with workplace challenges 282
LU 3: Get briefed on industrial attachment program 288
LU 4: Develop one’s competencies on the workplace 296
G E N A M 4 0 2 – B A S I C M A T H E M A T I C A L A N A L Y S I S 3 0 3
LU 1: Solve algebraically or graphically linear and quadratic equations or inequalities 307
vii | P a g e
LU 2: Determine and analyze algebraic functions 314
LU 3: Apply fundamentals of differentiation 320
G E N B C 4 0 1 - I N T R O D U C T I O N T O O R G A N I C C H E M I S T R Y 3 2 6
LU1: Explain organic compounds 329
LU2 : Describe biochemical molecules 338
LU3 Describe polymerization 346
G E N G B 4 0 1 - G E N E R A L B I O L O G Y 3 5 6
LU 1: Describe biological macromolecules structure and function 358
LU2 Illustrate patterns of genetic inheritance 367
LU3 Distinguish various microorganisms structure and their uses 376
C U A V P 4 0 1 - V E G E T A B L E S P R E P A R A T I O N 3 8 8
LU 1:Select equipment, tool, and ingredients 392
LU 2:Prepare and cook vegetables 397
LU 3:Store vegetables 402
C U A F S 4 0 1 - H Y G I E N E A N D F O O D S A F E T Y C O N T R O L 4 0 9
LU 1:Apply hygiene procedures 412
LU 2:Apply HACCP 417
LU 3:Prevent food contamination and poisoning 422
C U A B P 4 0 1 - B A K E R Y A N D P A S T R Y P R O D U C T S 4 3 1
LU 1:Prepare pastries 433
LU 2:Prepare and produce bakery products 437
LU 3:Portion and store pastries, cakes and yeast products 441
C U A F P 4 0 1 - F R U I T B A S E D P R O D U C T S P R E P A R A T I O N 4 4 6
LU 1:Select tools and equipment 448
LU 2:Prepare fruits product 452
LU 3:Store fruits product 459
C U A P S 4 0 1 - P A S T A A N D S T A R C H E S 4 6 7
LU 1:Prepare Pasta 469
LU 2:Prepare Starches 475
C U A M F 4 0 1 - P R E P A R I N G M E A T , P O U L T R Y A N D F I S H D I S H E S 4 7 9
LU 1:Select poultry, meat and fish 481
LU 2:Handle and store meat, poultry and fish 485
viii | P a g e
LU 3:Cook and present poultry, meat and fish dishes 491
C U A S W 4 0 1 - S A N D W I C H E S A N D W R A P S 4 9 8
LU 1:Prepare ingredients, equipment and tools for a variety of sandwiches and wraps 500
LU 2:Prepare sandwiches and wraps 504
LU 3:Present sandwiches and wraps 507
C U A S W 4 0 1 - S A U C E S A N D S O U P S 5 1 0
LU 1:Prepare sauces required for menu items 513
LU 2:Prepare soup 518
Learning unit 524
LU 3: Store and reconstitute stocks, sauces and soups 524
G L O S S A R Y 5 3 1
ix | P a g e
List of abbreviations
C Compulsory
CAD Computer Aided Design
CDU Curriculum Development Unit
CI Compulsory Indicator
CM Complementary Modules
HOTCUA Hospitality and Tourism Sector / Culinary arts sub sector
CV Curriculum Vitae
E Essential
ICT Information Communication Technology
IPRC Integrated Polytechnics Regional Centers
NE Non essential
PAFP “Programme d’Appui à la Formation Professionnelle”
PPE Personal Protective Equipment
REQF Rwanda Education Qualification Framework
T Tolerable
TSS Technical Secondary Schools
TVET Technical and Vocational Education and Training
VTC Vocational Education Center
WDA Workforce Development Authority
x | P a g e
Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
MUHIRE Jean Marie Vianney,Curriculum Development Unit – WDA
Facilitator
TUMAINI MANIMBI, Curriculum Development Unit - WDA
Curriculum Development Team
# NAMES FUNCTION INSTITUTION/LOCATION
1 HABARUREMA JEAN CLAUDE Chef de partie Bourbon Coffee 2 KERAZI Justine Hospitality Unit WDA 3 GITENGE Claire Hospitality Unit WDA 4 BAGIRE Emmy-B Hospitality Unit WDA 5 UMUGANWA Jackie Hospitality Unit WDA 6 RUTAYISIRE Innocent Lecturer Culinary arts RTUC 7 NKINZINGABO Alexandre cook Gorilla Nest 8 MUKABADEGE Judith Culinary arts trainer VTC Mpanda 9 UWASE CHANTAL cook Gorilla Nest 10 UWIMANA KEVIN Culinary arts trainer VTC Mpanda
xi | P a g e
1 | P a g e
GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of a COOK. It is designed with an approach
that takes into account the training needs, the work situation, as well as the
goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
2 | P a g e
Section
2
1. QUALIFICATION DETAILS
2.1 Description
This qualification provides the knowledge, skills and attitudes for a learner to be competent in
tasks and activities that require the application of practical skills in a defined context. Work
would be undertaken in various construction and building industries where interior design
services including floor, ceiling and wall design are provided. Learners may work under
minimum supervision.
At the end of this qualification, qualified learners will be able to:
1. Implement health safety and environment precaution 2. Develop business plan 3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha i Kinyarwanda cy’ umunyamwuga 7. Kiswahili katika sekta tofauti za kazi 8. Application des elements de la langue francaise 9. Apply basic analysis 10. Control hygiene and food safety 11. Plan and cost a menu 12. Cook vegetable 13. Prepare fruit based products 14. Cook pasta and starches 15. Prepare stocks, sauces and soups 16. Select, prepare and cook meat, poultry and fish
Title: TVET Certificate IV inCulinary arts
Level: REQF Level 4
Credits: 124
Sector: Hospitality and Tourism
Sub-sector: Culinary Arts
Issue date: January, 2014
3 | P a g e
17. Prepare bakery and pastry products 18. Integrate the workplace
2.2 Minimum entry requirements
The minimum entry requirement to this qualification is to be physically and mentally fit with
broad knowledge, skills and attitude of hosipitality background.
2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the hospitality sector and operate as a cook. This
qualification constitutes a basis for further learning in hospitality, especially in the culinary arts domain.
The individuals with this qualification can enter the TVET Certificate V in hospitality: culinary arts in
order to be equipped with the necessary competencies to function as a cook
Pathways into the qualification
Pathways from the qualification
Preferred pathways for candidates entering
this qualification include:
Any TVET Certificate III in Hospitality
sector
Certificate III or equivalent of General
education
Recognition of prior learning related
to this qualification
Progression route of candidates achieving
this qualification include:
Candidates exiting this qualification
are able to enter TVET Certificate V
in Culinary Arts.
4 | P a g e
Possible jobs related to this qualification
Coook
5 | P a g e
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication Communication that contributes to productive and harmonious relations across employees and customers
Listening and understanding Speaking clearly and directly Writing to the needs of the audience Negotiating responsively Reading independently Empathizing Using numeracy effectively Understanding the needs of internal and external customers Persuading effectively Establishing and using networks Being assertive
Sharing information
Teamwork
Teamwork that contributes to productive working relationships and outcomes Working across different ages irrespective of gender, race, religion or political persuasion Working as an individual and as a member of a team Define his/her own role as part of the team Applying teamwork to a range of situations e.g. futures planning and crisis problem solving Recognize the strengths and weaknesses of team members
Collecting and giving feedback
Problem solving
Problem solving that contributes to productive outcomes Developing creative, innovative and practical solutions Demonstrating independence and initiative in identifying and solving problems Solving problems in teams Applying a range of strategies to problem solving Using mathematics, including budgeting and financial management to solve problems Applying problem-solving strategies across a range of areas Testing assumptions, taking into account the context of data and circumstances
6 | P a g e
Initiative and enterprise
Initiative and enterprise that contribute to innovative outcomes Adapting to new situations
Developing a strategic, creative and long-term vision
Being creative
Identifying opportunities not obvious to others
Translating ideas into action
Generating a range of options
Initiating innovative solutions
Planning and organizing Planning and organizing that contribute to long and short-term strategic planning
Managing time and priorities – setting time lines, coordinating tasks for self and with others Being resourceful Taking initiative and making decisions Adapting resource allocations to cope with contingencies Establishing clear project goals and deliverables Allocating people and other resources to tasks Planning the use of resources, including time management Participating in continuous improvement and planning processes Developing a vision and a proactive plan to accompany it Predicting – weighing up risk, evaluating alternatives and applying evaluation criteria Collecting, analyzing and organizing information Understanding basic business systems and their relationships
Financial fitness
Self-management that contributes to employee satisfaction and growth Understand the importance of saving and reducing expenses;
Having a personal vision and goals
Evaluating and monitoring own performance
Having knowledge and confidence in own ideas and visions
Articulating own ideas and visions
Taking responsibility
7 | P a g e
Learning Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes
Managing own learning
Contributing to the learning community at the workplace
Using a range of mediums to learn – mentoring, peer support and networking, IT and courses
Applying learning to technical issues (e.g. learning about products) and people issues (e.g.
interpersonal and cultural aspects of work)
Having enthusiasm for ongoing learning
Being willing to learn in any setting – on and off the job
Being open to new ideas and techniques
Being prepared to invest time and effort in learning new skills
Acknowledging the need to learn in order to accommodate change
Technology
Technology that contributes to the effective carrying out of tasks
Having a range of basic IT skills
Applying IT as a management or operational tool
Using IT to organize data
Being willing to learn new IT skills
Having the OHS knowledge to apply technology
8 | P a g e
Number of competencies: 20 Core competencies: 12 Complementary competencies: 8 The total number of Credits: 130
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMCS401 Apply Computer skills 3
2 CCMQS401 Providing quality customer service 3
3 CCMHE401 Implementing SHE policies and procedures 3
4 CCMEN401 Use intermediate English at workplace 3
5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3
6 CCMKK401 Kiswahili katika sekta tofauti za kazi 3
7 CCMFT401 Application des elements de la langue francaise 3
8 CCMDB401 Develop business plan 3
Total 24
No Code Core competencies Credit
GEN
ERA
L
1 GENMA301 Apply Basic Mathematical Analysis 8
2 GENBKC401 Demonstrate basic knowledge of Chemistry 4
3 GENGB 401 Demonstrate knowledge of General Biology 4
4 CUAFS401 Apply Hygiene and food safety control 4
5 CUAVP401 Prepare Vegetable preparation 5
6 CUAPS401 Prepare Pasta and starches 6
7 CUASS401 Prepare Sauces and soups 12
8 CUAMF401 Prepare Meat, poultry and fish 12
9 CUABP401 Prepare Bakery and pastry products 12
10 CUAFP401 Prepare Fruit based products preparation 5
11 CUASW401 PrepareSandwiches and wraps preparation 4
12 CUAIA401 Integrate the workplace 30
Total 106
9 | P a g e
2. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
10 | P a g e
A COOK PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES Du
rati
on
(8
60
Hrs
)
Ass
ess
con
dit
ion
of
the
clie
nt
Man
age
the
case
Eval
uat
e th
e ac
tio
ns
take
n
Rep
ort
/ d
ocu
men
t th
e ac
tivi
ty
Ap
ply
Co
mp
ute
r sk
ills
Ap
ply
Co
mp
ute
r sk
ills
Imp
lem
enti
ng
SHE
po
licie
s an
d p
roce
du
res
Use
inte
rme
dia
te E
ngl
ish
at
wo
rkp
lace
Gu
kore
sha
I Kin
yarw
and
a cy
’um
un
yam
wu
ga
Kis
wah
ili k
atik
a se
kta
tofa
uti
za
kazi
Ap
plic
atio
n d
es
elem
ents
de
la la
ngu
e fr
anca
ise
Dev
elo
p b
usi
nes
s p
lan
Ap
ply
Bas
ic A
nal
ysis
Ap
ply
Hyg
ien
e an
d f
oo
d s
afet
y co
ntr
ol
Ap
ply
Bas
ic M
ath
emat
ical
An
alys
is
Dem
on
stra
te b
asic
kn
ow
led
ge o
f C
hem
istr
y
Dem
on
stra
te k
no
wle
dge
of
Gen
era
l Bio
logy
# 1
2
3
4
5
6
7
8
11
12
13
14
15
Duration (540 Hrs) 30
30
30
30
30
30
30
30
10
0
40
80
40
40
1
Prepare Vegetable preparation 50
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2
Prepare Pasta and starches 60
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
3
Prepare Sauces and soups 120
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4
Prepare Meat, poultry and fish 120
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
5
Prepare Bakery and pastry products 120
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6
PrepareSandwiches and wraps preparation 40
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
7
Prepare Fruit based products preparation 50
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
8
Integrate workplace
300 ▲ ▲ ▲ ▲
● ● ● ● ● ● ● ● ● ●
● ● ●
Figure 1: Competencies chart
Between the process and particular competencies| Between general and particular competencies
▲: Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
11 | P a g e
3.4 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of acquisition of the
competencies. It provides an overall planning of the entire training programme and shows the
relationship between the modules. This type of planning is to ensure consistency and progression of
learning. For each module, the flowchart shows the learning that is already in place, the learning that is
to take in parallel or later. The positions defined will have a decisive impact on all subsequent
pedagogical choices. The flowchart of the sequence of learning of the modules of the training
programme is presented on the following page.
Computer skills 3 Providing quality customer service 3
Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3
Ikinyarwanda cy’umunyamwuga 3 Kiswahili katika sekta tofauti za kazi 3
Appliquation des éléments de la langue
Française aux domaines techniques3
Vegetable preparation 5
Business plan development 3
Industrial Attachment Program (IAP) 30
Figure 2: Flowchart
Hygene and safety Control 4 Basic Analysis 10
Sauces and soups 12
Backery and Pastry products 12 Pasta and Starches 6
Meat , Poultry and fish 12 Fruit based Products 5
INTRODUCTION TO ORGANIC CHEMISTRY 4
GENERAL BIOLOGY 4 Sandwiches and wraps 4
BASIC MATHEMATICAL ANALYSIS 8
12 | P a g e
1. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
Section
4
13 | P a g e
summative/integrated assessment
Summative/Integrated Assessment
This is given at the end of the module delivery. It helps to make sure that the learner has
successfully acquired the competence and he is able to translate the knowledge, skills and
attitude into workplace situation.
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
14 | P a g e
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
Note: The Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. It is the responsibility of the school to consider the status (competent/not yet
competent) of trainees and conduct reassessments when necessary.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
-For Trainees It is advised to finish and be declared competent on the 30 hours’
content of IAP module written in the curriculum before going to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
15 | P a g e
Competence
C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
CCMHE402 Implement S.H.E. policies and procedures
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: September, 2021
Purpose statement
This module describes the outcomes required to implement Safety, Health and Environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others; together with protection of the environment. This includes
Identification of hazardous areas to be improved, application of SHE practices, Assessment
and control of risks and promoting awareness of SHE in working place.
16 | P a g e
The module will allow the learner
Learning assumed to be in place
Maintaining SHE at workplace
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify hazardous areas to be
improved
1.1 Proper selection of the tools and materials
1.2 Proper physical inspection of the hazardous area
1.3 Proper marking and reporting of hazardous area
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health,
Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best
practices and enforce health and safety regulations
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed
report and investigation of all incidents/ accidents
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options
4. Promote awareness of SHE in
working place
4.1 Proper implementation of environmental procedures
4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate
remedial action to be taken to minimize or eliminate
17 | P a g e
hazards
Learning unit
L LU 1 : Identify hazardous areas to be improved.
1
Learning Outcomes:
1. Select tools and materials 2. Inspect physical hazardous area 3. Mark and report on the hazardous areas
5 Hours
Learning Outcome 1.1: Select tools and materials
Types of tools, materials
and equipment used to
identify hazards:
Dust sampler
Noise meter
Hammer
Brushes
Crowbar
Ladder
Rock drill
Tape measure
Infrared thermometer
Types of tools, materials
and equipment used to
control hazards:
Hammer
Brushes
Crowbar
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Setting visual aids
o Preparing video and audio
materials with types of
equipment
- Reference Books
- internet
- TV screen
- Module manuals
- Visual aid
- Steel bar
- Dust sampler
- Mining anemometer
- Noise meter
- Hammer
- Brushes
- Crowbar
- Ladder
- Timber
- Nails
- Cement
- Wire mesh
- Marking paints
Content Learning activities Resources
18 | P a g e
Ladder
Timber
Nails
Cement
Wire mesh
Marking paints
Tape measure
Level meter
Pick
Shovel
Saw
PPEs:
nose masks
hearing
Protection
goggles
helmets
overalls
protective
footwear
gloves
- Tape measure
- Infrared
thermometer
- Strings and ropes
- PPEs
Formative Assessment1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Task: Select tools and materials for hazardous area
Performance criterion
Proper selection of the tools and materials
19 | P a g e
Checklist Score
Yes No
Indicator1 :Tools, materials and equipment used to identify hazards are selected correctly
Dust sampler
Noise meter
Hammer
Brushes
Crowbar
Ladder
Rock drill
Tape measure
Infrared thermometer
Indicator2 :Tools, materials and equipment used to control hazards are selected
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Cement
Wire mesh
Marking paints
Tape measure
Level meter
Pick
Shovel
Saw
PPEs
Observation
Learning Outcome 1.2: Inspect physical hazardous area
Content Learning activities
Resources
20 | P a g e
Tools and equipment for
inspection
Adequate supply of
tools and equipment
for inspection
Appropriate PPE for
inspection according
to each job
specification.
Work place examination
for unsafe area
Environment
condition
Water
Cracks
Air
Dust
o Presentation on checklists and
work place examinations
o Observation of the working
place
o Group discussion about
qualities of a good working
place
o Practical exercises of inspecting
o On checklists and work place
examinations
o Preparation of visual Aid
materials
o Preparation of Video and audio
aids
- Reference books
- Visual aids
- Computer
- internet
- Module manuals
- Steel bar
- Dust sampler
- Hammer
- TV Screen
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation)
Task: Inspect the hazardous are
Checklist Score
Performance criterion
Proper physical inspection of the hazardous area
21 | P a g e
Yes No
Indicator1 : Tools, equipment and PPEs for inspection are identified and supplied
Tools and equipment for inspection are identified
PPEs for inspection are identified and supplied
Indicator2 : Workplace for unsafe are is examined
Environmental condition
Water
Cracks
Air
Duster
Observation
Learning Outcome 1.3: Mark and report on the hazardous areas
Introduction to tools
and equipment for
marking hazardous
area:
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Barricade tap
(Warning sign)
Cones
Use of tools and
equipment for marking
hazardous area
Reporting hazardous are
o Presentation on tools and
equipment and reporting
o Group discussion on tools and
equipment and reporting
o Practical exercises on marking
and temporary supporting
o Preparation of visual Aid
materials
o Preparation of video and audio
materials
- Reference books
- Visual aids
- Computer
- internet
- Module manuals
- Hammer
- Brushes
- Crowbar
- Ladder
- Timber
- Nails
- Barricade tap
Content Learning activities Resources
22 | P a g e
and the area of weakness
Through the
administrative
hierarchy
Emergency reporting
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: mark hazardous areas and report result to the concerned staff
Checklist Score
Yes No
Indicator1 : Tools and equipment for marking hazardous area are introduced
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Barricade tap (Warning sign)
Cones
Indicator2 : Tools and equipment for marking hazardous area are used
Indicator3: Hazardous areas and the weakness area
Through the administrative hierarchy
Through Emergency reporting
Performance criterion
Proper marking of hazardous area and proper reporting on the area of
weakness according to company procedure
23 | P a g e
Observation
Learning unit
LU 2 : Apply SHE practices.
2
Learning Outcomes:
1. Identify applicable Occupational, Health, Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices 10 Hours
Learning Outcome 2.1: Identify applicable Occupational, Health, Safety and
environmental (OHSE) requirements
Occupational and
organizational
requirements:
Organizational policies
and procedures
about:
Manual
handling
- Shifting,
- Lifting and
- Carrying
Machine guarding
o Research on OHSE, legislative
and Organizational
requirements.
o Brainstorming on OHSE,
legislative requirements and
Organizational requirements.
o Group discussion on OHSE,
Legislative and organizational
requirements
- PPEs
- Reference books
- Work sheet
- Markers
- Flip charts
- Template of OHSE
requirements
Content Learning activities Resources
24 | P a g e
Organizational and
site guidelines
Own role and
responsibility
Quality assurance
and continuous
improvement
processes and
standards
Emergency and
evacuation
procedures
Ethical values
Recording and
reporting
Equipment use,
maintenance and
storage
Healthy and Safety
requirements:
Personal protective
equipment and clothing
First Aid and
Firefighting equipment
Hazard and risk control
equipment
Psychological
conditions control
mechanisms
Environmental
requirements:
Safe forest practices
Waste management:
Disposal,
Recycling and
Re-use guidelines
Formative Assessment 2.1
25 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Task: identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
Checklist Score
Yes No
Indicator1. : Occupational and organizational requirements are identified
Organizational policies and procedures about
Manual handling
Machine guarding
Organizational and site guidelines
Own role and responsibility
Quality assurance and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values
Recording and reporting
Equipment use, maintenance and storage
Indicator2: Health and safety requirements are identified
Personal protective equipment and clothing
First Aid and Firefighting equipment
Hazard and risk control equipment
Psychological conditions control mechanisms
Indicator3 : Environment requirements are identified
Safe forest practices
Waste management guidelines
Performance criterion
Proper identification and application of Occupational Health, Safety and
Environmental (OHSE) requirements
26 | P a g e
Disposal,
Recycling and
Re-use guidelines
Indicator 4: Occupational, health, safety and environmental requirements are applied
Observation
Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce
health and safety regulations.
Description of SHE
standards, regulations to
be followed
Use of PPEs
Use of inspection
checklist
Types of tools and
materials to be used:
PPEs
Inspection checklist
Use of safety tools,
materials and
equipment
o Observation about the need
of appropriate SHE
standards, regulations to be
followed, and tools and
materials to be used
o Group discussion on role of
appropriate SHE standards,
regulations to be followed,
and tools and materials to be
used
o Practical exercises on
following appropriate SHE
standards, regulations, and
using appropriate tools and
materials
- PPEs
- Reference books
- Work sheet
- Markers
- Flip charts
- Template on SHE
standards and regulations
- Template of inspection
checklist
Formative Assessment 2.2
Content Learning activities Resources
27 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Apply safety best practices and enforce health and safety regulations
Checklist Score
Yes No
Indicator 1: SHE standards and regulations to be followed are described
Use of PPEs Use of inspection checklist
Indicator 2:Tools and materials to be used are identified PPEs Inspection checklist
Indicator 3: Safety tools, materials and equipment are used
Observation
Learning Outcome 2.3: Establish and maintain communication with others in line with SHE
requirements
Performance criterion
Appropriate instruction to workers to follow safety best practices and to
enforce health and safety regulations.
Content Learning activities Resources
28 | P a g e
Applying basics of
effective
communinication:
Types of effective
communication with
others in line with
SHE requirements:
Verbal and Non-
Verbal
Communication
Formal and Informal
Communication
Downward and
Upward
Communication
Categories of
effective
communication with
others in line with
SHE requirements:
Effective oral
communication
Effective written
communication
Techniques of Effective
Oral communication in
line with SHE
requirements:
Active listening
Constructive feedback
Positive, confident and
cooperative language
Appropriate language
and concepts to
individually social and
cultural differences
Appropriate
questioning to clarify
and confirm
understanding
Effective control of
o Group discussion about
communication with others in
line with SHE requirements.
o Role play about effective
communication
o Practical exercises of
communication with others in
line with SHE requirements
- Public Board notices
- Communication
devices/phones
- Safety signage
29 | P a g e
tone of voice and body
language
etc.
Types of questions to
be asked during a
communication
process
Close-ended
questions
Open-ended
questions
Etc
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE
requirements
Checklist Score
Yes No
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
30 | P a g e
Indicator1 : Basics of effective communinication are applied
Types of effective communication with others
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication
Effective oral communication
Effective written communication
Indicator2 :Techniques of Effective Oral communication in line with SHE requirements are used
Active listening
Constructive feedback
Positive, confident and cooperative language
Appropriate language and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
Indicator3 :Types of questions to be asked during communication process are categorized
Close-ended questions
Open-ended questions
Observation
Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best
practices
Environmental policy
content :
Compliance,
improvement (where
required to reflect) and
prevention
o Group discussion on content
of the environment policy
o Practical exercises on applying
environment policy
- Registration
documents
- Regulations
- Safety standards
Content Learning activities Resources
31 | P a g e
Continuous cycle of
planning,
implementing,
monitoring,
reviewing and
improving practices
and systems
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Task: Perform tasks in a safe manner and in line with SHE best practices ( according to their specific trade)
Checklist Score
Yes No
Indicator1 : Environmental policy content is applied
Compliance Improvement (where required to reflect) Prevention
Continuous cycle of
planning, implementing, monitoring, reviewing improving practices and systems
Observation
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best
practices
32 | P a g e
Learning unit
LU 3: Assess and control risks.
3
Learning Outcomes:
1. Analyze work practices and process to identify areas for
improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area
to appropriate personnel
3. Control hazard to make them less dangerous by looking at the
most effective options. 10 Hours
Learning Outcome 3.1: Analyse work practices and process to identify areas for
improvement in relation to SHE issues and hazards
Content Learning activities
Resources
33 | P a g e
Applying Continuous Process
Improvement
(CPI) concepts and tools:
CPI “Musts” and
Principles:
Stop fixing and start
improving
The best practices are the
ones you already have
Changing behavior is
more important than
changing processes
If you aren’t failing, you
aren’t trying
CPI Methods
Lean
Six Sigma
Theory of Constraints
Business Process
Reengineering
o Small group discussion about
Continuous Process
Improvement (CPI) concepts
and tools
o Individual work about CPI
Methods
o Role play about application of
CPI musts and principles
o Simulation about roles and
responsibilities of CPI
- Role play scenario
- Reference books
- Online materials
- Scholarly materials
- Video record
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance criterion
Proper analysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
34 | P a g e
Task: make analysis of work practices and processes to identify areas for improvement in relation to SHE issues and hazards
Checklist
Score
Yes No
Indicator1: Continuous Process Improvement (CPI) concepts and tools are applied
CPI “Musts” and Principles
Stop fixing and start improving
The best practices are the ones you already have
Changing behavior is more important than changing processes
If you aren’t failing, you aren’t trying
CPI Methods
Lean
Six sigma
Theory of constraints
Business process Reengineering
Observation
Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to
35 | P a g e
appropriate personnel
Steps of Risk assessment tool Identify and Describe
Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk
Exposure Threshold Develop Risk Mitigation
Option
Principles for Effective Verbal Intervention
Remain calm.
Isolate the individual.
Watch your body language.
Keep it simple.
Use reflective questioning.
Use silence.
Watch you’re preverbal.
Elements of good quality risk statement
Event or condition,
Consequences on
program objectives, and
Cause
o Group work on observing possible risks
o Presentation about risks assessment findings
o Brainstorming on risks awareness
o Role play about effective verbal intervention
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning activities Resources
36 | P a g e
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and
investigating all
Checklist Score
Yes No
Indicator1: Steps of Risk assessment are explained
Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk Exposure Threshold Develop Risk Mitigation Option
Indicator2: Principles for Effective Verbal Intervention are expressed
Performance criterion
Proper detection and assessment of risk, and detailed report and
investigation of all incidents/ accidents.
37 | P a g e
Remain calm.
Isolate the individual.
Watch your body language.
Keep it simple.
Use reflective questioning.
Use silence. Watch your preverbal
Indicator3: Elements of good quality risk statement are elaborated Event or condition,
Consequences on program objectives, and
Cause
Observation
Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the
most effective options.
Methods of Hazard control
prevention
handle
isolation
remove or use of PPE
Practical Problem Solving Model
(PPSM):
Clarify & Validate the Problem
Break Down the Problem/Identify
Performance Gaps
Set Improvement Targets
Determine Root Causes
Develop Countermeasures
o Group discussion about
control of hazards
o Practical exercises on
Practical Problem Solving
Model (PPSM)
o Brainstorming on control of
hazards
Procedural
manuals
Environmental
policy
Reference books
Checklist
Papers
Pens
Internet
Content Learning activities Resources
38 | P a g e
See Countermeasures Through
Confirm Results & Process
Standardize Successful Processes
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: what effective options can you come up with so as to
make hazard less dangerous?
Checklist Score
Yes No
Indicator1: Methods of Hazard control are classified
prevention
handle
isolation
remove or use of PPE
Indicator2: Practical Problem Solving Model (PPSM) is identified
Clarify & Validate the Problem
Break Down the Problem/Identify Performance Gaps
Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.
39 | P a g e
Set Improvement Targets
Determine Root Causes
Develop Countermeasures
See Countermeasures Through
Confirm Results & Process
Standardize Successful Processes
Observation
40 | P a g e
Learning unit
LU 4: Awareness of SHE in working place.
4
Learning Outcomes:
1. Implement environmental procedures
2. Train workers on operational tools and equipment of SHE
3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
5 Hours
Learning Outcome 4.1: Implement environmental procedures
Definition of environmentally
sustainable work practices
Environmental Sustainability
Strategies
Recycling Strategy
Waste Reduction
Paper Reduction
Photocopiers,
Printers, Faxes &
Office Equipment
Travel & Meetings
Energy Efficiency &
Conservation
Lights
Computers and
monitors
Air Conditioning
Workers & Business
o Brainstorming on
Environmental goals
o Research on Environmental
goals
o Group discussion
Environmental Sustainability
Strategies
- Procedural
manuals
- Organizational
policies and
procedures
- Environmental
policy
Content Learning activities Resources
41 | P a g e
Partner Awareness
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation) Task: Implementing environmental procedures
Checklist Score
Yes No
Indicator1: Environmentally sustainable work practices are defined
Indicator2: Environmental Sustainability Strategies are expressed
Recycling Strategy
Waste Reduction
Paper Reduction
Photocopiers, Printers, Faxes & Office Equipment
Travel & Meetings
Energy Efficiency & Conservation
Lights
Computers and monitors
Air Conditioning
Workers & Business Partner Awareness
Observation
Performance criterion
Proper implementation of environmental procedures
42 | P a g e
43 | P a g e
Learning Outcome 4.2: Train workers on operational tools and equipment of SHE
Design of OH&S package for
training:
Program awareness
Specific roles in the safety
and health program
Hazard identification and
controls skills
Use of best methods in
crosscutting issues training
On the job training
Off the job training
Apprenticeship Training
Vestibule or Training
Center Training
Training Via Internship
o Brainstorming on types of
trainings
o Group discussion of best
methods of training
o Preparation SHE package
to deliver
- Fire extinguisher
- First aid kit
- Fire triangle
- Personal protective
equipment and
clothing
- Safety equipment
- First aid equipment
- Procedural manuals
- Organizational
policies and
procedures
- Environmental policy
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Content Learning activities Resources
Performance criterion
Adequate training of workers to operate tools and equipments
44 | P a g e
Task: Training on operating tools and equipment In line with SHE requirements
Checklist Score
Yes No
Indicator1: Design of OH&S package for training is performed
Program awareness
Specific roles in the safety and health program
Hazard identification and controls skills
Indicator2: Best methods in crosscutting issues training are used On the job training
Off the job training
Apprenticeship Training
Vestibule or Training Center Training
Training Via Internship
Observation
Learning Outcome 4.3: Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
Content Learning activities
Resources
45 | P a g e
Environmental Impacts awareness:
Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
Remedial actions: Workplace waste management
systems Emissions control of greenhouse
gases Use of non-renewable resources
control Chemical use control Supply chain management
o Research on environmental
impact
o Group discussion on work
sustainability
o Brainstorming on measures
for sustainability
- Environmental policy
- Procedural manuals
- Organizational policies and procedures
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE
requirements
Checklist Score
Yes No
Indicator1: Environmental Impacts awareness are described
Performance criterion
Proactive inspection of the working area and appropriate remedial action to
be taken to minimize or eliminate hazards.
46 | P a g e
Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
Indicator2: Remedial actions are elaborated Workplace waste management systems Emissions control of greenhouse gases Use of non-renewable resources control Chemical use control Supply chain management
Observation
References:
1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—
Principles and guidelines, Switzerland, 2009
2. The Green Workplace: Sustainable Strategies that Leigh Benefit Employees, the Environment
and the Bottom Line, Stringer 2009. New York
3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015
4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
5. OH&S : a management guide by Richard Archer, Kerry Northwick, Susanne Tepe. Publication Date: 2009
6. Safety Management a Comprehensive Approach To developing A Sustainable System, Chitram Lutchman, 2012, Taylor & Francis Group,NY
7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from
https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/
47 | P a g e
Competecnce
Ccompetennn
cec
CCMCS402- COMPUTER SKILLS
CCMCS402 Apply Computer Skills
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal
48 | P a g e
computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.
49 | P a g e
Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Describe the operating
system
1.1 Proper introduction of operating system
1.2 Proper description of operating system components
1.3 Proper description of operating system types
1.4 proper description of operating system file system
2. C
ustomize the computer
features
2.1 Proper identification of customer requirements for an
operating system
2.2 Proper Identification of Minimum Hardware Requirements
for operating system to be used
2.3 Proper customization of operating system
3. Protect computer system
3.1 Proper installation of software utilities according to the
manufacturer specifications
3.2 Regular scanning of computer and elimination of virus as
per safety standards
3.3 Accurate backup and restoration of computer data based
on OS installation
50 | P a g e
Learning unit
LU 1:Describe the operating system
1
Learning Outcomes:
1. Introduce the operating system 2. Describe the components of operating system 3. Describe the types of operating system 4. Describe the operating system file system
15 Hours
Learning Outcome 1.1: Introduce the operating system
Introduction to operating system Definition Features
Basic functions of operating system Intermediator Process Management File Management Memory
Management Security Job Scheduling
Brainstorming on operating system
Group discussions on basic functions of operating system
- Computer
- Projector
- Whiteboard
- Marker
- Duster
- Internet
Formative Assessment 1.1
Content Learning activities Resources
51 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Operating system is introduced Definition
Features
Indicator: Basic functions of operating system are described Intermediator
Process Management
File Management
Memory Management
Security
Job Scheduling
Observation
Performance criterion
Proper introduction of an operating system
52 | P a g e
Learning Outcome 1.2:Describe components of operating system
User interface Graphical user interface
(GUI). Shell(CLI)
Kernel micro kernel monolithic kernel
File management system Disk-based Network-based Virtual
o Demonstration on components of operating system
o Group discussions on
components of operating
system
- Computer
- Projector
- Whiteboard
- Marker
- Duster
- Internet
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )
Checklist Score
Yes No
Indicator: User interface is described
Graphical user interface (GUI).
Shell(CLI)
Content Learning activities Resources
Performance criterion
Proper description of components of operating system
53 | P a g e
Indicator: kernel is described
Micro kernel
Monolithic kernel
Indicator : File management system is described
Disk-based
Network-based
Virtual
Observation
Learning Outcome 1.3: Describe the types of operating system
Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone
Multi-user, multi-task Unix Lunix
Real Time Operating Systems
Industrial machine Laboratories
machine
Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS
o Group discussions on types of operating system
- Computer
- Projector
- Internet
Formative Assessment 1.3
Content Learning activities Resources
54 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Single-user, single task operating system are described
Android
Blackberry iOS(iPhone OS) Windows 8 phone
Indicator : Multi-user, multi-task operating system are described Unix
Lunix
Indictor: Real Time Operating Systems operating system are described Industrial machine
Laboratories machine
Indicator : Single-user, Multi-tasking operating system are described Windows xp
Windows vista
Windows 7
Windows 8
Windows 10
Performance criterion
Proper description of operating system types
55 | P a g e
Observation
Learning Outcome 1.4: Describe the operating system file system
File system role
File system types File Allocation
Table(FAT12,FAT16,FAT32,exFAT)
New Technology File System (NTFS).
Apple file system (APFS) Hierarchical file system(HFS
and HFS Plus) Veritas File System(VFS)
o Brainstorming on file system
role
o Group discussion on file
system types
- Computer with OS installed
- Projector
- Whiteboard
- Marker
- Duster
- Internet
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Content Learning activities Resources
Performance criterion
Proper description of operating system file system
56 | P a g e
Yes No
Indicator : File system types are described
File Allocation Table(FAT12,FAT16,FAT32,exFAT)
New Technology File System (NTFS).
Apple file system (APFS)
Hierarchical file system(HFS and HFS Plus)
Veritas File System(VFS)
Observation
57 | P a g e
Learning unit
LU 2:Customize computer features
2
Learning Outcomes:
1. Identify the customer requirements for an operating system 2. Identify the minimum hardware requirements for operating system
for operating system to be used 3. Customize the operating system
10 Hours
Learning Outcome 2.1:Identify the customer requirements for an operating system
Requirements to be
considered
Budget constraints
Compatibility with
current hardware
Compatibility with
new hardware
How the computers
will be used
Compatibility with
existing applications
Types of new
applications to be
o Brainstorming on operating system customer requirements
o Group discussions on operating system customer requirements
o Demonstration on operating
system customer requirements
- Computer
- Projector
- Internet
Content Learning activities Resources
58 | P a g e
used
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation
Checklist Score
Yes No
Indicator: Customer requirement for an operating system are identified
Budget constraints
Compatibility with current hardware
Compatibility with new hardware
How the computers will be used
Compatibility with existing applications
Types of new applications to be used
Observation
Performance criterion
Proper identification of customer requirements for an operating system
59 | P a g e
Learning Outcome 2.2: Identify minimum hardware requirements for operating system
to be used
Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and
speed Motherboard
o Group discussions on minimum hardware requirements - Computers
- Projector
- Internet
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Content Learning activities Resources
Performance criterion
Proper identification of minimum hardware requirements for operating system to be used
60 | P a g e
Checklist Score
Yes No
Indicator: Possible hardware upgrades are identified
RAM capacity
Hard drive size
CPU
Video card memory and speed
Motherboard
Observation
Learning Outcome 2.3:Customize the operating system
User account creation
computer and windows explorer
Manage user account
Manage disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Verify your network shares with Shared Folders
Control panel utilities
o Brainstorming on operating system customization
o Demonstration on operating system customization
o Practical exercises on operating system customization
- Computers with OS installed
- Projector
- Internet
Formative Assessment 2.3
Content Learning activities Resources
Performance criterion
Proper customization of the operating system
61 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance Performance checklist
Checklist Score
Yes No
Indicator: operating system is customized
User account creation
computer and windows explorer
Manage user account
Manage disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Observation
62 | P a g e
Learning unit
LU 3:Protect computer system
3
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup and restore of computer data based on OS
5 Hours
Learning Outcome 3.1:Install software utilities
Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus
installation
- Computer Lab with internet access
- Projector
- White Board
- Markers
- Projector
- Computer with OS installed
- Antivirus
Formative Assessment 3.1
Content Learning activities Resources
63 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Performance checklist
Checklist Score
Yes No
Indicator: Software tools utilities are described
Anti-virus
Anti-malware
Anti-spyware
Adware
Backup software
Backup media
Indicator: Software tools utilities are installed
Anti-virus
Anti-malware
Anti-spyware
Adware
Backup software
Backup media
Observation
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
64 | P a g e
Learning Outcome 3.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of scan mode Manual Automatic Scheduled
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
computer virus scan
- Computer Lab with internet access
- Projector
- Computer with OS installed
- Antivirus
- White Board
- Markers
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Performance checklist
Checklist Score
Content Learning activities Resources
Performance criterion
Regular computer scan and elimination of virus as per safety standards
65 | P a g e
Yes No
Indicator: Scan type are described
Full system scan
On demand scan
On access scan
Indicator: Scan mode is described
Manual
Automatic
Scheduled
Indicator: Virus are eliminated
Neutralization
Deleting
Quarantine
Observation
Learning Outcome 3.3: Backup and restore of computer data based on OS
Content Learning activities
Resources
66 | P a g e
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio
tape(DAT) drives Auto-loader tape
systems Magnetic optical
drives Removable disks Disk drives
Selection common restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical
drives CDs DVDs Disc drives
o Brainstorming on backup types o Practical exercises on backup o Practical exercises on restore
- Computer Lab with internet access
- Projector - Computer with OS
installed - White Board - Markers - HHD/SSD - USB/ Flash Driver - Tapes drives - Magnetic optical drives - CDs - DVDs - Disc drives
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching Sentence completion Ticking Expose (presentation ) Task on backing up data
Performance criterion
Accurate backup and restore of computer data based on OS installation
67 | P a g e
Checklist Score
Yes No
Indicator: Backup types are described
Normal/Full backup
Copy backup
Differential backup
Incremental backup
Daily backups
Indicator: Common backup devices are selected
Tape drive
Digital audio tape(DAT) drives
Auto-loader tape systems
Magnetic optical drives
Removable disks
Disk drives
Indicator: Common restore devices are selected
Tape drive
Digital audio tape(DAT) drives
Auto-loader tape systems
Magnetic optical drives
Removable disks
Disk drives
Observation
References:
1. https://www.researchgate.net/publication/283778784_Introduction_to_Operating_System
2. https://www.cl.cam.ac.uk/teaching/1011/OpSystems/os1a-slides.pdf
3. https://www.ukessays.com/essays/computer-science/classification-of-operating-systems-ii-
computer-science-essay.php
4. https://support.microsoft.com/en-us/windows/backup-and-restore-in-windows-352091d2-bb9d-
3ea3-ed18-52ef2b88cbef
5. https://cce.sydney.edu.Sau/course/BCEI
68 | P a g e
CompetenCOM
PCCCce
C CCMEN401 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
69 | P a g e
Sub-sector: All
Issue date: September, 2021
Purpose statement
This module describes the skills, knowledge and attitudes to be acquired for level four trainees. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explain and state facts , use tenses accurately, write structured factual, descriptive and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify
listening strategies, select appropriate listening strategy depending on the listening purpose, apply listening strategies while listening to audio messages use nonverbal clues to detect messages implied by the speaker. Learning assumed to be in place
Pre- intermediate workplace English
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
70 | P a g e
1. Write factual, descriptive, and
explanatory texts
1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state
facts accurately 1.3 Clear distinction of factual, description and
explanatory paragraphs 1.4 Appropriate writing of well-structured descriptive,
factual, and explanatory texts on a range of topics 1.5 Accurate production of correspondence texts (letters,
emails) stating, explaining, or describing facts at the workplace
1.6 Appropriate redaction of small-scale reports on trade-related issues (field visits, industrial attachments)
2. Apply a range of listening strategies
to understand predictable
messages
2.1 Accurate identification of different listening strategies
2.2 Proper selection of a listening strategy depending on the listening purpose
2.3 Active application of listening strategies while listening to audio messages
2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker
3. Discuss general and trade-related
topics
3.1 Proper presentations of personal ideas and opinions during discussions of selected topics of interest
3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions
3.3 Adequate building of arguments to support or refute an opinion (elements and types of an argument
4. Read medium texts on general and
trade-related topics
4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)
4.2 Proper selection of a reading technique depending on the reading purpose and material
4.3 Active application of reading techniques while reading different texts messages
4.4 Proper demonstration of the ability to understand the inferences made in a range of medium length texts
71 | P a g e
Learning unit
LU 4:Write factual, descriptive, and explanatory texts.
4
Learning Outcomes:
1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a
range of topics 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
10 Hours
Learning Outcome 1.1:Use proper terminology to report facts
Expressing facts
Expressions used in outlining facts
The fact is that…
The (main) point is that …
This proves that …
What it comes down to is
that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt that …
Comparing and reporting facts
Using comparatives and
superlatives
Quantifiers and modifiers
o Group
discussions
o Dialogues
o Role plays
o Short
presentations
o Practical
writing
exercises
o Modelling
- Projector
- Computer
- Flipcharts
- Markers
- Scenarios
- Trainee
manuals
- Stationeries
- Lesson plans
- Reference
books
- Written
speeches
- Newspaper
reports
Formative Assessment 1.1
Content Learning activities Resources
72 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Presentations
Sentence completion
Matching
Writing practice
Task: Using comparatives and superlatives, report key information
facts at your workplace.
Checklist Score
Yes No
Indicator : Expressions are well used in outlining facts
The fact is that…
The (main) point is that …
This proves that …
What it comes down to is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt
Indicator: Comparing and reporting facts are well used
Using comparatives and superlatives
Quantifiers and modifiers
Observation
Performance criterion
Appropriate use of proper terminologies to report facts
73 | P a g e
Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Using present tenses to
describe, explain and state
present facts
Simple present
Present continuous
Present perfect
Present perfect
continuous
Using past tenses to
describe, explain and state
past facts
Simple past
Past continuous
Past perfect
Past perfect
continuous
o Dialogues
o Storytelling
o Short presentations
o Practical writing
exercises
o Modelling
o Brainstorming
o Vocabulary Games
- Audiovisual materials
- Projector
- Computer
- Flipcharts
- Markers
- Lesson plans
- Recordings
- Reference books
- Photos or pictures
- Written speeches
- Newspaper reports
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Content Learning activities Resources
Performance criterion
Describe, explain and state facts using tenses accurately
74 | P a g e
Matching
Task: Describe present facts about your career using appropriate
tenses
Checklist Score
Yes No
Indicator : Present tenses are well used to describe , to explain and state facts
Simple present
Present continuous
Present perfect
Present perfect continuous
Indicator : Past tenses are well used to describe , to explain and state facts
Simple past
Past continuous
Past perfect
Past perfect continuous
Observation
Learning Outcome 1.3: Distinguish descriptive, factual and explanatory paragraphs
Descriptive paragraph
Paragraph arrangement Sensory details Precise language Dominant impression Figurative language and
compelling adjectives.
o Group discussions
o Brainstorming
o Group works
- Newspapers - Books - Written
speeches
Content Learning activities Resources
75 | P a g e
Factual paragraph Paragraph arrangement Factual description
Explanatory paragraph Paragraph arrangement Transitions Evidences and examples
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Writing practice
Discussions
Matching
True or false questions
Task: Classify the paragraphs given to you by the teacher according
to their types
Checklist Score
Yes No
Indicator: Characteristics of a descriptive paragraph are well distinguished
Paragraph arrangement
Sensory details
Precise language
Dominant impression
Figurative language and compelling adjectives.
Indicator: Characteristics of a factual paragraph are well distinguished
Paragraph arrangement
Factual description
Indicator: Characteristics of a explanatory paragraph are well distinguished
Performance criterion
Clear distinction of descriptive, factual and explanatory paragraphs
76 | P a g e
Paragraph arrangement
Transitions
Evidences and examples
Observation
Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on
a range of topics
Sentence structure
Compound sentences
Coordinative
conjunction
Complex sentences
Main clauses
Subordinate
clause
Subordinate
conjunctions
Compound complex
sentences
Text structure
Narrative text
Argumentative text
Descriptive text
Explanatory texts
o Group works
o Pair work
o Jumbled paragraphs
o Gap-fill
- Audiovisual
materials
- Projector
- Computer
- Flipcharts
- Markers
- Lesson plans
- Recordings
- Reference
books
- Photos or
pictures
Formative Assessment 1.4
Content Learning activities Resources
77 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Matching
Writing practice Presentation Task: Write a short essay describing your career dreams
Checklist Score
Yes No
Indicator: Sentences are well-structured
Compound sentences
Complex sentences
Compound complex sentences
Indicator:The text is well-structured
Narrative text
Argumentative text
Descriptive text
Explanatory texts
Observation
Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a
range of topics
78 | P a g e
Introduction to business letters
Parts of a business
letter
Introduction to email
correspondence
Parts of an email
Strategies for
writing a good
Write a meaningful
subject line
Keep the message
focused
Proofread
Show respect and
restraint
o Pair work
o Jumbled paragraphs
o Gap-fill
o Peer feedback
o Practical exercises on
email writing
o Practical exercises on
business letters
- Audiovisual
materials
- Projector
- Computer
- Flipcharts
- Markers
- Lesson plans
- Recordings
- Reference
books
- Photos or
pictures
- Letter samples
Formative Assessment 1.5
Assessor may collecta3mong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice Task: Compose an email outlining some of the challenges you
face at work.
Checklist Score
Yes No
Indicator: Parts of business letters are well placed and recognized
Sender’s address
Date
Content Learning activities Resources
Performance criterion
Accurate production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace
79 | P a g e
Receiver’s address
The salutation
Re
The body
The complimentary close
The signature
Indicator: Parts of an email are well placed
Recipient's Address
Cc and Bcc
Subject Line
Body
Sender’s address
Send
Indicator: Strategies for writing a good email are well applied
Write a meaningful subject line
Keep the message focused
Proofread
Show respect and restraint
Observation
Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits, industrial attachments)
Writing small-scale reports Structure of a formal
report Layout Introduction Body Conclusion
o Report Writing practice o Peer feedback o Group work
- Audiovisual materials
- Projector - Computer - Flipcharts - Markers - Lesson plans
Content Learning activities Resources
80 | P a g e
- Reference books
- Sample reports
Formative Assessment 1.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Writing practice
Presentation Task: Produce a short report on your recent field visit
Checklist Score
Yes No
Indicator : Formal report is well structured
Layout
Introduction
Body
Conclusion
Language is well used
Observation
Performance criterion
Accurate production of small-scale reports on trade-related issues (field
visits, industrial attachments)
81 | P a g e
Learning Outcome 2.1:Identify different listening strategies
Listening strategies
Listening for details
Listening for the gist
Note taking
Active listening and
response
Listening for specific
information
Predicting
Drawing inferences
Summarizing
Recognizing cognates
Recognizing word-
order patterns
o Dialogues
o Role plays
o Short presentations
o Modelling and drilling
o Listening to TV shows
o Listening to radio programs
- Audiovisual materials
- Projector - Computer - Flipcharts - Markers - Lesson plans - Recordings - Reference books - Written speeches - Newspaper
reports - Scenarios
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Learning unit
LU2: Apply a range of listening strategies to understand predictable messages.
2
Learning Outcomes:
1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening
purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker
7 Hours
Content Learning activities Resources
Performance criterion
Identify different listening strategies
82 | P a g e
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: List and explain at least three listening strategies.
Checklist Score
Yes No
Indicator: Listening strategies are explained
Listening for details
Listening for the gist
Note taking
Active listening and response
Listening for specific information
Summarizing
Predicting
Drawing inferences
Recognizing cognates
Recognizing word-order patterns
Observation
Learning Outcome 2.2: Select appropriate listening strategy depending on the listening
purpose
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Content Learning activities Resources
83 | P a g e
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: Which listening strategy would you use to get the main
idea of a recording?
Checklist Score
Yes No
Indicator: Listening strategies are well selected Listening for details
listening for the gist
note taking
Active listening and response
Listening for specific information
Summarizing
predicting
drawing inferences
recognizing cognates
recognizing word-order patterns
Observation
Performance criterion
Appropriate selection of listening strategy depending upon the listening
purpose
84 | P a g e
Learning Outcome 2.3: Apply listening strategies while listening to audio messages
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Multiple choice
Listening practice Task: listen to the audio and find out the main idea and answer
question of comprehension on it
Checklist Score
Yes No
Indicator: The audio is well interpreted Main points are given
Questions of comprehension are answered
The message from the audio is clear and focus on the topic
Observation
Content Learning activities Resources
Performance criterion
Accurate application of listening strategies while listening to audio messages
85 | P a g e
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker
Understanding non-verbal
clues
Voice clues Intonation Voice tone
Body movement Facial
expressions Gestures
o Role play o Video watching o Note taking o Modelling o Drilling
- Video materials - Posters/banners - Wallpapers - Audiovisual
materials - Projector - Flipcharts - Markers - Lesson plans - Recordings - Reference books - Scenarios - Trainee manuals
Content Learning activities Resources
Performance criterion
Appropriate use of non-verbal clues to detect messages implied by the
speaker
86 | P a g e
Written evidence
Oral evidence
Performance
Multiple choice Discussions
Audio-visual practice Task: Watch a video shown by the teacher and say what the
speaker’s gestures mean.
Checklist Score
Yes No
Indicator: Non -verbal clues are well used to detect the message implied by the speaker Voice clues
Body movement
Observation
87 | P a g e
Learning unit
LU 3: Discuss general and trade-related topics.
3
Learning Outcomes:
1. Present personal ideas and opinions during discussions on selected topics of interest
2. Detect and avoid argumentation fallacies in debates and discussions 3. Build convincing arguments to support or refute an opinion
7 Hours
Learning Outcome 3.1:Present personal ideas and opinions during discussions on
selected topics of interest
Expressing opinion in English
Agreeing to an opinion
Full agreement
to an opinion
Partial
agreement to
an opinion
Disagreeing to an opinion
Forms of
disagreement
When to disagree
Disagreeing
politely
Using functional language in
argument building
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be
o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches
- Audiovisual materials
- Projector - Computer - Flipcharts - Markers - Lesson plans - Recordings - Reference books - Written speeches - Newspaper
reports - Scenarios - Trainee manual
Content Learning activities Resources
88 | P a g e
refuted
Sequencing ideas
Predicting ideas
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Presentation practice
Writing practice
Discussions Task: Prepare a short presentation on a topic of interest and
share it with your class.
Checklist Score
Yes No
Indicator: Ideas and opinions are well presented during discussions
Agreeing with an opinion
Disagreeing with an opinion
Indicator: Functional language in argument building is well used
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be refuted
Sequencing ideas
Predicting ideas
Observation
Performance criterion
Proper presentation of personal ideas and opinions during discussions on
selected topics of interest
89 | P a g e
Learning Outcome 3.2: Detect and avoid argumentation fallacies in debates and discussions
Dealing with argumentation fallacies Types of Fallacies
Formal Fallacies Propositional
fallacies Quantification
fallacies Formal syllogistic
fallacies Informal Fallacies
Faulty generalizations
Red herring fallacies
Conditional fallacies Responding to fallacies
o Dialogues
o Role plays
o Modelling and drilling
- Video materials - Posters/banners - Wallpapers - Audiovisual
materials - Projector - Computer - Flipcharts - Markers - Lesson plans - Recordings - Reference books
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and
tell which argumentation fallacies the speaker is using then respond to them.
Content Learning activities Resources
Performance criterion
Proper detection and avoid argumentation fallacies in debates and
discussions
90 | P a g e
Checklist Score
Yes No
Indicator: Argumentation fallacies are well identified and responded to during listening Formal Fallacies Informal Fallacies Conditional fallacies
Observation
Learning Outcome 3.3: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an
argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments Deductive Argument Inductive Argument Abductive
o Debates o Group discussions o Brainstorming o Presentations o Mock speeches
- Video materials - Posters/banners - Wallpapers - Audiovisual
materials - Projector - Flipcharts - Lesson plans - Recordings - Reference books - Speech samples
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Accurate building convincing arguments to support or refute an opinion
91 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions Writing practice Presentation Task: After drafting your argument on the role of TVET on
Rwanda’s development, indicate all the elements of an argument in it.
Checklist Score
Yes No
Indicator: a convincing argument is defined and well built Definition of an argument
Elements of argument
Claims
Counterclaims
Reasons
Evidence
Indicator: Types of arguments are considered
Deductive Argument
Inductive Argument
Abductive
Observation
92 | P a g e
Learning unit
LU 4: Read medium texts on general and trade-related topics.
4
Learning Outcomes:
1. Identify different reading techniques
2. Select a reading technique depending on the reading purpose
and material
3. Apply reading techniques while reading different texts
4. Demonstrate ability to understand the inferences made in a
range of medium length texts
6 Hours
Learning Outcome 4.1:Identify different reading techniques
Definition of Reading
techniques
Skimming
Scanning
Deep reading
Critical reading
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
- Projector
- Computer
- Flipcharts
- Markers
- Lesson plans
- Reference books
- Written speeches
- Newspaper reports
- Reading materials
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper identification of different reading techniques
93 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Differentiate reading techniques
Checklist Score
Yes No
Indicator: Reading techniques are differentiated
Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.2: Select a reading technique depending on the reading purpose
and material
Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning
Outcome 4.1
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities
Performance criterion
Adequate reading techniques depending on the purpose
94 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Select an appropriate reading strategy based on the
reading task given to you by the teacher.
Checklist Score
Yes No
Indicator: Selection of reading strategy is understood according to its purpose Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.3: Apply reading techniques while reading different texts
Applying reading techniques to
texts
General texts
Trade-related texts
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
- Projector
- Computer
- Flipcharts
- Markers
- Lesson plans
- Reference books
- Written speeches
- Newspaper
reports
Content Learning activities Resources
95 | P a g e
- Reading materials
Reference books
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read a text and apply reading strategy based on the task
given to you by the teacher.
Checklist Score
Yes
No
Indicator: Reading strategies are applied according to the purpose Look only for a specific fact or piece of information without reading
everything (scanning)
Looking only for the general or main ideas (skimming) Read a text thoroughly to understand and remember what one have read
(deep reading)
Involves analysis, interpretation, and evaluation. (Critical reading)
Observation
Performance criterion
Proper application of reading techniques while reading different texts
96 | P a g e
97 | P a g e
Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range
of medium length texts
Developing inferences while and after reading
Justifying inferences
o Practical exercises o Debating texts read o Presentations on texts
read o Group discussions
- Projector - Computer - Flipcharts - Markers - Lesson plans - Reference books - Written speeches - Newspaper reports - Reading materials - Reference books
Formative Assessment 4.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read the text given by the teacher and identify what the
writer implies. How did you come up with such inferences?
Checklist Score
Ye
s
No
Indicator: Proper development of inferences while reading
Inferences are well developed
Indicator: Accurate justification of inferences
Inferences are justified
Observation
Content Learning activities Resources
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
98 | P a g e
References:
Beale, A. M. (2013). Skimming And Scanning: Two Important Strategies For Speeding Up Your Reading. Retrieved from Howtolearn.com website: http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-speeding-up-your-reading/
Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.
Clay, M. M. (1994). Reading Recovery: A Guidebook for Teachers in Training. New Zealand: Heinemann Education.
Cranney, A. G., & McKell, W. E. (1983). Preparing Industrial Education Teachers as Reading Specialists [Microform] (p. 16). p. 16. Arlington, Va: ERIC Document Reproduction Service.
Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W.-S. (1998). Extensive Reading in the Second Language Classroom. RELC Journal, 22(2), 187–191. https://doi.org/https://doi.org/10.1177/003368829802900211
Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville: Broadman&
Holman Publishers
Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.
Solt, R. (1989). Negative Fiat: Resolving the Ambiguities of “Should.” Argumentation and Advocacy, 25(3), 121–139. https://doi.org/10.1080/00028533.1989.11951390
Wheeler, L. K. (2004). Critical Reading of An Essay’s Argument. Retrieved October 12, 2004, from http://web.cn.edu/kwheeler/reading_basic.html
Wilbanks, C., & Church, R. T. (1986). Values and Policies in Controversy: An Introduction to Argumentation and Debate. Scotdale, Arizona: Gorsuch Scarisbrick.
99 | P a g e
CompetenCOM
PCCCce
C C M K N 4 0 2 - IKINYARWANDA CY’UMUNYAMWUGA
CCMKN402 Gukoresha Ikinyarwanda cy’umunyamwuga
Ikiciro: 4 Amasaha ateganijwe 30
Indengo y’amasaha: 3
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Nzeri, 2021
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore:
Gukoresha Ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we;
gukoresha ubuvanganzo gakondo bufatiye ku mwuga mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo;
kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko inyuranye;
Kugaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga;
Gutandukanya inshinga iri mu mbundo, itondaguye n’inshinga nkene;
100 | P a g e
Kugaragaza amategeko y’igenamajwi mu izina mbonera
Gukoresha neza impakanyi n’indangahantu mu nteruro.
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda kiboneye
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo
gakondo bufatiye ku
mwuga ashyikirana n’abandi no
gukoresha ikomorazina
n’ikomoranshinga.
1.1. Gusesenguraubuvanganzo gakondo bufatiye ku mwuga.
1.2. Gukoresha neza ikomorazina n’ikomoranshinga mu
kunguka amagambo mashya.
1.3. Gutarama Kinyarwanda akoresheje ubuvanganzo
gakondo bufatiye ku mwuga.
2. Gukoresha Ikinyarwanda
kiboneye agaragaza ibyiza
by’ikoranabuhanga mu
iterambere ry’umwuga no
gutandukanya ubwoko
bw’inshinga.
2.1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko y’ikoranabuhanga n’iterambere
ry’umwuga .
2.2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu
mbundo n’inshinga itondaguye.
2.3. Gukoresha neza inshinga mburabuzi munteruro.
3. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
ububi bw’ibiyobyabwenge mu
rubyiruko no kugaragaza mu
izina mbonera amategeko
y’igenamajwi agendanye
n’ingombajwi ziburizwamo
n’izihinduka izindi.
3.1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu
rubyiruko.
3.2. Kugaragaza mu izina mbonera amategeko y’igenamajwi
agendanye n’ingombajwi ziburizwamo.
3.3. Kugaragaza mu izina mbonera amategeko y’igenamajwi
agendanye n’ingombajwi zizihinduka izindi.
101 | P a g e
4. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
uburyo bunyuranye bwo gufata
neza ibidukikije ,gukoresha
indangahantu n’icyungo
4.1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko yo gufata neza ibidukikije.
4.2. Kugaragaza neza indangahantu mu nteruro
zitandukanye.
4.3. Gukoresha neza icyungo” na“ mu nteruro ziboneye
uwiga yihimbiye.
5. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
akamaro k’ubutabazi bw’ibanze
no gukoresha impakanyi
n’indango z’inshinga
5.1. Gusoma no gusesengura neza umwandiko ku
nsanganyama-tsiko uwiga agaragaza akamaro
k’ubutabazi bw’ibanze
5.2. Kugaragaza neza impakanyi mu nteruro zitandukanye.
5.3. Gukoresha neza indango z’inshinga mu nteruro.
102 | P a g e
Umusaruro w’inyigisho 1.1: Gusoma no gusesengura neza umwandiko w’ubuvanganzo gakondo
bufatiye ku mwuga
Inshoza y’ubuvanganzo bufatiye ku mwuga.
Ingero z’ubuvanganzo bufatiye ku mwuga: Amavumvu
Amasare
Ibyidogo by’isuka
o Imyitozo yo gufata mu mutwe ubuvanganzo bufatiye ku mwuga.
o Imyitozo mu matsinda yo gusoma bakuranwa
o Gusoma bucece o Gusoma baranguruye
- Ibitabo by’ubuvanganzo bushingiye ku mwuga
- Furashi disiki
- Ikibaho
- Marikeri
- Murandasi
- Mudasobwa
- Inkoranyamagambo n’inkoranyamuga
Isuzuma Mbonezanyigisho 1.1
IMBUMBE
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.
1
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko w’ubuvanganzo
gakondo bufatiye ku mwuga.
2. Gukoresha neza ikomorazina n’ikomoranshinga mu kunguka
amagambo mashya.
3. Gutarama Kinyarwanda akoresheje ubuvanganzo gakondo bufatiye ku mwuga Amasaha 6
Ibyigwa Imbonezamasomo Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje neza Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga ashyikirana n’abandi.
103 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo bifunze n’ibifunguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Inshoza y’ubuvanganzo gakondo yasobanuwe neza
Ikitabwaho 2: Ingero z’ubuvanganzo bufatiye ku mwuga zatanzwe
Yashyikiranye n’abandi abinyujije mu byidogo by’isuka
Yashyikiranye n’abandi abinyujije mu nganzo y’amasare
Yashyikiranye n’abandi abinyujije mu nganzo y’amavumvu
Umwanzuro
Umusaruro w’inyigisho 1.2. : Gukoresha neza ikomorazina n’ikomoranshinga mu kunguka
amagambo mashya.
Inshoza y’ikomorazina
Inshoza
y’ikomoranshinga
Ingero z’amazina
yakomotse ku nshinga
Ingero z’inshinga
zakomotse ku mazina
o Imyitozo ku ikomorazina
n’ikomora nshinga
o Imikoro mu matsinda ku
ikomoranshinga
- Ibitaboby’ikiboneza mvugo)
- Furashi disiki
- Ikibaho
- Marikeri
- Murandasi
- Inkoranyamagambo n’inkoranyamuga
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
104 | P a g e
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko Ibibazo bifunze n’ibifunguye
Imyitozo yanditse ku ikomorazina
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasobanuye neza inshoza y’ikomorazina amagambo mashya
Ikitabwaho 2: Yakoresheje neza ikomorazina n’ikomoranshinga mu kunguka
Ikitabwaho 3: Yatanze ingero zifatika z’amazina akomoka ku nshinga
Ikitabwaho 4: yatanze ingero zifatika z’inshinga zakomotse ku mazina
Umwanzuro
Umusaruro w’inyigisho 1.3: Gutarama Kinyarwanda akoresheje ubuvanganzo gakondo bufatiye
ku mwuga
Ibiranga igitaramo
nyarwanda.
o Umwitozo wo guhanga utwivugo duto dusingiza ibikoresho by’umwuga
- Ibitaboby’ikiboneza mvugo)
Ubushobozi busuzumwa
Yakoresheje neza ikomorazina n’ikomoranshinga mu kunguka amagambo
mashya.
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
105 | P a g e
Abataramyi
Insanganyamatsiko
Urubuga
Ibyizihiza igitaramo
utwivugo dusingiza
ibikoresho by’umwuga.
Injyana y’ubuvanganzo
gakondo bushingiye ku
mwuga.
Insubirajwi
isubirajambo
akora.
o Umwitozo wo gutarama mu matsinda mato
- Furashi disiki
- Ikibaho
- Marikeri
- Murandasi
- Inkoranyamagambo n’inkoranyamuga
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo n’ibisubizo
Umwitozo wo gutarama.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: yagaragaje Ibiranga igitaramo nyarwanda
Abataramyi
Insanganyamatsiko
Urubuga
Ibyizihiza igitaramo
Ikitabwaho 2: yahanze utwivugo dusingiza ibikoresho by’umwuga
Ubushobozi busuzumwa
Yataramye kinyarwanda akoresheje ubuvanganzo gakondo bufatiye ku
mwuga.
106 | P a g e
Ikitabwaho 3: yamuritse utwivugo akurikije injyana y’ubuvanganzo gakondo
bushingiye ku mwuga
Insubirajwi
isubirajambo
Umwanzuro
107 | P a g e
Umusaruro w’inyigisho 2.1: Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga.
Gusoma umwandiko ku
nsanganyamatsiko
y’ikoranabuhanga
n’iterambere ry’umwuga
Ingero zifatika zihamya
akamaro k’ikorabuhanga mu
iterambere ry’umwuga
o Umwitozo wo gusoma
umwandiko ku
nsanganyamatsiko
y’ikoranabuhanga n’iterambere
ry’umwuga
o Kujya impaka mu matsinda ,
bungurana ibitekerezo ,
banatanga ingero zifatika ku
kamaro k’ikoranabuhanga mu
iterambere ry’umwuga
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo , ibitabo by’ikibonezamvugo;
- Furashi disiki
- Ikibaho;
- Marikeri;
- Murandasi;
IMBUMBE
LU 2: Gukoresha Ikinyarwanda kiboneye agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no gutandukany ubwoko bw’inshinga.
2 Amasaha 6
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.
2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu mbundo n’inshinga itondaguye.
3. Gukoresha neza inshinga mburabuzi munteruro.
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
108 | P a g e
- Inkoranyamagambo n’inkoranyamuga;
- Ibikoresho by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo bifunze n’ibifunguye
Imyitozo ku nsanganyamatsiko y’akamaro k’ikoranabuhanga ku
kamaro k’umwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasomye neza anasesengura umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga yubahiriza utwatuzo n’isesekaza.
Ikitabwaho 2: Yatanze ingero zifatika zihamya akamaro k’ikorabuhanga mu
iterambere ry’umwuga
Umwanzuro
Ubushobozi busuzumwa
Yasomye anasesengura neza umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga.
109 | P a g e
Umusaruro w’inyigisho 2.2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu mbundo
n’inshinga itondaguye mu gukora interuro yuzuye y’Ikinyarwanda.
Inshoza y’inshinga
mburabuzi,
inshinga iri mu
mbundo
n’inshinga
itondaguye.
Ingero z’inshinga
mburabuzi
n’imikoreshereze
yazo.
Ni
Si
Ibihe bikuru
by’inshinga
Indagihe
Inzagihe
impitagihe
Gutandukanya
inshinga iri mu
mbundo,
itondaguye
n’idatondaguye.
o Imyitozo ku mikoreshereze y’inshinga mu nteruro z’Ikinyarwanda.
o Imyitozo yo gutandukanya inshinga iri mu mbundo, itondaguye n’idatondaguye.
o Imyotozo mu matsinda ku mikoreshereze y’inshinga mu nteruro
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- Furashi disiki - Ikibaho; - Marikeri; - Murandasi; - Mudasobwa - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
Ubushobozi busuzumwa
Yatandukanyije neza inshinga mburabuzi, inshinga iri mu mbundo n’inshinga
itondaguye mu gukora interuro yuzuye y’Ikinyarwanda.
110 | P a g e
Amajwi n’amashusho
Inyandiko
Ibibazo n’ibisubizo
Imyitozo ku ikoreshwa ry’inshinga mu nteruro
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasobanuye neza Inshoza y’inshinga mburabuzi, inshinga iri mu mbundo n’inshinga
itondaguye
Ikitabwaho 2: Ingero z’inshinga mburabuzi n’imikoreshereze yazo.
Ni
Si
Ikitabwaho 3: yasobanuye ibihe bikuru by’inshinga
Indagihe
Inzagihe
impitagihe
Ikitabwaho 4: yatandukanyije inshinga iri mu mbundo, itondaguye
n’idatondaguye
Umwanzuro
Umusaruro w’inyigisho 2.3 : Gukoresha neza inshinga mburabuzi munteruro.
Ingero z’inshinga
mburabuzi:
Inshinga
mburabuzi
“NI”
Inshinga
mburabuzi”
SI”
Imikoreshereze
y’inshinga
o Imyitozo ku mikoreshereze y’inshinga mburabuzi.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- Furashi disiki - Ikibaho; - Marikeri; - Murandasi; - Mudasobwa - Inkoranyamagambo
n’inkoranyamuga;
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
111 | P a g e
mburabuzi mu
nteruro:
Mu ndango
yemeza.
Amau
ndango
ihakana.
- Ibikoresho
by’ikoranabuhanga;.
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko Imyitozo yanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ingero z’ inshinga mburabuzi zatanzwe .
Yatanze urugero rw’inshinga “si”
Yatanze urugero rw’inshinga “ni”
Ikitabwaho 2: Yakoresheresheje neza inshinga mburabuzi mu nteruro
Yakoresheje inshinga “si” mu ndango ihakana.
Yakoresheje inshinga “ni” mu ndango yemeza
Umwanzuro
Ubushobozi busuzumwa
Yatandukanyije neza inshinga mburabuzi, inshinga iri mu mbundo
n’inshinga itondaguye mu gukora interuro yuzuye y’Ikinyarwanda
112 | P a g e
113 | P a g e
Imbumbe
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi ziburizwamo n’izihinduka izindi.
3
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
y’ububi bw’ibiyobyabwenge mu rubyiruko.
2. Kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye
n’ingombajwi ziburizwamo.
3. Kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi zizihinduka izindi.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
y’ububi bw’ibiyobyabwenge mu rubyiruko.
Gusoma umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
Ingero z’ibiyobyabwenge:
Mugo Urumogi Kanyanga Mayirungi Kokayine
Ingero z’ingaruka mbi z’ibiyobyabwenge mu rubyiruko:
Gucikiriza amashuri
Kwishora mu ngeso mbi
Kuba
o Gusoma umwandiko yuhahiriza utwatuzo n’isesekaza
o Kujya impaka zigamije kungurana ibitekerezo ku ngaruka mbi z’ibiyobyabwenge.
o Gusoma bucece umwandiko
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo
- Furashi disiki
- Ikibaho
- Marikeri
- Murandasi
- Inkoranyamagambo n’inkoranyamuga.
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
114 | P a g e
umutwaro ku muryango no ku gihugu
Kwiyahura Kwandura
indwara zinyuranye.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
inyandiko
- Imyitozo yanditse
- Ibibazo biziguye n’ibitaziguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasomye neza umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu
rubyiruko
Ikitabwaho 2: Ingero z’ibiyobyabwenge:
Mugo
Urumogi
Kanyanga
Mayirungi
IKitabwaho 3: Yatanze Ingero z’ingaruka mbi z’ibiyobyabwenge mu rubyiruko
Gucikiriza amashuri
Kwishora mu ngeso mbi
Ubushobozi busuzumwa
Yasomye anasesengura neza umwandiko ku nsanganyamatsiko
y’ububi bw’ibiyobyabwenge mu rubyiruko.
115 | P a g e
Kuba umutwaro ku muryango no ku gihugu
Kwiyahura
Kwandura indwara zinyuranye
Umwanzuro
Umusaruro w’inyigisho 3.3: Kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye
n’ingombajwi zihinduka izindi
Amazina mbonera:
Imyumbati
Indabo
Udutebo
Agatebo
Amategeko
y’igenamajwi
agendanye
n’ingombajwi zihinduka
izindi:
n m/-n;b;p
r d/n-
t d/-GR
k g /-GR
o Imyitozo yo kugaragaza amategeko y’igenamajwi agaragaramo ingombajwi zihinduka izindi.
o Imikoro mu matsinda
o Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
o Ibitabo by’ikibonezamvugo
o Furashi disiki
o Ikibaho
o Marikeri
o Murandasi
o Inkoranyamagambo n’inkoranyamuga.
Isuzuma Mbonezanyigisho 3.3
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
116 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi
Inyandiko
- Imyitozo yanditse mu kugaragaza amategeko y’igenamajwi
- Ibibazo biziguye n’ibitaziguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1 : Yatanze ingero z’amazina mbonera agaragaramo
amategeko y’igenamajwi agaragaza inyajwi zihinduka izindi
Imyumbati
Indabo
Udutebo
Agatebo
Ikitabwaho 2: Amategeko y’igenamajwi agendanye n’ingombajwi zihinduka izindi yagaragajwe
mu mazina mbonera
n m/- n ; b ; p
r d/n-
t d/-GR
k g /-GR
Umwanzuro
Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi agendanye n’ingombajwi
zihinduka izindi mu mazina mbonera
117 | P a g e
118 | P a g e
Imbumbe
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije no gukoresha indangahantu icyungo” na“ mu nteruro
4
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
yo gufata neza ibidukikije.
2. Kugaragaza neza indangahantu mu nteruro zitandukanye.
3. Gukoresha neza icyungo” na“ mu nteruro ziboneye uwiga yihimbiye.
Amasaha 6
Umusaruro w’inyigisho 4.1 Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
yo gufata neza ibidukikije.
Gusoma umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ingero z’ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije:
Ibikorwa bishingiye ku mwuga w’ubukanishi:
Kumena
vidange mu migezi
Gutwika amapine ashaje
Ibikorwa bishingiye ku mwuga w’ububaji
Gutema ibiti bidakuze
o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.
o Gusoma bucece.
o Gusoma mu matsinda.
o Gukorera mu matsinda, bungurana ibitekerezo ku ngamba zo kurengera ibidukikije.
o Kujya impaka ku ngaruka zo kwangiza ibidukikije.
o Umwitozo wo gukoresha neza indangahantu mu nteruro
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo byikibonezamvugo;
- Furashi disiki
- Ikibaho;
-Marikeri;
-Murandasi;
- Inkoranyamagambo n’inkoranyamuga;
- Amafoto.
Ibyigwa Imbonezamasomo Imfashanyigisho
Imfashanyigisho
119 | P a g e
Ivumbi riva mu ibarizo
Ibikorwa bikomoka ku mwuga w’ubworozi:
Kuragira amatungo ku gasozi
Gutwika imisozi bashaka ubwatsi butoshye
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo bifunze n’ibifunguye
Imyitozo yanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasomye neza umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ikitabwaho 2. Ingero z’ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije zagaragajwe.
Ibikorwa bishingiye ku mwuga w’ubukanishi: Kumena vidange mu migezi no gutwika amapine ashaje
Ibikorwa bishingiye ku mwuga w’ububaji: gutema ibiti bidakuze n’ivumbi riva mu ibarizo
Ibikorwa bikomoka ku mwuga w’ubworozi: Kuragira amatungo ku gasozi no gutwika imisozi bashaka ubwatsi butoshye
Ubushobozi busuzumwa
Yasomye anasesengura neza umwandiko ku nsanganyamatsiko yo
gufata neza ibidukikije.
120 | P a g e
Ikitabwaho 3: Indangahantu mu nteruro zakoreshejwe neza:
Indangahantu “ku” ihinduka” kuri,”
Indangahantu “mu” ihinduka “muri”
Indangahantu” i”
Umwanzuro
Umusaruro w’inyigisho 4.2: Kugaragaza neza indangahantu mu nteruro zitandukanye.
Ikoreshwa ry’indangahantu mu nteruro: Indangahantu“ku”
ihinduka” kuri,” Indangahantu“mu”
ihinduka “muri “ Indangahantu” i”
o Imyitozo ikozwe n’umuntu
ku giti cye
o Imyitozo mu matsinda
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo byikibonezamvugo;
- Furashi disiki
- Ikibaho;
-Marikeri;
-Murandasi;
- Inkoranyamagambo n’inkoranyamuga;
- Amafoto
Isuzuma Mbonezanyigisho 4.2
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
121 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi
Inyandiko
- Ibibazo biziguye n’ibitaziguye
- Imyitozo yandikitse ku mikoresheze y’indangahantu mu nteruro.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Indandangahantu zakoreshejwe neza mu nteruro
Yakoresheje Indangahantu “mu”
Yakoresheje Indangahantu “mu”
Yakoresheje Indangahantu “i”
Umwanzuro
Umusaruro w’inyigisho 4.3: Gukoresha neza icyungo” na“ mu nteruro ziboneye uwiga
yihimbiye yihimbiye.
Imikoresherezey’incyungo “na”mu nteruro: Icyungo “na”
kirakatwa kigahinduka “n”imbere y’ijambo ritangiwe n’inyajwi.
Icyungo“na’” gihinduka
o Imyitozo ikozwe
n’umuntu ku giti cye
o Imyitozo mu matsinda
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo byikibonezamvugo;
- Furashi disiki
- Ikibaho;
Ubushobozi busuzumwa
Yakoresheje neza indangahantu mu nteruro
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
122 | P a g e
“no”imbere y’inshinga iri mu mbundo.
-Marikeri;
-Murandasi;
- Inkoranyamagambo n’inkoranyamuga;
- Amafoto
Isuzuma mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi
Inyandiko
Ibibazo bifunguye n’ibifunze.
Imyitozo yanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Icyungo” na“ cyakoreshejwe neza mu nteruro.
Yakoze interuro irimo icyungo “na”
Yakoze interuro irimo icyungo “na” cyakaswe kigahinduka “n’”imbere y’ijambo ritangiwe n’inyajwi.
Yakoze interuro irimo icyungo “na” gihinduka “no”imbere y’inshinga iri mu mbundo.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje neza icyungo” na“ mu nteruro ziboneye.
123 | P a g e
Umusaruro w’inyigisho 5.1: Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
Ku kamaro k’ubutabazi bw’ibanze
Inshoza y’ubutabazi bw’ibanze
Gusoma no gusesengura umwandiko ku nsanganyamatsiko ku kamaro k’ubutabazi bw’ibanze
Ingero z’ibikorwa by’ubutabazi bw’ibanze:
Gupfuka ibisebe
Gupfubya ubushye
Gufasha
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa y’ubutabazi bw’ibanze
o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu kaga no kugaragaza ibyiza byo kubatabara.
- Ibitabo bikubiyemo imyandiko;
- Ibitabo by’ikibonezamvugo ;
- Furashi disiki
- Ikibaho;
- Marikeri;
- Murandasi;
- Inkoranyamagambo;
Imbumbe
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no gukoresha impakanyi n’indango z’inshinga.
5
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko y’ akamaro k’ubutabazi bw’ibanze
2. Gukoresha neza impakanyi mu nteruro ziboneye . 3. Gukoresha neza indango z’inshinga mu nteruro .
Amasaha 6
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
124 | P a g e
uwavunitse Kongerera
umwuka uwukeneye
Gupfubya ubushye
- Amabwiriza ya Minisitiri N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo bifunze n’ibifunguye.
imyitozo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
kitabwaho 1: Yasobanuye neza Inshoza y’ubutabazi bw’ibanze
Ikitabwaho 2: Yatanze Ingero z’ibikorwa by’ubutabazi bw’ibanze
Gupfuka ibisebe
Kongerera umwuka uwukeneye
Gufasha uwavunitse
Gupfubya ubushye
Umwanzuro
Ubushobozi busuzumwa
Yasomye anasesengura neza umwandiko ku nsanganyamatsiko
Ku kamaro k’ubutabazi bw’ibanze.
125 | P a g e
Umusaruro w’inyigisho 5.2: Kugaragaza neza impakanyi mu nteruro zitandukanye.
Imikoreshereze y’impakanyi mu nteruro: impakanyi “si’” impakanyi “nti” impakanyi “ta” impakanyi “i”
o Imyitozo mu matsinda ku mikoreshereze y’impakanyi.
o Imyitozo y’umuntu ku giti ke
- Ibitaboby’ikiboneza mvugo
- Furashi disiki
- Ikibaho
- Marikeri
- Murandasi
- Mudasobwa
- Inkoranyamagambo n’inkoranyamuga
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
inyandiko
Imyitozo yanditse
Ibibazo biziguye n’ibitaziguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Impakanyi zakoreshejwe neza mu nteruro.
impakanyi “si’”
impakanyi “nti”
impakanyi “ta”
impakanyi “i”
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje neza impakanyi mu nteruro zitandukanye.
126 | P a g e
Umwanzuro
Umusaruro w’inyigisho 5.3: Gukoresha indango z’inshinga mu nteruro.
Indango z’inshinga:
Indango yemeza
Indango
ihakana
Imyitozo ku ndango z’inshinga - Ibitaboby’ikiboneza mvugo
- Furashi disiki
- Ikibaho
- Marikeri
- Murandasi
- Mudasobwa
- Inkoranyamagambo n’inkoranyamuga
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
inyandiko
Imyitozo yanditse
Ibibazo biziguye n’ibitaziguye
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Imfashanyigisho
Ubushobozi busuzumwa
Yakoreshe neza indango z’inshinga mu nteruro.
127 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Indango z’inshinga zakoreshejwe neza
Indango yemeza
Indango ihakana
Umwanzuro
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,
Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,
1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,
Kigali
8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,
Fountain Publishers, Kigali
9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
11. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck
Université, Bruxelles.
12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u
Rwanda, Imfashanyigisho ibanza, Kigali
14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
128 | P a g e
15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,
Kigali
16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo
mu Cyiciro cya Gatatu, Kigali
17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda , Kigali.
18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
129 | P a g e
Umahiri
CCMKK402 : MATUMIZI YA KISWAHILI KATIKA MAWASILIANO YA KAWAIDA
CCMKK402 Kutumia Kiswahili katika mawasiliano ya kawaida
Daraja: 4 Vipindi vinavyofaa
Krediti: 3 30
Idara: Zote
Mikondo: Yote
Wakati ilipoandaliwa: Septemba, 2021
Lengo
Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:
Kutumia Kiswahili kwa kuwasiliana kawaida
130 | P a g e
Kutumia ngeli za majina ya Kiswahili katika mawasiliano na kuwahudumia wateja na
wageni wa kampuni
Kutumia istilahi/rejesta zitumikazo kimaandishi katika idara mbalimbali za kazi;
131 | P a g e
Ujuzi wa awali
Ustadi wa kutumia Kiswahili wastani
Kitengo na vigezo vya kitengo
Kitengo kinaeleza mategemeo muhimu yanayohitajiwa.
Vigezo vya kitengo vimepangwa kupima ikiwa mwanafunzi anazingatia kitengo ifaavyo.
Mwishoni mwa moduli hii mwanafunzi atakuwa na uwezo wa:
Kitengo Vigezo vya kitengo
1. Kutumia ngeli za Majina ya
Kiswahili kimazungumzo na
kimaandishi.
1.1 kubainisha na kutumia vifaavyo ngeli za majina
kulingana na aina za maneno ya Kiswahili.
1.2 kutumia vizuri vivumishi katika Ngeli za majina
kulingana na mtindo wake katika Kiswahili.
1.3 kutumia vyema viwakilishi katika Ngeli za Kiswahili
kulingana na muundo kamili wake.
2. Kuandika
insha
2.1 Kutunga sentensi bora za Kiswahili kulingana na
muundo wake
2.2 Kutunga aya na insha sahihi kwa kufuatilia muundo
na aina yake katika Kiswahili
2.3 Kutumia vizuri alama za Uakifishaji kulingana na
matumizi yake kamili katika Kiswahili.
3. Kutumia kimazungumzo na
kimaandishi istilahi/rejesta
zinazohusiana na kazi .
3.1 kupokea wageni/wateja vizuri kimazungumzo kwa
kutumia rejesta mahususi;
3.2 kujaza vizuri fomu za kikazi na kuandaa orodha kama
inavyotakiwa katika idara fulani za kampuni;
3.3 kueleza vizuri kazi na majina ya nafasi za kazi katika
kampuni.
132 | P a g e
Kitengo
LU 1:Kutumia ngeli za Majina ya Kiswahili kimazungumzo na kimaandishi.
1
Yanayotegemewa:
1. Kubainisha na kutumia vifaavyo ngeli za majina kulingana na aina za
maneno ya Kiswahili.
2. Kutumia vizuri vivumishi katika Ngeli za majina kulingana na mtindo
wake katika Kiswahili.
3. Kutumia vyema viwakilishi katika Ngeli za Kiswahili kulingana na
muundo wake kamili. Vipindi 10
Yanayotegemewa 1.1: Kubainisha na kutumia vifaavyo ngeli za majina kulingana na aina za
maneno ya Kiswahili.
Ngeli ya A-WA:
Matumizi yake
Upatanisho wa kisarufi
wake
Ngeli ya A-WA na aina za
maneno
NGELI ya U-I (m-mi)
Matumizi yake
Upatanisho wa kisarufi
wake
Ngeli ya u-i na aina za
maneno
Ngeli ya ki-vi
Matumizi yake
Upatanisho wa kisarufi
Ngeli ya ki-vi na aina za
o Kusoma sentensi na kutambua
ngeli tofauti
o Kubainisha ngeli za majina ya
Kiswahili
o Kujibu maswali yanayohusiana na
matumizi ya ngeli za majina katika
- Kanda (CD);
- Mtandao
- Kamusi ya
Kiswahili;
- Kipazasauti; - Kinasa-sauti;
- Ubao na chaki;
Vifaa Yaliyomo Kazi ya mwanafunzi
133 | P a g e
maneno
Ngeli ya JI – MA (Li- Ya)
Matumizi yake
Upatanisho wa kisarufi
Ngeli ya ji-ma na aina za
maneno
Ngeli ya U-I
Matumizi yake
Upatanisho wa kisarufi
Ngeli ya U-Zi
Matumizi yake
Upatanisho wa kisarufi
Ngeli ya I-Zi
Matumizi yake
Upatanisho wa kisarufi
Ngeli ya Ya-Ya
Matumizi yake
Upatanisho wa kisarufi
Ngeli ya U-U
Matumizi yake
Upatanisho wa kisarufi
Ngeli za mahali
Pa
Ku
Mu
Matumizi yake
Upatanisho wa
134 | P a g e
kisarufi
Tathimini Endelezi/Arifu1.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Thibitisho andishi
Majibizano
Uwasilishaji
Kigezo cha kitengo
Kubainisha na kutumia vifaavyo ngeli za majina
135 | P a g e
Yatakayochunguzwa Matokeo
Ndiyo Bado
Viashiria: kubainisha na kutumia vifaavyo ngeli za majina kulingana na aina za maneno ya Kiswahili.
Kiashiria cha 1 : Ngeli ya A-WA
Matumizi ya Ngeli ya A-WA yamebainishwa vizuri
Upatanisho wa kisarufi kuhusu ngeli ya A-WA umefanyika vizuri
Ngeli ya A-WA imetumiwa vizuri katika aina za maneno
Kiashiria cha 2 : NGELI ya U-I (m-mi)
Ngeli ya U-I imetumiwa na kubaniishwa vizuri vizuri
Upatanisho wa kisarufi wa NGeli U-I umefanyika vizuri
Ngeli ya U-I imebainishwa na kutumiwa vizuri pamoja na aina za maneno
Kiashiria cha 3 : Ngeli ya ki-vi
Ngeli ya KI-VI imebainishwa na kutumiwa vizuri
Upatanisho wa kisarufi wa ngeli ya KI-VI umefanyika vizuri
Ngeli ya ki-vi imebainishwa na kutumiwa vilivyo pamoja na aina za maneno
Kiashiria cha 4 : Ngeli ya JI – MA (Li- Ya)
Matumizi ya ngeli ya Li-Ya yamebainishwa na kutumiwa vizuri
Upatanisho wa kisarufi wa ngeli ya Li-Ya umetumiwa vizuri na kubanishwa
Ngeli ya Li-M imebainishwa na kutumiwa vizuri pamoja na aina za maneno
Kiashiria cha 5 : Ngeli ya U-I
Ngeli ya U-I imebainishwa na kutumiwa vizuri
Upatanisho wa kisarufi wa ngeli ya U-I umebainishwa na kutumiwa vizuri
Kiashiria cha 6 : Ngeli ya U-Zi
Ngeli ya U_Zi imebainishwa na kutumiwa vizuri
Upatanisho wa kisarufi wa ngeli ya U-ZI umefanyika vizuri
Kiashiria cha 7: Ngeli ya I-ZI
Matumizi ya ngeli ya I-ZI yamebainishwa na kutumiwa vizuri
136 | P a g e
Upatanisho wa kisarufi wa ngeli ya I-ZI umefanyika vizuri
Kiashiria cha 8 : Ngeli ya Ya-Ya
Matumizi ya ngeli ya Ya-Ya yambainishwa na kutumiwa vizuri
Upatanisho wa kisarufi kuhusu ngeli ya ya-ya umebainishwa na kutumiwa
vizuri
Kiashiria cha 9 : Ngeli ya U-U
Matumizi yake ya ngeli ya U-U yamebainishwa vizuri
Upatanisho wa kisarufi umebainishwa na kutumiwa vizuri kuhusu ngeli ya U-U
Kiashiria cha 10 : Ngeli za mahali
Pa imebainishwa na kutumiwa vizuri
ku imebainishwa na kutumiwa vizuri
mu imebainishwa na kutumiwa vizuri
Upatanisho wa kisarufi umebainishwa na kutumiwa vizuri kuhusu ngeli za
mahali
Maoni
Anayotegemewa 1.2: Kutumia vizuri vivumishi katika Ngeli za majina kulingana na
mtindo wake katika Kiswahili.
Vivumishi vya sifa
Ngeli ya A-WA
Ngeli ya KI-VI
Ngeli ya Li-Ya
Vivumishi vya idadi
Ngeli ya A-WA
Ngeli ya KI-VI
Ngeli ya Li-Ya
Vivumishi vimilikishi
Ngeli ya A-WA
o Kusoma kimya sentensi
kuhusu aina za vivumishi
o Mazoezi ya kuandika
o Mazungumzo katika
makundi
- Kanda (CD);
- Mtandao;
- Kamusi ya Kiswahili;
- Ubao;
- Chaki.
Vifaa Yaliyomo Kazi ya mwanafunzi
137 | P a g e
Ngeli ya KI-VI
Ngeli ya Li-Ya
Vivumishi viulizi
Ngeli ya A-WA
Ngeli ya KI-VI
Ngeli ya Li-Ya
Vivumishi vionyeshi
Ngeli ya A-WA
Ngeli ya KI-VI
Ngeli ya Li-Ya
Tathimini Endelezi/Arifu1.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Thibitisho andishi
Majibizano
Mazungumzo kimakundi
Yatakayochunguzwa Matokeo
Ndiyo Bado
Viashiria: kutumia vizuri vivumishi katika Ngeli za majina kulingana na mtindo wake katika Kiswahili.
Kiashiria cha 1 : Vivumishi vya sifa
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya Li-Ya imetumiwa vizuri
Kiashiria cha 2 : Vivumishi vya idadi
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya Li-Ya imetumiwa vizuri
Kigezo cha kitengo
Kutumia vizuri vivumishi katika Ngeli za majina
138 | P a g e
Kiashiria cha 3 : Vivumishi vimilikishi
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya Li-Ya imetumiwa vizuri
Kiashiria cha 4 : Vivumishi viulizi
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya Li-Ya imetumiwa vizuri
Kiashiria cha 5 : Vivumishi vionyeshi
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya Li-Ya imetumiwa vizuri
Maoni
Yanayotegemewa 1.3: kutumia vema viwakilishi katika Ngeli za Kiswahili kulingana na muundo
kamili wake.
Viwakilishi vya
kuonyesha
Ngeli ya A-WA
Ngeli ya KI-VI
Ngeli ya LI-YA
Viwakilishi vya
kumilikisha
Ngeli ya A-WA
Ngeli ya KI-VI
Ngeli ya LI-YA
Viwakilishi vy kuuliza
Ngeli ya A-WA
o Mazungumzo kuhusu viwakilishi
vya kuonyesha
o Kujibu maswali kuhusu matumizi
ya viwakilishi katika ngeli
zilizotajwa
o Kutunga sentensi kuhusu matumizi
ya viwakilishi.
- Kanda (CD);
- Mtandao
- Kamusi
- Ubao;
- Chaki.
Vifaa Yaliyomo Kazi ya mwanafunzi
139 | P a g e
Ngeli ya KI-VI
Ngeli ya LI-YA
Viwakilishi vya idadi
Ngeli ya A-WA
Ngeli ya KI-VI
Ngeli ya LI-YA
Tathimini Endelezi /Arifu1.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Thibitisho andishi
Majibizano
Mazungumzo kimakundi
Yatakayochunguzwa Matokeo
Ndiyo Bado
Viashiria : kutumia vema viwakilishi katika Ngeli za Kiswahili kulingana na muundo wake kamili.
Kiashiria cha 1 : Viwakilishi vya kuonyesha
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya LI-YA imetumiwa vizuri
Kiashiria cha 2 : Viwakilishi vya kumilikisha
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya LI-YA imetumiwa vizuri
Kiashiria cha 3 : Viwakilishi vy kuuliza
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya LI-YA imetumiwa vizuri
Kiashiria cha 4: Viwakilishi vya idadi
Ngeli ya A-WA imetumiwa vizuri
Ngeli ya KI-VI imetumiwa vizuri
Ngeli ya LI-YA imetumiwa vizuri
Maoni
Kigezo cha kitengo
Kutumia vema viwakilishi katika Ngeli za Kiswahili
140 | P a g e
141 | P a g e
Kintengo
LU 2: Kuandika insha
2 Vipindi 10
Yanayotegemewa:
2.1 Kutunga sentensi bora za Kiswahili kulingana na muundo wake
2.2 Kutunga aya na insha sahihi kwa kufuatilia muundo na aina
yake katika Kiswahili
2.3 Kutumia vizuri alama za Uakifishaji kulingana na matumizi yake
kamili katika Kiswahili
Yanayotegemewa 2.1: Kutunga sentensi bora za Kiswahili kulingana na muundo wake
Maana ya Tungo
Muundo
Kiima
Kiarifa
Shamirisho
Aina za sentensi
Sahihi
Ambatano
Changamano
o Mazungumzo katika
makundi
o Zoezi la maandishi
o Kujibu maswali
- Kanda (CD);
- Mtandao ;
- Kamusi ya
kiswahili;
- Ubao;
- Chaki.
- Kalamu
- Daftari
- karatasi
Tathimini Endelezi/Arifu 2.1
Yaliyomo Kazi ya mwanafunzi Vifaa
kigezo cha kitengo
Kutunga sentensi bora za Kiswahili
142 | P a g e
Mwongozo wa Tathimini. Tathimini Endelezi/Arif
Aina za thibitisho Vifaa
Thibitisho andishi
Maswali ya majibu mafupi
Maswali ya kujaza sentensi
Maswali ya kutunga sentensi
Yatakayochunguzwa Matokeo
Ndiyo Bado
Viashiria : Kutunga sentensi bora za Kiswahili kulingana na muundo wake
Kiashiria cha 1 : Maana ya Tungo
Maana yatungo imeelezwa vizuri
Kiashiria cha 2 : Muundo wa tungo umefatiliwa vizuri
Kiima cha tungo kimetumiwa vizuri
Kiarifa kimetumiwa vizuri
Shamirisho imetumiwa vizuri
Kiashiria cha 3 : Aina za sentensi
Sentensi Sahihi imetungwa vizuri
Sentensi ambatano imetungwa vizuri
Sentensi Changamanoimetungwa vizuri
Maoni
Yanayotegemewa 2.2: Kutunga aya na insha sahihi kwa kufuatilia muundo na aina
yake katika Kiswahili
Yaliyomo Kazi ya mwanafunzi Vifaa
143 | P a g e
Aya
Maana
Vipengele vya aya
Aina za aya
Aya simulizi
Aya za hoja
Aya za ufafanuzi
Aya za mazungumzo
Insha
Maana
Muundo wa insha
Aina za insha
Insha za maelezo
Insha za
mazungumzo
Muhtasari wa maandishi
Ufahamu
Kusikiliza
kuaandika
Sifa
Hatua
o Kutega skio
o Kuandika
o Majadiliano katika
makundi kuhusu aya na
insha
- Kanda (CD);
- Mtandao ;
- Kamusi ya
kiswahili;
- Ubao;
- Chaki.
- Kalamu
- Daftari
Tathimini Endelezi/Arifu 2.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Kigezo cha kitengo
Kutunga aya na insha sahihi
144 | P a g e
Thibitisho andishi
Maswali ya majibu mafupi
Maswali ya kuandika
Yatakayochunguzwa Matokeo
Ndiyo Bado
Viashiria: Kutunga aya na insha sahihi kwa kufuatilia muundo na aina yake katika Kiswahili
Kiashiria cha 1 : Aya
Maana ya aya imeelezwa vizuri
Vipengele vya aya vimeonyeshwa vizuri
Aina za aya zimeelezwa vizuri
Kiashiria cha 2 : Insha
Maana imeelezwa vizuri
Muundo wa insha umefuatwa vizuri
Aina za insha zimeelezwa vizuri
Kiashiria cha 3 : Muhtasari wa maandishi
Ufahamu wa maandishi umeikiwa vizuri
Sifa za mhutasari zimeoneshwa vizuri
Hatua za ufupishaji wa insha zimefuatwa vizuri
Maoni
Yanayotegemewa 2.3: Kutumia vizuri alama za Uakifishaji kulingana na matumizi yake
kamili katika Kiswahili
Yaliyomo Kazi ya mwanafunzi Vifaa
145 | P a g e
Maana
Aina za vituo
Majina ya vituo
Matumizi ya ala za
vituo na herufi
kubwa
o Mazungumzo katika makundi
madogo
o Kufanya zoezi ya kimaandishi
o Kusoma vifungu vya habari
- Vitabu vya habari
za kiswahili;
- Kanda (CD);
- projekta;
- Mtandao ;
- Kamusi ya
kiswahili;
- Ubao;
- Chaki;
Tathimini Endelezi/Arifu 2.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Thibitisho andishi
Maswali ya majibu mafupi
Maswali ya kujaza sentensi
Yatakayochunguzwa Matokeo
Ndiyo Bado
Viashiria: Kutumia vizuri alama za Uakifishaji kulingana na matumizi yake kamili
katika Kiswahili
Kiashiria cha 1 : Maana
Maana ya vituo imeelezwa vizuri
Kiashiria cha 2 : Aina za vituo
Majina ya vituo yameelezwa vizuri
Alama za vituo zimetumiwa vizuri katika maandishi na mazungumzo
Maoni
Kigezo cha kitengo
Kutumia vizuri alama za Uakifishaji
146 | P a g e
Yanayotegemewa 3.1: Kupokea wageni/wateja vizuri kimazungumzo kwa kutumia rejesta
mahususi;
Mbinu za Upokeaji
Ukaribishaji
Kueleza mambo ya
kampuni
Kutoa usaidizi
Utumiaji wa lugha ya
ishara katika mazungmzo
Aina
Umuhimu
o Mazungumzo
o Kufuata mifano
o Uigizaji
- Kanda (CD) ;
- Mtandao ;
- Kamusi ya Kiswahili
;
- Kipazasuti ;
- Kinasa-sauti ;
- Projekta.
Kitengo
LU 3: Kutumia kimazungumzo na kimaandishiZZistilahi/rejesta zinazohusiana na kazi .
3 Vipindi 10
Yanayotegemewa:
1. Kupokea wageni/wateja vizuri kimazungumzo kwa kutumia rejesta
mahususi;
2. Kujaza vizuri fomu za kikazi na kuandaa orodha kama inavyotakiwa
katika idara fulani za kampuni;
3. Kueleza vizuri kazi na majina ya nafasi za kazi katika kiswahili.
Yaliyomo Kazi ya mwanafunzi Vifaa
147 | P a g e
Athari za ishara
kimazungumzo
(hasara)
Maadili ya kitaaluma
Tabia
Kuzingatia
utofauti wa
kitamaduni
Kulinda hisia ya
kwanza
148 | P a g e
Tathimini Endelezi /Arifu 3.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Majibizano
Uwasilishaji
Rekodi ya maswali na majibu
Yatakayochunguzwa Matokeo
Ndiyo Bado
Viashiria : Kupokea wageni/wateja vizuri kimazungumzo kwa kutumia rejesta mahususi;
Kiashiria cha 1 : Mbinu za Upokeaji zimefuatwa vizuri
Ukaribishaji umefanywa vizuri
Kampuni imeelezwa vizuri
Usaidizi umetoa vizuri
Kiashiria cha 2 : Utumiaji wa lugha ya ishara katika mazungmzo
Aina za lugha ya ishara zimetumiwa vizuri
Umuhimu wa lugha za ishara umeonyeshwa vizuri
Athari za ishara kimazungumzo (hasara) zimeonyeshwa vizuri
Kiashiria cha 3 : Maadili ya kitaaluma
Tabia za maadili ya kitaaluma zimetumiwa vilivyo
Utofauti wa kitamaduni umezingatiwa
Hisia ya kwanza imeshughulikiwa vizuri
Maoni
Kigezo cha kitengo
Kupokea wageni/wateja vizuri kimazungumzo
149 | P a g e
Yanayotegemewa 3.2: Kujaza vizuri fomu za kikazi na kuandaa orodha kama inavyotakiwa
katika idara fulani za kampuni;
Maana ya fomu
Aina za fomu
Kiganga
Hotelini
Biashara
Mahakamani
Vitambulisho
Mjazo wa fomu
Jina
Umri
Hali ya ndoa
Anuani
Simu
Barua pepe,n.k
o Mazungumzo katika makundi
o Zoezi kuhusu mjazo wa fomu
o Kazi ya nyumbani kibinafsi
o Maswali ya papo kwa papo
- Vitabu vya vifungu
vya habari;
- Kanda (CD);
- Mtandao ;
- Kamusi ya Kiswahili;
- Ubao
- Chaki
Tathimini Endelezi /Arifu 3.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho andishi
Majibizano
Uwasilishaji
Yaliyomo Kazi ya mwanafunzi Vifaa
Vigezo vya kitengo
Kujaza vizuri fomu za kikazi na kuandaa orodha
150 | P a g e
Yatakayochunguzwa Matokeo
Ndiyo Bado
Kiashiria : kujaza vizuri fomu za kikazi na kuandaa orodha kama inavyotakiwa katika idara fulani za
kampuni;
Kiashiria cha 1 : Maana ya fomu
Maana ya fomu imeelezwa vizuri
Kiashiria cha 2 : Aina za fomu
Mifano ya Fomu za Kiganga imeelezwa na kujazwa vizuri.
Fomu za hotelini zimeelezwa vizuli
Fomu za biashara kama benki zimeelezwa vizuri
Fomu za Mahakamani zimeelezwa vizuri
Fomu za Vitambulisho zimelezwa vizuri
Kiashiria cha 3 : Mjazo wa fomu
Jina limeandikwa vizuri kwenye fomu
Umri umejazwa vizuri kwenye fomu
Hali ya ndoa imejazwa vizuri kwenye fomu
Anuani imejazwa vizuri kwenye fomu
Nambari ya Simu imejazwa vizuri kwenye fomu
Barua pepe, imeandikwa vizuri kwenye fomu
Maoni
Yanayotegemewa 3.3: Kueleza vizuri kazi na majina ya nafasi za kazi katika Kiswahili.
Nyadhifa
Viongozi
Fundi
Watumishi
o Mazungumzo katika makundi kuhusu
nyadhifa
o Utafiti kwenye mtandao
- Kifungu cha habari;
- Kanda (CD)
- Mtandao
Yaliyomo Kazi ya mwanafunzi Vifaa
151 | P a g e
wasaidizi
Huduma,
Mfano : Idara ya
Ukarimu.
Mgahawa
Baa
Malazi
Burudani
Vifaa kazini
Darasani
Ofisini
Karakanani
o uwasilishaji - Kamusi
- Ubao
- Chaki
Tathimini Endelezi /Arifu 3.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Thibitisho andishi
Majibizano
Uwasilishaji
Maswali ya kujaza
Maswali ya majibu mafupi
Yatakayochunguzwa Matokeo
Ndiyo Bado
Viashiria : kueleza vizuri kazi na majina ya nafasi za kazi katika Kiswahili.
Kiashiria cha 1 : Nyadhifa
Majina ya uungozi yameelezwa vizuri
Fundi mbalimbali zimeelezwa vizuri
Watumishi wasaidizi wameelezwa vizuri
Kiashiria cha 2 : Huduma,
Huduma za kazini zimeelezwa vizuri
kigezo cha kitengo
kueleza vizuri kazi na majina ya nafasi za kazi.
152 | P a g e
Umahiri
Kiashiria cha 3: Vifaa kazini
Vifaa Vitumiwavyo Darasani vimeelezwa vizuri
Vifaa vya Ofisini vimeelezwa kikamilifu
Vifaa vipatikanavyo Karakanani vimeelezwa vizuri
Maoni
Marejeo:
1. BAKITA (2005) Istilahi za Kiswahili: Dar-es- Salaam
2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press
3. Wamitila,K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book
4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University
Press.
5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili, kitabu cha mwanafunzi, Kidato cha
tano, fountain Publisher Rwanda Kigali
6. Sager.J.C. (1990) Practical course in Terminology Processing: Amsterdam and
Philadelphia.
7. Niyomugabo.C. (2013) Mafunzo ya Kiswahili, Kitabu cha mwanafunzi, kidato cha sita,
Fountain Publisher Rwanda, Kigali
C C M F T 4 0 2 - APPLICATION DES ELEMENTS DE LA LANGUE FRANÇAISE
CCMFT402 Communiquer en appliquant les éléments de la langue française
153 | P a g e
REQF Level: 4 Learning hours
Credits: 3 30
Section: Toutes
Option : Toutes
Date d’élaboration : Septembre, 2021
But visé
Ce module décrit l’application des éléments de la langue aux domaines techniques. A la fin de ce
module, l’apprenant sera capable de lire les différents textes techniques devant le public, rédiger des
différent types d’écrits, former les mots dans la langue française et Utiliser les expressions usuelles de la
langue française.
154 | P a g e
Prérequis pour le nouvel apprentissage
Niveau 3
Eléments de compétence et les Critères de performance
Les unités d’apprentissage décrivent les résultats essentiels d’une compétence
A la fin de ce module, l’apprenant sera capable de :
Eléments de competence Critères de performance
1. Utiliser le grammaire en textes 1.1. Prononcer clairement les mots en suivant les règles de
césure des mots
1.2 Lire correctement le texte en prose en respectant la
ponctuation, la liaison, l’intonation et les accents
1.3. Répondre correctement aux questions de
compréhension selon les types d’interrogation
2. Rédiger un écrit 2.1. Formuler convenablement une opinion écrite en
utilisant des phrases simples et des phrases
complexes
2.2. Rédiger proprement un paragraphe en respectant le
schéma de sa structure
2.3. Ecrire correctement les écrits professionnel en
respectant leurs traits caractéristiques
3. Former les expressions lie au
métier
3.1. Grouper convenablement les mots selon leur classe
grammaticale
3.2. Créer correctement des mots en utilisant la
dérivation
3.3. Inventer correctement des mots en utilisant la
composition
4. Utiliser les expressions usuelles
de la langue française
4.1. Exprimer logiquement son point vue en employant les
proverbes et les dictons de la langue française
4.2. Jouer respectivement un dialogue en se servant des
devinettes en rapport avec le métier
4.3. Decrire correctement un lieu en se referrant sur les
expressions de description de lieu
155 | P a g e
Unité
d’apprentissage
LU Utiliser le grammaire en textes
1
Résultats d’apprentissage :
1. Prononcer les mots
2. Lire le texte en prose 3. Répondre aux questions de compréhension
6 Heures
Résultats d’apprentissage 1.1: Prononcer les mots
Décodage
Définition
Règles générales
Coupure de mots
simple
Division syllabique
La division entre
consonnes
Coupure des mots
composé
Avec le trait
union
Les mots soudés
Les mots savants
o Lire aisément les mots
o Déchiffrer les mots en syllabes o Couper un mot en respectant les
règles de coupure des mots
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 1.1
Contenus Activités d’Apprentissage Ressources
Critère de performance
Prononcer clairement les mots en suivant les règles de césure des mots
156 | P a g e
L’évaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Instruments d’evaluation du portfolio
Preuves écrites
Preuves orales
Dictée Texte écrit Lire le paragraphe donné Choix multiples
Liste de contrôle Résultat
Oui Non
Indicateur 1 : Décodage est bien appliqué
Le décodage est bien défini
Les règles générales sont convenablement employées
Indicateur 2 : Coupure de mots simple est appliqué
Division syllabique est appliqué
La division entre consonnes est appliqué
Indicateur 3 : Coupure des mots composé est appliquée
Avec le trait union
Les mots soudés
Les mots savants
Observations
157 | P a g e
Résultats d’apprentissage 1.2: Lire le texte en prose
Ponctuation
définition
Signes de
ponctuations
Liaison
Définition
Type des liaisons
Accents
Définition
Type d’accents
Intonation
Définition
Sortes
d’intonation
Ascendante
descendante
uniforme
o Lire un texte en appliquant les règles
d’intonation, d’accentuation, de
liaison et de la ponctuation.
o Questions-réponses la liaison et ses
types
o Imitation sur la lecture
o Exercices d’application sur chaque
de type d’intonation
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 1.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Instruments d’evaluation du portfolio
Contenus Activités d’Apprentissage Ressources
Critère de performance
Lire correctement le texte en prose en respectant la ponctuation, la liaison,
l’intonation et les accents
158 | P a g e
Preuves écrites
Preuves orales
Dictée.
Questions fermées (Questions correspondantes, questions à choix
multiples, questions Vrai ou Faux)
Questions ouvertes
Enregistrements
Liste de vérification/contrôle
Liste de contrôle Résultat
Oui Non
Indicateur 1: les ponctuations sont bien identifiés
La ponctuation est définie
Les signes de ponctuations sont bien employés
Indicateur 2 : Les accents sont bien identifiés
L’accent est défini
Type accents sont identifies
Indicateur 3 : Les liaisons sont bien identifiés
Intonation est définie
Les sortes d’intonations sont identifiées
Observations
Résultats d’apprentissage 1.3: Répondre aux questions
Types
d’interrogation
Totale
Partielle
Adverbes
o Brainstorming sur les types d’interrogation
o Questions-réponses sur l’adverbes interrogatifs
o Jeux de rôle appliqués sur différentes
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
Contenus Activités d’Apprentissage Ressources
159 | P a g e
interrogatifs
Lieu
Manière
Temps
Degré
Quantité
Réponse à une
phrase
interrogative
Réponse
négative
Réponse
positive
façons d’exprimer une opinion.
o Exercices d’application sur les expressions d’opinion et de sentiments
feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 1.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales Questions fermées
(Questions correspondantes, questions à choix multiples,
questions Vrai ou Faux)
Questions ouvertes
Enregistrements
Liste de vérification /contrôle
Liste de contrôle Résultat
Oui Non
Indicateur 1 : Types d’interrogation sont bien identifiés
Totale
Critère de performance
Répondre correctement aux questions de compréhension selon les types
d’interrogation
160 | P a g e
Partielle
Indicateur 2 : Adverbes interrogatifs sont bien employés
Lieu
Manière
Temps
Degré
Quantité
Indicateur 3 : Réponse à une phrase interrogative est bien exprimé
Réponse négative
Réponse positive
Observations
161 | P a g e
Unité
d’apprentissage
LU Rédiger un écrit
2
Résultats d’apprentissage :
1. Formuler une opinion écrite
2. Rédiger un paragraphe
3. 3.Ecrire les écrits professionnels
6 Heures
Résultats d’apprentissage 2.1: Formuler une opinion écrite
Types des phrases
Déclarative
Interrogative
Exclamative
Injonctive
Formes de phrases
Affirmative
Négative
Emphatique
Expressions d’opinion
Les Verbes
(croire, penser que,
trouver que,
être sûr(e)
que, être
certain
(que), douter
que, sembler
que)
Les
expressions
o Brainstorming sur les types de phrases
o Questions-réponses sur les formes
de phrases exercices d’application sur les Structure d’une phrase
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Contenus Activités d’Apprentissage Ressources
162 | P a g e
Selon moi…
À mon avis,…
Evaluation Formative 2.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Questions fermées
(Questions correspondantes, questions à choix multiples,
questions Vrai ou Faux)
Questions ouvertes
Liste de contrôle Résultat
Oui Non
Indicateur 1 : Types des phrases sont bien identifiés
Déclarative
Interrogative
Exclamative
Injonctive
Indicateur 2 : Formes de phrases sont bien identifiés
Affirmative
Négative
Emphatique
Indicateur 3: les expressions d’opinion
Verbes sont bien identifiés
Expressions d’opinion sont bien identifiées
Critère de performance
Formuler convenablement une opinion écrite en utilisant des phrases
simples et des phrases complexes
163 | P a g e
Observations
Résultats d’apprentissage 2.2: Rédiger un paragraphe
Structure d’un
paragraphe
Introduction
d’idées
principales
Explication et
justification
d’idées
principale
Conclusion d’un
paragraphe
Recherche d’idées
Idées
principales
Idées
secondaires
Types de paragraphes
Le paragraphe
a priori
Le paragraphe
a posteriori
Le paragraphe
o Brainstorming sur le paragraphe
o Questions-réponses sur les types de paragraphes
o Exercices d’application sur les recherches d’idées
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Contenus Activités d’Apprentissage Ressources
164 | P a g e
a contrario
Evaluation Formative 2.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte. Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur 1: Le paragraphe est bien structuré
Idées principales sont bien introduit
Explication et justification d’idées principale sont justifiées
Conclusion d’un paragraphe est bien structuré
Recherche d’idées sont bien réarrangées
Idées principales sont bien réarrangées
Idées secondaires sont bien réarrangées
Indicateur 2 : Recherche d’idées est bien appliqué
Recherche d’idées sont bien réarrangées
Idées principales sont bien réarrangées
Idées secondaires sont bien réarrangées
Indicateur 3 : Types de paragraphes sont bien identifiés
Critère de performance
Rédiger proprement un paragraphe en respectant le schéma de sa structure
165 | P a g e
Le paragraphe a priori est identifié
Le paragraphe a posteriori est identifié
Le paragraphe a contrario est identifié
Observations
Résultats d’apprentissage 2.3: Ecrire les écrits professionnels
Ecrits
professionnel
Lettre de
motivation
C.V
Etapes de
rédaction
Collecter
l’information
Sélectionner
l’information
Structuration
du contenu
Brouillon
Rédaction
Conseils de
rédaction
Choix du
vocabulaire
Phrases
courtes et
logiques
Idées
cohérentes
Etre concis
o Questions-réponses sur tout le
contenu en rapport avec les types
d’écrits.
o Brainstorming les étapes de rédaction
et Structure d’une rédaction
o Application guidée les étapes de
rédaction
o Exercice d’application sur les
techniques de rédaction
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
- Matériels tactiles
Evaluation Formative 2.3
Contenus Activités d’Apprentissage
Ressources
166 | P a g e
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Questions correspondantes,
Questions à choix multiple,
Questions Vrai ou Faux
Questions ouvertes
Liste de vérification
Tâche : Composer un texte relatif au domaine de spécialisation en suivant les téchniques de rédaction
Liste de contrôle Résultat
Oui Non
Indicateur 1 : Ecrits professionnel sont bien rédigés
Lettre de motivation est bien structuré
C.V est bien structuré
Indicateur 2 : Etapes de rédaction sont bien suivies
Collecter l’information
Sélectionner l’information
Structuration du contenu
Brouillon
Rédaction
Indicateur 3 : Conseil de rédaction
Choix du vocabulaire
Phrases courtes et logiques
Idées cohérentes
Etre concis
Critère de performance
Ecrire correctement les écrits professionnel en respectant leurs traits
caractéristiques
167 | P a g e
Observations
168 | P a g e
Unité d’apprentissage
3
Résultats d’apprentissage:
1. Grouper les mots
2. Créer des mots 3. Inventer des mots
6 Heures
Résultats d’apprentissage 3.1: Grouper les mots
Classe grammaticale et
fonction grammaticale
définition
différence
Importance
Mots variables
Nom
Déterminant
Adjectif
Pronom
verbe
Mots invariables
Adverbe
Préposition
Conjonction
Mot-phrase
o Dégager la différence entre la
classe grammaticale et la fonction
grammaticale
o Grouper les mots selon leur
classe
o Compléter le tableau des mots
variables en donnant leurs
exemples
o Compléter le tableau des mots
invariables en donnant leurs
exemples
o Associer des mots à ceux de leur
classe
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
- Matériels tactiles
Contenus Activités d’Apprentissage Ressources
169 | P a g e
Evaluation Formative 3.1
L’évaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Instruments d’evaluation du portfolio
Preuves écrites
Preuves orales
Choix multiples Jeux de rôle Tableau comparatif
Liste de contrôle Résultat
Oui Non
Indicateur 1 : La classe grammaticale et la fonction grammaticale sont bien distingués
La classe grammaticale et la fonction grammaticale sont bien définies
La classe grammaticale et la fonction grammaticale sont bien différenciées
L’importance de connaître la classe et la fonction d’un est bien comprise
Indicateur 2 : Les mots variables sont bien classés
Le nom est bien identifié
Le déterminant est bien identifié
Le pronom est bien identifié
L’adjectif est bien identifié
Les verbes sont bien identifiés
Indicateur 3 : les mots invariables sont bien classés
L’adverbe est bien identifié
La préposition est bien identifié
La conjonction est bien identifié
Le mot-phrase est bien identifié
Observations
Critère de performance
Grouper convenablement les mots selon leurs classes grammaticales
170 | P a g e
Résultats d’apprentissage 3.2: Créer les mots
Elaborer
l’étymologie des
mots
Radical
origine
Faire une dérivation
par suffixation
Suffixes de
noms
Suffixes
d’adjectifs
Faire la dérivation
par préfixation
Préfixes à
sens logique
Préfixes à
sens spatio-
temporel
o Associer des mots à ceux de leur
famille
o Former des noms à partir des
verbes
o Former des noms à partir des
adjectifs
o Chercher l’étymologie des mots
dans le dictionnaire
o Donner des exemples des mots-
savants (d’origine grecque ou
latine)
o Décomposer des mots en
identifiant le radical et le préfixe
et/ou suffixe
o Former des mots en utilisant
différents préfixes
o Dégager le sens des suffixes et
préfixes utilisés
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Flash Disk
- Matériels tactiles
Contenus Activités d’Apprentissage Ressources
171 | P a g e
Evaluation Formative 3.2
L’évaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Instruments d’evaluation du portfolio
Preuves écrites
Preuves reproductives
Choix multiples dictée
Liste de contrôle Résultat
Oui Non
Indicateur 1 : l’étymologie des mots est bien comprise
Critère de performance
Créer correctement les mots en utilisant la dérivation
172 | P a g e
Le radical des mots est identifié
L’origine des mots est identifiée
Indicateur 2 : la dérivation par suffixation est bien appliquée
Les suffixes de noms sont bien employés
Les suffixes d’adjectifs sont bien employés
Indicateur 3 : La dérivation par préfixation est bien appliquée
Les préfixes à sens logique sont bien employés
Les préfixes à sens spatio-temporel sont bien employés
Observations
Résultats d’apprentissage 3.3: Inventer des mots
Les façons d’inventer les mots
La composition nom+adjectif
Les exemples La marque du
pluriel
Composer adjectif+ adjectif
Donner les exemples
Marque du pluriel
Composer mot invariable + nom
Donner les exemples
Marque du pluriel
o Décomposer des mots en
identifiant l’adjectif et l’adjectif
et/ou suffixe
o Former des mots en utilisant mot
invariable + noms
o Dégager le sens des invariable+ nom
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Flash Disk
- Matériels tactiles
Contenus Activités d’Apprentissage Ressources
173 | P a g e
Evaluation Formative 3.3
L’évaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Instruments d’evaluation du portfolio
Preuves écrites
Dictée choix multiples
Liste de contrôle Résultat
Oui Non
Indicateur 1 : La composition nom+adjectif est bien appliquée
Les exemples sont bien donnés
La marque du pluriel est bien faite
Indicateur 2 : La composition adjectif+adjectif est bien appliquée
Les exemples sont bien donnés
La marque du pluriel est bien faite
Indicateur 3 : La composition verbe + complément est bien appliquée
Les exemples sont bien donnés
La marque du pluriel est bien faite
Indicateur 4: La composition mot invariable + nom est bien appliquée
Les exemples sont bien donnés
La marque du pluriel est bien faite
Observations
Critère de performance
Inventer correctement les mots en utilisant la composition
174 | P a g e
Unité
d’apprentissage
Utiliser les expressions usuelles de la langue française.
4
Résultats d’apprentissage :
1. Utiliser des proverbes et des dictons de la langue française en rapport avec le métier.
2. Interpréter des devinettes en rapport avec le métier.
3. Decrire un lieu
6 Heures
Résultats d’apprentissage 4.1 : Utiliser des proverbes et des dictons de la langue
française en rapport avec le métier.
Contenus Activités d’Apprentissage Ressources
175 | P a g e
Le vocabulaire lié au
métier respectif
Activités liées au
métier
Les outils liés au
métier
Proverbes de la langue
française liés au
métier
Dictons de la langue
française liés au métier
o Insérer les expressions usuelles
liées au métier dans son discours.
o Questions-réponses appliquées sur
tout le contenu en rapport avec les
proverbes et le rapport
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 4.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte et l’exposer. Présentation du texte avec des expressions usuelles Enregistrement
Liste de contrôle Résultat
Oui Non
Indicateur 1 : Le vocabulaire lié au métier respectif est bien expliqué
Activités liées au métier
Les outils liés au métier
Indicateur 2 : Proverbes de la langue française liés au métier
Indicateur 3 : Dictons de la langue française liés au métier
Observations
Critère de performance
Exprimer logiquement son point vue en employant les proverbes et les dictons
de la langue française
176 | P a g e
Résultats d’apprentissage 4.2 Interpréter des devinettes en rapport avec le métier
Devinettes
Définition
Exemples
Les meilleures
devinettes
Drôles
Facile pour les
enfants
Types de métiers
Métier du
secteur privé
Métier du
secteur public
Métier
saisonnier
Métier manuel
o Répondre aux devinettes liées au métier.
o Jeux de rôle en rapport avec devinettes
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 4.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte de jeu de rôle. Présentation des devinettes.
Contenus Activités d’Apprentissage Ressources
Critère de performance
Répondre aux devinettes liées au métier
177 | P a g e
Liste de contrôle Résultat
Oui Non
Indicateur 1: les Devinettes sont bien décrites
Définition
Exemples
Indicateur 2 : Les meilleures devinettes sont bien expliquées
Drôles
Facile pour les enfants
Indicateur 3 : Types de métiers sont bien identifiés
Métier du secteur privé
Métier du secteur public
Métier saisonnier
Métier manuel
Observations
Résultats d’apprentissage 4.3 Décrire un lieu
Adjectif qualificatif
Couleur
Forme
Des mots
appartenant au
vocabulaire spatial
Ici
Là-bas
Au bord
Description d’un
métier
o Brainstorming sur les adjectifs
qualificatifs
o Questions-réponses sur les mots
appartenant au vocabulaire spatial
o Jeux de rôle appliqués sur
différentes façons de décrire un
lieu
o Exercices d’application sur les
termes descriptifs d’un lieu
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 4.3
Contenus Activités d’Apprentissage Ressources
178 | P a g e
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Rédiger un texte de jeu de rôle.
Présentation de jeu de rôle.
Enregistrement
Dialogue
Liste de contrôle Résultat
Oui Non
Indicateur 1 : Adjectif qualificatif
Couleur
Forme
Indicateur 2 : Des mots appartenant au vocabulaire spatial sont bien appliqué
Ici
Là-bas
Au bord
Indicateur 3 : Le métier est bien décrit
Observations
Références:
Critère de performance
Décrire correctement un lieu en se referrant sur les expressions de
descrption de lieu
179 | P a g e
1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.
2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.
3. GREVISSE MAURICE (1990). Précis de grammaire Française.
4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs
5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de
Français pour les écoles primaires. 5ème, Livre du maître.
6. Bardin, Laurence. 1996. L'analyse de contenu. Paris: Presses Universitaires de France. 291 p.
7. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de Français.
ISBN : 978-2-7531-0103-6.
8. Y.DELATOUR et al. , (1991). Grammaire du Français. HACHETTE, Paris.
9. Achille, Alice, Odile Deveme, Michel Gellereau et Evelyne Thoizet. 1992. La lettre et le récit. Paris:
Bertrand-Lacoste. 127 p.
180 | P a g e
Competence
C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE
CCMQS401 Provide quality customer service
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies.
181 | P a g e
Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.
Learning assumed to be in place
Not applicable
Elements of competency and 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. Develop and maintain product, service and market knowledge.
1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.
1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.
1.4 Effective suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
2. Provide a quality service experience to customers.
1.1. Determination and clarification of customer preferences, needs and expectations.
1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.
1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.
1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling
182 | P a g e
3. Deal with complaints
and difficult customer
service situations.
3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.
3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.
3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.
3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.
3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.
4. Manage and use
information about
clients and customers
3.1 Proper determination and record of customer information where appropriate to provide personalized service.
3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and perfect implementation where appropriate.
3.3 Proactive provision of enhanced products and services to clients and customers based on client information.
183 | P a g e
Learning Outcome 1.1: Identify opportunities and use formal and informal research to
develop and maintain knowledge of products and services.
Differentiation of products and
services
Tangibility vs intangibility
Production vs interaction
Perishability vs imperishability
Need vs relationship
Quantity
Inseparability
Quality
Returnability
Value perspective
Shelf line
Being aware of your products and services
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario
- Reference books - Online materials - Scholarly
materials
Learning unit
LU 1: Develop and maintain product, service and market knowledge.
1
Learning Outcomes:
1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning.
5 Hours
Content Learning activities Resources
184 | P a g e
Importance of knowing your products and services
Tips on knowing your products and services
Using conventional and creative sources of information to learn about your products or services
Being honest about shortcomings
Turning product features into benefits
Identification of opportunities to develop and maintain knowledge of products and services
Membership of industry associations and networks
Conventional and creative sources of information
Formal and informal research techniques Discussions with colleagues
Reading organization information
Research of product and service information brochures
General media
Attendance at conferences, trade shows and industry events
Distributing surveys and questionnaires
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of opportunities and use of formal and informal
research to develop and maintain knowledge of products and services.
185 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice True or false question Matching Sentence completion Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Indicator: Products and services are well differentiated
Tangibility vs intangibility
Production vs interaction
Perishability vs imperishability
Need vs relationship
Quantity
Inseparability
Quality
Returnability
Value perspective
Shelf line
Indicator: products and services are well known
Importance of knowing your products and services
Tips on knowing your products and services
Using conventional and creative sources of information to learn about your products or services
Being honest about shortcomings
Turning product features into benefits
Indicator: opportunities to develop and maintain knowledge of products and services
are well identified
Membership of industry associations and networks
Conventional and creative sources of information
Indicator: Formal and informal research techniques
Discussions with colleagues
186 | P a g e
Reading organization information
Research of product and service information brochures
General media
Attendance at conferences, trade shows and industry events
Distributing surveys and questionnaires
Observation
Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer
preferences, needs and expectations.
Products and services
promotional initiatives
Tours and transport
Conferences and conventions
Function facilities
Entertainment
Shopping services
Restaurant facilities
Food and beverage
Add-on services
Special offers or packages.
Ways to determine customer preferences, needs and expectations:
Active listening
Questioning
Observation
Recognition of non-verbal signs
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning activities Resources
187 | P a g e
Factors influencing customer preferences, needs and expectations:
Age
Gender
Social and cultural characteristics
Prior knowledge
Special needs
Ways to satisfy customer preferences, needs and expectations:
Friendliness
Courtesy
Value for money
Prompt or timely
service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food,
shelter, transport or
other services.
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify
changes in customer preferences, needs and expectations.
188 | P a g e
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: products and services promotional initiatives are well identified
Tours and transport
Conferences and conventions
Function facilities
Entertainment
Shopping services
Restaurant facilities
Food and beverage
Add-on services
Special offers or packages.
Indicator: ways to determine customer preferences, needs and expectations are well
applied
Active listening
Questioning
Observation
Recognition of non-verbal signs
Indicator: factors influencing customer preferences, needs and expectations are well
identified
Age
Gender
Social and cultural characteristics
Prior knowledge
189 | P a g e
Special needs
Indicator: ways to satisfy customer preferences, needs and expectations are applied
Friendliness
Courtesy
Value for money
Prompt or timely service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food, shelter, transport or other services.
Observation
Learning Outcome 1.3: Share market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team
Reasons for knowledge
sharing in the workplace
Preserving the knowledge of experienced employees
Improving organizational productivity and efficiency
Helping manage change
o Group discussion
o Role play
o Presentation
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning activities Resources
190 | P a g e
in the organization
Managing future risks
Improving decision making
Helping innovate better
Boosting collaboration
Sources of knowledge in at workplace
meetings
reviews
audits
processes
performance assessments
market research
customer feedback
Methods for promoting knowledge sharing in the workplace
Communication
Office space
Team building activities
Safe space
Creation of a collaborative workplace
Encouraging supportive workplace culture
Offering incentives for innovation
Inspiring innovation by building trust
Offering comprehensive employee training
Making resources readily available
Utilizing communication tools
Implementing a long-term knowledge-sharing strategy
Creating a knowledge-transfer plan
Effects of not sharing
191 | P a g e
knowledge at workplace
Waste of time
Repetition of the same mistakes
Knowledge loss
Slowing innovation
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Observation checklist
Checklist Score
Yes No
Indicator: reasons to share knowledge of market, product and service at workplace are well
identified
Preserving the knowledge of experienced employees
Improving organizational productivity and efficiency
Helping manage change in the organization
Managing future risks
Improving decision making
Helping innovate better
Boosting collaboration
Indicator: sources of knowledge at workplace are well identified
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
192 | P a g e
Meetings
Reviews
Audits
Processes
performance assessments
market research
customer feedback
Indicator: methods for promoting knowledge sharing at workplace are explained
Communication
Office space
Team building activities
Safe space
Creation of a collaborative workplace
Encouraging supportive workplace culture
Offering incentives for innovation
Inspiring innovation by building trust
Offering comprehensive employee training
Making resources readily available
Utilizing communication tools
Implementing a long-term knowledge-sharing strategy
Creating a knowledge-transfer plan
Indicator: effects of not sharing knowledge at workplace are identified
Waste of time
Repetition of the same mistakes
Knowledge loss
Slowing innovation
Observation
Learning Outcome 1.4: Suggest ideas to appropriate person for product and service
adjustments to meet customer needs for future planning
193 | P a g e
Product and service adjustment
Definition of product and service adjustment
Product and service adjustment procedure
Common types of product and service adjustment
Rework a current product/service
Eliminate or discontinue a current product/service
Addition of a new product/service
Importance of product and service adjustment on customer satisfaction
Challenges with product/service adjustment
Spreading the company too thin
Cannibalizing your other product/service offerings
Alignment of the adjustments with the brand
Impact of the adjustments on brand loyalty
o Individual reflection o Brainstorming o Large group discussion o Role play
- Role play scenario
- Reference books - Online materials - Scholarly
materials
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Multiple choice
Content Learning activities Resources
Performance criterion
Effective suggestion of ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to
organization policy.
194 | P a g e
Oral
Performance
True or false question Matching Ticking Essay (short responses / extended responses) Presentation Observation checklist
Checklist Score
Yes No
Indicator: product and service adjustment is well described
Definition of product and service adjustment
Product and service adjustment procedure
Common types of product and service adjustment
Rework a current product/service
Eliminate or discontinue a current product/service
Addition of a new product/service
Importance of product and service adjustment on customer satisfaction
Indicator: challenges with product/service adjustment are identified
Spreading the company too thin
Cannibalizing your other product/service offerings
Alignment of the adjustments with the brand
Impact of the adjustments on brand loyalty
Observation
195 | P a g e
Learning unit
LU 2: Provide a quality service experience to customers.
2
10 Hours
Learning Outcomes:
1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services
to customers. 3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services appropriate to individual needs and preferences
4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate
5. Promote products and services at appropriate opportunities
Learning Outcome 2.1: Determine and clarify customer preferences, needs and
expectations.
Identification of customer research steps
Identification of customers’ identity
Being aware of why customers shop
Identification of preferred shopping methods
Considering customers’
o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning activities Resources
196 | P a g e
spending habits Finding out what
customers think of you
Identification of customer needs and preferences
Definition of customer needs and preferences
Methods to identify customer needs and preferences
The importance of researching customers’ needs and preferences
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Indicator: customer research steps are well identified
Customers’ identity
Performance criterion
Proper determination and clarification of customer preferences, needs
and expectations.
197 | P a g e
The reason why customers shop
Preferred shopping methods
Customers’ spending habits
What customers think of you
Indicator: customer needs and preferences are well identified
The terms customer needs and preferences are defined
Methods to identify customer needs and preferences are identified
The importance of researching customers’ needs and preferences is explained
Observation
Learning Outcome 2.2: Offer accurate information about appropriate products and
services to customers
Needs and expectations of customers on products and services
General features
Special features
Benefits
Disadvantages
Price
Special offers
Availability
How to purchase or order
o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.2
Content Learning activities Resources
198 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Observation checklist
Checklist Score
Yes No
Indicator: needs and expectations of customers on products and services are well identified
General features
Special features
Benefits
Disadvantages
Price
Special offers
Availability How to purchase or order
Learning Outcome 2.3: Anticipate customer preferences needs and expectations
throughout the service experience and provide products and services appropriate to
individual needs and preferences
Performance criterion
Proper offering of accurate information about appropriate products and
services to customers to meet their needs and expectations.
199 | P a g e
Steps to anticipate customer needs and preferences
Observation Looking for
patterns Taking action Prevention
Timely customer service Definition of
timely customer service
Importance of timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Observation checklist
Checklist Score
Yes No
Indicator: steps to anticipate customer needs and preferences are well identified
Content Learning activities Resources
Performance criterion
Anticipation of customer preferences needs and expectations throughout
the service experience and provide products and services in a timely
manner, appropriate to individual needs and preferences, and according
to organization standards.
200 | P a g e
Observation Looking for patterns Taking action Prevention
Indicator: timely customer service is well described Definition of timely customer service Importance of timely customer service
Learning Outcome 2.4: Offer possible extras and add-ons and provide personalized and
additional services and products.
Extras and add-ons selling
Definition of extras and add-ons
Successful strategies for extras and Add-ons selling
Common Add-on sales
Benefits of offering Add-ons
Ways to improve customer service Measuring and
monitoring customer service experience
Collecting customer feedback
Monitor and respond to customers on social media and review sites
Boosting customer satisfaction with a self-service experience
o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate
- Reference books - Online materials - Scholarly materials
Content Learning activities Resources
201 | P a g e
Tuning in to your customer service team
Gathering customer service team feedback
Improving customer service skills with active listening and empathy
Maintaining good customer service with expanded knowledge
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Indicator: extras and Add-ons selling is well explained
Extras and Add-ons are defined
Successful strategies for extras and Add-ons selling are identified
Common Add-on sales are identified
Benefits of offering Add-ons are identified
Performance criterion
Offering possible extras and add-ons appropriately and provision of
personalized and additional services and products where appropriate.
202 | P a g e
Indicator: ways to improve customer service are well explained
Measuring and monitoring customer service experience
Collecting customer feedback
Monitor and respond to customers on social media and review sites
Boosting customer satisfaction with a self-service experience
Tuning in to your customer service team
Gathering customer service team feedback
Improving customer service skills with active listening and empathy
Maintaining good customer service with expanded knowledge
Observation
203 | P a g e
Learning Outcome 2.5: Promote products and services at appropriate opportunities and
employ selling techniques to encourage usage and purchase.
Methods for promoting products and services
Displays
Promotions
special offers and deals
menus and specials
word of mouth
up-selling.
Selling techniques:
Serving
Helping
Advising
building rapport with customers
arousing interest.
o Large group discussion o Question and answer o Debate o Observation o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Content Learning activities Resources
Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and
appropriate employment of selling
204 | P a g e
Checklist Score
Yes No
Indicator: methods for promoting products and services are well identified
Displays
Promotions
Special offers and deals
menus and specials
Word of mouth
Up-selling
Indicator: products and services selling techniques are well identified
Serving
Helping
Advising
Building rapport with customers Arising interest
Observation
205 | P a g e
Learning unit
LU 3: Deal with complaints and difficult customer service situations.
3
Learning Outcomes:
1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3. Determine possible options to resolve the complaint and analyze and decide on the best solution
4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
9 Hours
Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service situation with the
customer and assess the impact on the customer of the situation.
Questioning techniques Open questions Closed questions Funnel questions Probing/trigger
questions Leading/reflective
questions Rhetorical questions
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Content Learning activities Resources
206 | P a g e
Using questioning techniques When and when not
to use questioning techniques
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: questioning techniques are identified
Open questions
Closed questions
Funnel questions
Probing/trigger questions
Leading/reflective questions
Rhetorical questions
Indicator: questioning techniques are used appropriately
When and when not to use questioning techniques
Observation
Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer
of the situation.
207 | P a g e
Learning Outcome 3.2: Use communication techniques to assist in the management of
the complaint and handle the situation sensitively, courteously and discreetly.
Communication techniques Listening and active
listening Asking questions to
gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organization policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning activities Resources
208 | P a g e
clearly, be understood and use appropriate language, style and tone.
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Observation checklist
Checklist Score
Yes No
Indicator: communication techniques are applied while handling customer complaints
Listening and active listening
Asking questions to gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organization policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and
tone.
Performance criterion
Effective use of communication techniques to assist in the management of
the complaint and handle the situation sensitively, courteously and discreetly
209 | P a g e
Learning Outcome 3.3: Determine possible options to resolve the complaint and analyse and
decide on the best solution
Organizational constraints
Definition of
organizational
constraints
Factors associated
with organizational
constraints
Aspects of complaints Emotional aspects Logical aspects
Methods to manage and reduce stress when resolving complaints
Control Detachment Empathy Breaks Lifestyle
Proactive complaint handling
Complaints handling procedure
Listen to the complaint
Record details of the complaint
Get all the facts
Discuss options for fixing the problem
Act quickly
- Small group discussion - Individual work - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning activities Resources
210 | P a g e
Keep your promises
Follow up
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: organizational constraints are well described
Organizational constraints are defined
Factors associated with organizational constraints are identified
Indicator: aspects of constraints are well identified
Emotional aspects are explained
Logical aspects are explained
Indicator: methods to manage and reduce stress when resolving complaints are well identified
Control
Detachment
Empathy
Breaks
Performance criterion
Proper determination of possible options to resolve the complaint and
prompt analysis and decision on the best solution, taking into account any
organization constraints.
211 | P a g e
Lifestyle
Indicator: proactive complaint handling is well discussed
Complaints handling procedure is followed
Listen to the complaint
Record details of the complaint
Get all the facts
Discuss options for fixing the problem
Act quickly
Keep your promises
Follow up
Observation
Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate
high quality customer service.
Methods for transforming complaints into additional service opportunities
Adjusting one’s
mindset
Listening actively
Repeating
customers’ concerns
Being empathic and
apologize
Presenting a
solution
Taking action and
follow up
o Individual work o Debate o Discussion o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Content Learning activities Resources
212 | P a g e
Using the feedback
High quality customer service
Ways to stand out from others to help you deliver high quality customer service
Respond as quickly as possible
Know your customers
Fix your mistakes
Listen to your customers
Think long term
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
213 | P a g e
Checklist Score
Yes No
Indicator: Methods for transforming complaints into additional service opportunities are well applied
Adjusting one’s mindset
Listening actively
Repeating customers’ concerns
Being empathic and apologize
Presenting a solution
Taking action and follow up
Indicator: high quality customer service is well explained
Ways to stand out from others to help you deliver high quality customer service are identified
Respond as quickly as possible
Know your customers
Fix your mistakes
Listen to your customers
Think long term
Observation
Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order
to avoid future occurrence
Description of customer feedback Definition of customer
feedback The importance of
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning activities Resources
214 | P a g e
feedback on customer complaints
Types of customer feedback
Direct customer feedback
Indirect customer feedback
Best practices for collecting customer feedback
Sending customer surveys
Building a community forum
Roll out a voice of the customer program
Using customer feedback
Sharing customer feedback widely
Listening and acting
Making it right, preventing customer churn
Identifying and nurturing champions
Celebrating success
Effective customer feedback giving
Formative Assessment 3.5
215 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: customer feedback is well described
Customer feedback is defined
The importance of feedback on customer complaints is explained
Types of customer feedback are identified
Direct customer feedback
Indirect customer feedback
Best practices for collecting customer feedback are identified
Sending customer surveys
Building a community forum
Roll out a voice of the customer program
Customer feedback is used effectively
Customer feedback is shared widely
Listening and acting is done
Customer churn is prevented
Champions are identified and nurture
Success is celebrated
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in
order to avoid future occurrence.
216 | P a g e
Effective customer feedback is given
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance
response to future complaints or difficult service situations.
Customer complaint analysis
Importance of customer complaint analysis
Questions to ask yourself before you take action
Customer complaint guidelines
Tools for analyzing customer complaints
Customer complaint checklist (5 steps checklist)
Web forms Customer service
software
Proactive complaint handling
Engaging in social listening
Monitoring customer complaint
Customer satisfaction Definition of
customer satisfaction Benefits of customer
satisfaction Increase of brand
loyalty Trust boosting Positive word of
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Content Learning activities Resources
217 | P a g e
mouth attraction Growth of
audience and sales
Types of feedback to collect for measuring customer satisfaction
Overall satisfaction
Repurchase intent Word of mouth
Steps for improving customer satisfaction
Conduct customer surveys
Monitor social media mentions
Implement constructive feedback
Formative Assessment 3.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Checklist for checking the product evidence
Checklist Score
Yes No
Performance criterion
Reflection and evaluation of complaint and solution to enhance response
to future complaints or difficult service situations.
218 | P a g e
Indicator: customer complaint analysis is well described
Importance of customer complaint analysis is explained
Questions to ask yourself before you take action are identified
Customer complaint guidelines are established
Tools for analyzing customer complaints are identified
Customer complaint checklist (5 steps checklist)
Web forms
Customer service software
Indicator: proactive complaint handling is well described
Engaging in social listening is explained
Monitoring customer complaint is explained
Indicator: customer satisfaction is well described
Definition of customer satisfaction
Benefits of customer satisfaction
Increase of brand loyalty
Trust boosting
Positive word of mouth attraction
Growth of audience and sales
Types of feedback to collect for measuring customer satisfaction
Overall satisfaction
Repurchase intent
Word of mouth
Steps for improving customer satisfaction
Conduct customer surveys
Monitor social media mentions
Implement constructive feedback
Observation
219 | P a g e
Learning Outcome 4.1: Determine and record customer information where appropriate to
provide personalised service.
Customer information Definition of
customer information Common types of
customer information Identity
information/data
Descriptive
o Brainstorming o Large group discussion o Individual reflection o Pair work
- Reference books - Online materials - Scholarly materials
Learning unit LU 4: Manage and use information about clients and customers.
4
Learning Outcomes:
1. Determine and record customer information where appropriate to provide personalized service
2. Develop and maintain knowledge of organization promotional initiatives and implement where appropriate
3. Provide enhanced products and services to clients and customers 2 Hours
Content Learning activities Resources
220 | P a g e
information/data
Behavioral information/data
Qualitative information/data
Collection of customer information Legal requirements
regarding what you can do with the information you have collected
Ways to collect information on your customers
Website analytics tools
Online surveys Signup forms Customer
interviews Post-purchase
feedback Social media
engagement
Storing customer information Ways to store
customer information Integrate
sources Personalize data Track
conversations Systematize
client list Maintaining
customer information
Formative Assessment 4.1
221 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: customer information is well described
Customer information is defined
Common types of customer information are identified
Identity information/data
Descriptive information/data
Behavioral information/data
Qualitative information/data
Indicator: collection of customer information is well described
Legal requirements regarding what you can do with the information you have collected are identified
Ways to collect information on your customers are identified
Website analytics tools
Online surveys
Signup forms
Customer interviews
Post-purchase feedback
Social media engagement
Performance criterion
Proper determination and record of customer information where
appropriate to provide personalized service.
222 | P a g e
Indicator: customer information storage is well described
Ways to store customer information are identified
Integrate sources
Personalize data
Track conversations
Systematize client list
The maintaining of customer information is explained
Observation
Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional
initiatives and implement them where appropriate.
Benefits of promotional activities To provide
information to customers about new products or services
Creating a positive image of the company
Easy dissemination of information about the advantages of goods
Sales promotion Create an easily
recognizable logo for your business
Frequent communication with clients or customers
Further expansion
o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity
- Reference books - Online materials - Scholarly materials
Content Learning activities Resources
223 | P a g e
of business
Types of promotional activities Personal selling Advertising Sales promotion Direct marketing Publicity Public relations Point of purchase
display Packaging Direct mail
Steps to successfully implement organization promotional initiatives
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Indicator: benefits of promotional activities are well identified
To provide information to customers about new products or services
Creating a positive image of the company
Easy dissemination of information about the advantages of goods
Performance criterion
Perfect development and maintaining of knowledge of organization
promotional initiatives and implementation where appropriate.
224 | P a g e
Sales promotion
Create an easily recognizable logo for your business
Frequent communication with clients or customers
Further expansion of business
Indicator: types of promotional activities are identified
Personal selling
Advertising
Sales promotion
Direct marketing
Publicity
Public relations
Point of purchase display
Packaging
Direct mail
Observation
Learning Outcome 4.3: Provide enhanced products and services to clients and customers.
Benefits of enhanced products and services
Improved security
Enhancement of the product capabilities
Boosting of the overall productivity
Cost optimization
Methods for driving maximum benefit from
o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing
- - Reference books - Online materials - Scholarly materials
Content Learning activities Resources
225 | P a g e
product enhancement Perform in-depth
research of market trends
Emphasize on strategies that lay excessive value
Follow a regimented approach
Innovate and re-engineer
Methods for providing enhanced products and services
Offer better quality to your customers
Increase your delivery speed
Provide additional expert advice to your customers
Improve your product’s design and packaging
Add simplicity to every possible customer’s interaction with your company
Improve customer service for your products and services
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proactive provision of enhanced products and services to clients and
customers based on client information.
226 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Indicator: benefits of enhanced products and services are well identified
Improved security
Enhancement of the product capabilities
Boosting of the overall productivity
Cost optimization
Indicator: methods for driving maximum benefit from product enhancement are well
identified
Perform in-depth research of market trends
Emphasize on strategies that lay excessive value
Follow a regimented approach
Innovate and re-engineer
Indicator: methods for providing enhanced products and services are identified
Offer better quality to your customers
Increase your delivery speed
Provide additional expert advice to your customers
Improve your product’s design and packaging
Add simplicity to every possible customer’s interaction with your company
Improve customer service for your products and services
Observation
References:
227 | P a g e
Competence
1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company
Profits"
2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice
(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.
3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities
/
4. https://www.customersure.com/blog/customer-complaints-online/
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMBP401 Develop a business plan
REQF Level: 4 Learning hours
Credits: 3
Sector: All 30
Sub-sector: All
Issue date: November, 2017
228 | P a g e
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organizational strategic outcomes and facilitates the achievement of service
delivery. The module will allow the learner to identify elements of business plan, develop
business plan in line with the identified elements, establish strategies to monitor, evaluate
and update the business plan (Contingency plan) and present a business plan.
229 | P a g e
Learning assumed to be in place
Business Creation
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify elements of business
plan
1.1 Proper analysis of business environment in accordance
with identified business idea.
1.2 Appropriate conduct of business feasibility study in line
with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line
with the identified elements
2.1 Proper description of the elements of a business plan in
accordance with business environment analysis results.
2.2 Proper design of business production plan in line with
results from business environment analysis
2.3 Clear design of marketing plan in line with market
feasibility study and business products
2.4 Accurate develop of business staffing requirement plan
in line with business activities
2.5 Proper design of business financial plan in line with
business needs
3. Establish strategies to monitor,
evaluate and update the
business plan- contingency plan
3.1 Clear identification of risk in accordance with business
environment
3.2 Accurate assessment of risk associated to the business
in line with the business plan developed
3.3 Clear explanation of business contingency plan
concepts
3.4 Accurate development of contingency plan in
accordance of assessed risks
230 | P a g e
4. Present a business plan
4.1 Accurate preparation of business plan presentation in
accordance with business plan Clearly explain Clear
different ways to present the business plan
4.2 Appropriate presentation of a business plan
4.3 Present a business plan
231 | P a g e
Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea.
Meaning of business environment in
accordance with identified business
idea:
Business environment
Business situation
Explaining types of business environment.
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis
template
- Industry trends
analysis
template
Learning unit
LU 1:Identify elements of business plan.
1
Learning Outcomes:
1. Analyze business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Content Learning activities Resources
232 | P a g e
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea. (Cont’d)
Analyzing current industrial trends:
Industry rivalry (Degree of
competition among existing
firms)
Treat of substitutes (products
or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new
entrants)
Explaining SWOT analysis of the
business
Explaining PESTEL analysis in line of
the business
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis template
- Industry trends analysis
template
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper analysis of business environment in accordance with identified
business idea.
233 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidenc
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis
Indicator 1: Business environment is explained
Business environment
Business situation
Indicator 2: Types of business environment are explained
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
Indicator 3: Current industrial trends are analyzed
Industry rivalry (Degree of competition among existing firms)
234 | P a g e
Treat of substitutes (products or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new entrants)
Indicator 4: SWOT analysis of the business is explained
Indicator 5: PESTEL analysis in analyzed inline of the business
Observation
Learning Outcome 1.2: Conduct business feasibility study in line with business environment
analysis results
Meaning of business feasibility study
Identifying the purpose of business
feasibility study.
Explaining the components of business
feasibility study:
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Analyzing steps involved in feasibility
analysis:
Step 1. Conduct a preliminary
analysis
Step 2. Prepare a projected income
o Brainstorming
o Questions and answers
o Problem solving
o Story telling
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Feasibility study
template
Content Learning activities Resources
235 | P a g e
statement
Step 3. Conduct a market survey
Step 4. Plan business organization
and operations
Step 5. Prepare a startup balance
sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.
Checklist Score
Yes No
Indicator 1: Business feasibility study is explained
Indicator 2: Purpose of business feasibility study is identified
Indicator 3: Components of business feasibility study is explained
Product feasibility
Market feasibility
Organizational feasibility
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
236 | P a g e
Financial feasibility
Recommendations and conclusion
Indicator 4: Components of business feasibility study are identified
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Indicator 5:Steps involved in feasibility analysis are explained Step 1. Conduct a preliminary analysis
Step 2. Prepare a projected income statement
Step 3. Conduct a market survey
Step 4. Plan business organization and operations
Step 5. Prepare an opening day balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
Observation
Learning Outcome 1.3:Define elements of business plan
Meaning of the term business plan
Differentiating business plan from project plan and business feasibility Study
Explaining the Importance of the business plan
Identifying the needs of the business plan: Internal use
o Brainstorming o Questions and answers o Story telling o Problem solving o Small group discussion
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Content Learning activities Resources
237 | P a g e
External use
Describing elements of business plan: Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Identifying risks associated to the business
Meaning of business risk Types of risks associated to
the business activities and strategies to handle them
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator 1: Business plan is explained
Differentiating business plan from project plan and business feasibility study
Importance of the business plan is explained
The needs of the business plan are identified Internal use External use
Indicator2: Elements of business plan are described
Performance criterion
Correctly define elements of business plan
238 | P a g e
Title/cover Page
Executive Summary
Description of the business
Production plan
Marketing plan
Business staff plan
Financial plan
Indicator 3: Risks associated to the business are identified
Meaning of business risk
Types of risks associated to the business activities and strategies to handle them
Observation
239 | P a g e
Learning unit
LU 2:Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business plan 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs
20 Hours
Learning Outcome 2.1: Describe the business plan
Describing the elements of the business plan: Title Page
Business name Business logo Product mark Address Name of person who
developed the business In which month and year
plan is issued. Executive summary
the name and location of the business
Type of business to be done
the industry/market of the business
the uniqueness of the products/services and
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Content Learning activities Resources
240 | P a g e
what proprietary rights of the business
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
Learning Outcome 2.1: Describe the business plan (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even point Who is requesting the
funds For what purpose are the
funds being requested the expected benefits of
this investment to your company
funds repayment collateral to be used to
secure a loan The business financial
milestones Description of the business
The rationale of the business idea
Structure of the business What is the type of the
business (Manufacturing? Services? Construction?
Business mission Business vision Business objectives Competitive advantage of
the business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Formative Assessment 2.1
Content Learning activities Resources
241 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.
Checklist Score
Yes No
Indicator: Business plan is described
Title Page
o Business name
o Business logo
o Product mark
o Address
o Name of person who developed the business
o In which month and year plan is issued.
Executive summary
o the name and location of the business
o Type of business to be done
o the industry/market of the business
o the uniqueness of the products/services and what proprietary rights of the business
o the current stage of development for the venture
o the legal form of the organization and why
o the key management personnel and what skills do they have that will help the business
o Projection of sales
o the break-even
o Who is requesting the funds
Performance criterion
Proper description of the business in accordance with business environment
analysis results
242 | P a g e
o For what purpose are the funds being requested
o the expected benefits of this investment to your company
o funds repayment
o collateral to be used to secure a loan
o the business financial milestones
The business is described
o The rationale of the business idea
o Structure of the business
o What is the type of the business (Manufacturing? Services? Construction?
o Business mission
o Business vision
o Business objectives
o Competitive advantage of the business
Observation
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis
Designing business production plan
Identifying business premises and plant location
Location and reason of the choice
House or land for the production
Estimating required equipment and machinery
types quality quantity for the production
Designing production planning process under which the
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Content Learning activities Resources
243 | P a g e
production will pass through Estimating raw materials Identifying competing
technologies Identify The technology to be
used during The production process
Identify technologies that should be developed by other and affect the business
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis (Cont’d)
Estimating Manufacturing and operations costs:
the cost of manufacturing Reduction of the manufacturing
cost Identifying the quality control and
ongoing service plan to avoid defects or
imperfections of products Monitoring or inspection that
you intend to build into the production process
strategies that will be used to satisfy the customer changing preferences
Accomplishing labor requirements Types of workers needed during
production process the required skills of each
workers Designing production operations Identifying utilities and office
consumables needed in the production
Water Fuel
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Content Learning activities Resources
244 | P a g e
Electricity Identification of required packaging
equipment Types of materials that will be
used to package the product Source of supply and the
quantity needed The terms and conditions of
suppliers
Explaining the importance of business production plan:
Customer service enhancement Inventory control Plant morale improvement Idle time reduction Quality improvement
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.
Checklist Score
Yes No
Indicator 1 : Business production plan is designed
Business premises and plant location are identified
Performance criterion
Proper designing of business production plan in line with results from
business environment analysis
245 | P a g e
Location and reason of the choice
House or land for the production
Required equipment and machinery are estimated
Types
quality
quantity for the production
Production planning process under which the production will pass through is designed
Raw materials are estimated
Competing technologies are identified
Technology to be used during The production process is identified
Technologies that should be developed by other and affect the business is identified
Manufacturing and operations costs are estimated
The cost of manufacturing
Reduction of the manufacturing cost
Quality control and ongoing service are identified
Plan to avoid defects or imperfections of products
Monitoring or inspection that you intend to build into the production process
strategies that will be used to satisfy the customer changing preferences
Labor requirements are accomplished
Types of workers needed during production process are identified
The required skills of each workers is identified
Production operations are identified
Utilities and office consumables are identified
Water
Fuel
Electricity
Required packaging equipment are identified
Types of materials that will be used to package the product are identified
Source of supply and the quantity needed
The terms and conditions of suppliers
Indicator 2: The importance of business production plan is explained
Customer service enhancement
Inventory control
Plant morale improvement
Idle time reduction
Quality improvement
246 | P a g e
Observation
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products
Designing marketing plan: Market research (Customer
description) Market analysis
Geographical location of the customers
The size of the different market segments?
The current and past trends affecting the market you plan to enter
Competition analysis Major competitors The SWOT of your competitors Use their weakness to compete
them Strategy to address the threats
Description of target market Core customer Group of customers that made
you to start your business Defining marketing objectives
Market share The level of sales
Market intermediaries Explaining 5ps of marketing mix:
Product description: Price of products/services Place Promotion People
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that
guiding trainee to
write a business
plan
Content Learning activities Resources
247 | P a g e
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and
business products (Cont’d)
Developing market strategies What will be the
partners of your business?
How will you manage your customers?
How will you increase market share?
Ongoing marketing evaluation What methods will you
use to track customer satisfaction
What methods will you use to track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Elaborating marketing budget: What will be the cost of marketing activities
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that guiding
trainee to write a
business plan
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning activities Resources
Performance criterion
Clearly design marketing plan in line with market feasibility study and
business products
248 | P a g e
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.
Checklist Score
Yes No
Indicator 1: Marketing plan is designed
Market research is described
Market is analyzed
Geographical location of the customers
The size of the different market segments?
The current and past trends affecting the market you plan to enter
Competition is analyzed
Major competitors
The SWOT of your competitors
Use their weakness to compete them
Strategy to address the threats
Target market is described
Core customer
Group of customers that made you to start your business
Marketing objectives is defined
Market share
The level of sales
Market intermediaries is explained
Five Ps of marketing mix is explained
Product is described
Price is set
Place is identified
Promotion is developed
People is identified
Market strategies are developed
What will be the partners of your business?
How will you manage your customers?
How will you increase market share?
Ongoing marketing is evaluated
What methods will you use to track customer satisfaction
What methods will you use to track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Marketing budget is elaborated
249 | P a g e
Observation
Learning Outcome 2.4: Design business staff in line with business activities
Designing business staff in line with business activities Job analysis
What are the business activities?
Job description How each task will be performed?
Job specifications: What are the performances requirements to a specific task? Organizational structure:
What is the hierarchy of the staff
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
250 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.
Learning Outcome 2.5: Develop business financial plan in line with business needs
Develop business financial plan in line with business needs Estimating total cost Establishing start-up
requirements plan: Cost items
(what are the cost items your business will need in its first year of implementation
Cost: how much each item cost?
Source of funds: what are the source of fund; what is the share owner?
Projected cash flow statement for the first three years. What is the estimated
profit in three years? Details Period of twelve months
Projected Income: profit & loss statement for the first three years
Projected balance sheet for the first three years.
Liquidity ratio Debt Equity ratio Return of investment ratio
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Content Learning activities Resources
251 | P a g e
Calculating breakeven point Calculating payback period Projected sales plan Loan payment plan
Checklist Score
Yes No
Indicator: Business staff in line with business activities is designed Job analysis is described
Job description is described
Job specifications is described
Organizational structure is designed
Observation
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.
Performance criterion
Properly design business financial plan in line with business needs
252 | P a g e
Checklist Score
Yes No
Indicator: Business financial plan in line with business needs are developed Total cost is estimated Start-up requirements plan is established
Cost items (what are the cost items your business will need in its first year of implementation) is determined
Cost: (how much each item cost?) is determined Source of funds: (what are the sources of fund; what is the share owner?) is
identified
Cash flow statement for the first three years is projected What is the estimated profit in three years? Details Period of twelve months
Projected Income: profit & loss statement for the first three years is done Balance sheet for the first three years is projected Liquidity ratio is calculated Debt equity ratio is calculated Return of investment ratio is calculated Breakeven point is calculated Payback period is calculated Projected sales is planned Loan payment is planned
Observation
253 | P a g e
Learning unit
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).
3 3 Hours
Learning Outcomes:
1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
Learning Outcome 3.1: Analyse risk in accordance with business environment
Analyzing risk in accordance with business environment Importance of risk analysis Describe steps involved in risk
analysis. Identify the risk Analyze the risk Evaluate /rank the risk Treat the risk Monitor and review the risk Threats identification tools:
o SWOT Analysis o PESTEL Analysis
Estimate risks (Quantitative Qualitative)
Risk estimation tools: Risk impact chart Probability chart
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference
books
- Case studies
- Risk analysis
template
Content Learning activities Resources
254 | P a g e
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Risk in accordance with business environment is analyzed
Importance of risk analysis is explained
Steps involved in risk analysis are explained
Identify the risk
Analyze the risk
Evaluate /rank the risk
Treat the risk
Monitor and review the risk
Threats identification tools:
o SWOT Analysis
o PESTEL Analysis
Performance criterion
Clearly identify risk in accordance with business environment
255 | P a g e
Risks (Quantitative Qualitative) are estimated
Risk estimation tools is analyzed
Risk impact chart is analyzed
Probability chart is analyzed
Observation
Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Explaining factors influencing risks
assessment
SWOT analysis
What factors are critical for
the success of your plan?
What risk does your plan
should face?
Analyze the source of the
risk, the probability of it
happening and the effects
What are the mitigation
measures to avoid these
risks?
Define operational plan
PESTEL analysis
What factors are critical
for the success of your
plan in relation with
politics, economy, social,
technological,
environment and legal
What measures can you
take to avoid these risks
Define operational plan
o Brainstorming
o Oral presentation
o Small group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Content Learning activities Resources
256 | P a g e
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Factors influencing risks assessment are identified
SWOT is analyzed
Critical factors for the success of the plan are identified
Risks associated to the business are identified
Source of the risk, the probability of its happening and the effects
are explained
Measures to avoid the risks are taken
Operational plan is defined
PESTEL is analyzed
Factors that are critical for the success of your plan in relation with
politics, economy, social, technological, environment and legal are
identified
Mitigation measures to avoid the risks are described
Operational plan is defined
Observation
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
257 | P a g e
Learning Outcome 3.3: Explain business contingency plan concepts
Explaining business contingency
plan concepts
Definition of business contingency
plan
Purpose of contingency plan
Importance of contingency
plan:
Reduces the Risk of uncertainty. Future is unpredictable. ...
Continuity of Work. ...
Increases credit availability. ...
Prevents Panic.
Steps of business contingency
plan:
Develop the contingency planning policy statement. ...
Conduct the business impact analysis (BIA). ...
Identify preventive controls. ...
Create contingency strategies. ...
Develop an information system contingency plan. ...
Ensure plan testing, training, and exercises. ...
Ensure plan maintenance.
o Brainstorming on identifying
meaning of key words
o Oral presentation
o Small group discussion
o Questions and answers
o Documentary research
o Internet research
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.3
Content Learning activities Resources
258 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator : Business contingency plan concepts are explained Business Contingency plan is defined
Purpose of contingency plan is stated
Importance of contingency plan is explained
Risk of uncertainty is reduced
Continuity of Work is done
Credit availability is increased
Panic is prevented
Steps of business contingency plan are illustrated
The contingency planning policy statement is developed
The business impact analysis (BIA) is conducted
Preventive controls are identified
Contingency strategies are created
Information system contingency plan is developed
Ensure plan testing, training, and exercises. ...
Maintenance plan is ensured
Observation
Performance criterion
Briefly explain business contingency plan concepts
259 | P a g e
Learning Outcome 3.4: Development of contingency plan in accordance of assessed risks
Identifying Steps involved in contingency
plan
Identifying requirements related to
specific contingency plan
Cost Calculation of identified
requirements
Appreciation of company capacity
to cover identified risks
Decide choice to undertake
Adaptation
Complementarity
Abandon
Creating specific strategies to make the
contingency plan operational
Describe the risk statement
Define the protocol
o Brainstorming
o Oral presentation
o Small group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Role play scenarios
- Business plan
- Computer
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency
Content Learning activities Resources
Performance criterion
Accurately develop contingency plan in accordance of assessed risks
260 | P a g e
Checklist Score
Yes No
Indicator 1: Steps involved in contingency plan
Requirements related to specific contingency plan are identified
Cost of identified requirements are calculated
Company capacity to cover risks identified is appreciated
Choice to undertake is decided
Adaptation
Complementarity
Abandon
Indicator 2: Specific strategies to make the contingency plan operational is created
Risk statement is described
The protocol is defined
Observation
261 | P a g e
Learning unit
L LU 4: Present a business plan
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1: Explain different ways to present the business plan
Describing the purpose of business plan presentation Financing support Strategic orientation Attracting investors
Explaining the types of business plan presentation preparation: Content preparation Material preparation Psychological preparation
Identifying the steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the presentation
of business plan. Prepare the body of the business plan to
be presented and anticipate the questions from audience
Prepare the suggestions and conclusion. Practice delivering the presentation of
business plan
Presentation of the contents of business
o Brainstorming
o Small group discussion
o Questions and answers
o Practical exercise
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- play scenarios
- Computer
Content Learning activities Resources
262 | P a g e
plan Business idea Market Marketing strategy
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan
Checklist Score
Yes No
Indicator 1: Purpose of business plan presentation is described
Financing support
Strategic orientation
Attracting investors
Indicator 2: Types of required business plan presentation preparation are explained Content preparation
Material preparation
Psychological preparation
Indicator 3: Steps involved in preparation of business plan presentation are identified The audience is analyzed
The topic is selected
The objective of the presentation of business plan is defined
The body of the business plan to be presented is prepared and the questions from audience are anticipated
Suggestions and conclusion are prepared
Delivering the presentation of business plan is practiced
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
263 | P a g e
Indicator 4: The business plan content is presented
Business idea
Market
Marketing strategy
Observation
Formative Assessment 4.2
Learning Outcome 4.2: Explain different ways to present the business plan
Defining parties to present the business
plan:
shareholders
stakeholders
Explaining procedures involved in
business plan presentation:
Connect with your audience
Business like
Simple language
Presentation touch at a
personal level
Paint a picture in your audience’
minds
Pick out great images and
visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Graph
o Brainstorming Questions
and answers
o Small group discussion
o Role play
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Computer
- Internet
Content Learning activities Resources
Performance criterion
Clearly explain different ways to present the business plan
264 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator 1: Different parties to present the business plan are explained
Shareholders
Stakeholders
Indicator 2 :Procedures involved in business plan presentation are explained
Connect with your audience
Business like
Simple language
Presentation touch at a personal level
A picture in your audience’ minds is painted
Pick out great images and visual
Lasting impression
Credibly content is put
Statistics and data are used
Observation
265 | P a g e
Learning Outcome 4.3: Present a business plan
Explaining techniques to present the business plan Only write key points Don’t read them, speak about
them Use visualization, pictures,
symbols, colors, tables Short, concise, come to the point,
not more than 10 minutes. React positive to questions Use body language, voice,
appearance Try to convince Integrating comments, suggestions
and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration
o Brainstorming o Small group discussion o Questions and answers o Role play
o Internet o Reference books o Case studies o scenarios o Computer
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos
Content Learning activities Resources
Performance criterion
Appropriately present a business plan
266 | P a g e
Checklist Score
Yes No
Indicator :Techniques to present the business plan are explained
Key points are written
Key points are spoken
Visualization, pictures, symbols, colors and tables are used
Short, concise, come to the point, not more than 10 minutes is respected
React positive to questions is respected
Body language, voice and appearance is used
Convincing
Comments, suggestions and remarks in the business plan are integrated
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration is done
Observation
References:
1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,
third edition. Uganda: Kyambogo University.
3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html
267 | P a g e
Competence
C C MIA402 - NDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA402 Integrate at the workplace
REQF Level: 4 Learning hours
Credits: 30 300
Sector: ALL
Sub-sector: ALL
Issue date: September, 2020
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
learners/internee in workplace for an industrial attachment program. The module will allow the
learner to investigate and secure industrial attachment place, deal with workplace challenges,
comprehend the whole process of the industrial attachment program and be able to
demonstrate the competences acquired at school in the real workplace
268 | P a g e
Learning assumed to be in place
All the modules covered at RTQF level 4.
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. Investigate and secure industrial attachment place
1.1. Accurate description of types of industries
1.2. Appropriate mapping of the industry organizational structure
1.3. Proper identification of importance of industrial attachment
1.4. Accurate collection of information on different industries where one can carry his/her IAP
1.5. Proper selection of industrial attachment place based on training package
1.6. Appropriate application of correspondences
2. Deal with workplace challenges 2.1. Proper identification of industrial attachment challenges
2.2. Careful development of ways/ strategies to overcome
industrial attachment challenges
2.3. Regular creativity and innovation in accordance with
work situation
3. Get briefed on industrial attachment program
3.1. Proper setting of industrial attachment goals.
3.2. Proper description of IAP documents
3.3. Clear explanation on how IAP assessment is conducted.
4. Develop one’s competencies on the workplace
4.1. Expected competencies are fully developed
4.2. Trainee logbook is completely and well filled
4.3. Proper description of gained work experience
269 | P a g e
Learning unit LU 1: Investigate and secure industrial attachment place
1
Learning Outcomes:
4. Describe types/categories of industry. 5. Map the industry organizational structure 6. Identify importance of industrial attachment 7. Collect information on different industries 8. Apply correspondences
10 Hours
Learning Outcome 1.1: Describe types/categories of industry.
Content
Learning activities
Resources
270 | P a g e
• Definition of terms
Firm
Sector
Industry
Company
Organization
Factory
Enterprise
• Industry classification
Genetic industry
Extractive industry
Manufacturing industry
Construction industry
Service industry
Industry sectors
Primary
Secondary
Tertiary
Quaternary
o Group work o Group discussion o Observation of
pictures o Presentation of videos o Group discussions o Group work on the
industry classification. o o Site visit
presentation
- Pictures and videos
of various industries
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on categories
of industry
- Pen
- Chalk
- IAP Manual
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (extended responses)
Sentence completion
Expose /presentation
Task: Classification of industries
Performance criterion
Accurate description of types of industries.
271 | P a g e
Checklist Score
Yes No
Indicator 1: proper definition of the terms used in industries
Firm
Sector
Industry
Company
Organization
Factory
Indicator 2: Industries classification are identified
Primary industry
Genetic industry
Extractive industry
Manufacturing industry
Construction industry
Service industry
Industry sectors
Indicator 3: Industry sectors
Primary
272 | P a g e
Secondary
Tertiary
Quaternary
Observation
Learning Outcome 1.2: Map the industry organizational structure
• Purpose of
organizational structure
Benefits to use
organizational chart
• Types of organizational
structure.
Line organization
Line and staff
organization
Functional organization
Project organization
Matrix organization
Organigram of
industry structure
o group discussion
o Individual work
o Pair work
o group work o Learning through
pictures. o mapping the industry
organizational structure
Sample of organizational
structure
Reference books
Chalkboard
Projector
Power Point presentation on
mapping the industry
organizational structure
Pictures
Formative Assessment 1.2
Content Learning activities Resources
Performance criterion
Appropriate mapping of the industry organizational structure.
273 | P a g e
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Expose /presentation
Multiple choice
Task: Concept / mind map (organizational chart)
Checklist
Score
Yes No
Indicator 1: Purpose of organization structure is identified
Benefits to use organizational chart
Types of organizational structure
Indicator 2: Types of organizational structure.
Line organization
Line and staff organization
Functional organization
Project organization
Matrix organization
Observation
274 | P a g e
Learning Outcome 1.3:Identify importance of industrial attachment
Content
Learning activities
Resources
Benefits of IAP
Identify the
challenges faced by
workers
Being more informed
about project research
Exposing the student
to demand and challenges
of the work place.
Gaining of practical
experience.
Helping the student
acquire self-reliance skills
Characteristics of IAP
to adapt.
Professional
Communication
Skills.
Critical Thinking.
Parties of industrial
attachment
o Group work o Group discussion o Asking questions o Group work on the
IAP characteristics. o Jig sow method o Research on IAP. o Group presentation
- Reference books
- Chalkboard
- Projector
- Computer
- Internet
275 | P a g e
Industry
Attaches
Training institution
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Performance criterion
Proper identification of importance of industrial attachment
276 | P a g e
Matching
Sentence completion
Expose /presentation
Task : Importance of industrial attachment
Checklist Score
Yes No
Indicator 1: Benefits of AIP are described
Identify the challenges faced by workers
Being more informed about project research
Exposing the student to demand and challenges of the work place.
Gaining of practical experience.
Helping the student acquire self-reliance skills.
Indicator 2: Characteristics of AIP are identified
To adapt.
277 | P a g e
Professional Communication Skills.
Critical Thinking.
Indicator 3: Parties of industrial attachment are listed
Industry
Attaches
Training institution
Observation
Learning Outcome 1.4:Collect information on different industries
Content
Learning activities
Resources
• Industry location
factors influencing
industry location
Geographical
Non geographical
factor
• Industry type
Primary
Secondary
Tertiary
• Industry size
Mean of industrial size
o Observation of the
environment
o Research on the industry
types and size
o Guided learning on how to
collect information
o Learning through maps
o Asking questions
o Group work on the given
topic
o Industry visit
o Power Point presentation
on collection of
- Reference books
- Chalkboard
- Projector
- Internet
- computer
278 | P a g e
Industrial size
determination
information on different
industries
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
evidence
Essay (short responses / extended responses)
Expose (presentation)
Task: collection of information on different industries
Checklist Score
Yes No
Indicator 1: Industry location is well identified
Factors influencing industry location are identified
Indicator 2: Industry type are properly identified
Performance criterion
Accurate collection of information on different industries where one can
carry his/her IAP.
279 | P a g e
Primary industry is well explained
Secondary is well explained
Tertiary is well explained
Indicator 3: Industry size
Mean of industrial size are well explained
Industrial size determination are identified
Observation
Learning Outcome 1.1: Clean floor
IAP selection criteria
Training package
Task related to the field
Working hours
Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
Thanks letter
Ways of keeping safe storage
Binding Filing Electronic
data storage
o Research on how to
use workplace
documents
o Guided learning on
how to write workplace
documents
o Asking questions
o Group work on the
interpretation of the
workplace documents
o Reflection on training
package
o Pair sharing of
selection criteria of IAP
Place
o Discussion
- Sample of
IAP application
letter
- Sample of
Curriculum vitae
- Sample of
Complain letter
- Sample of
thanks letter
- Reference
books
- Chalkboard
- Projector
- Corresponde
nces
Content Learning activities Resources
280 | P a g e
Method of document arrangement
Chronological Subject Alphabetic Numerical
o Asking question
o Industry visit
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Short responses
Different Workplace documents
Task: Appropriate application of correspondences.
Checklist Score
Yes No
Indicator1: Essential element of workplace documents:
Performance criterion
Appropriate application of correspondences.
281 | P a g e
Being up to date
well explained
Be clear
Indicator2: Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
Thanks letter
Indicator3: Ways of keeping safe storage
Binding
Filing
Electronic data storage
Indicator4: Method of document arrangement
Chronological
Subject
Alphabetic
Numerical
Indicator5: Use of workplace documents.
IAP application letter
Curriculum vitae
282 | P a g e
Observation
Learning unit LU 2: Deal with workplace challenges
2
Learning Outcomes:
1. Identify industrial attachment challenges
2. Develop ways/strategies to overcome industrial attachment challenges
3. Discuss creativity and innovation at work place
20 Hours
Learning Outcome 2.1:Identify industrial attachment challenges
Content Learning activities Resources
283 | P a g e
Definition of IAP challenge
Types of IAP challenges (before, During and after)
Budget issues
Cope with a new
work situation
Insufficient of
industrial attachment
place
Lack of assistance
from industrial
attachment in charge
Industry attitude
toward interns
Strategic plan to overcome
IAP challenges
o Observation of the
environment
o Group discussion on IAP
challenges
o Pair sharing of IAP
challenges.
- Reference books
- Projector
- Power Point
presentation on creativity
and innovation
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
Multiple choice exercises
True or false questioning
Matching
Sentence completion
Expose (presentation).
Task: identification of industrial attachment challenges.
Performance criterion
Proper identification of industrial attachment challenges.
284 | P a g e
Checklist Score
Yes No
Indicator 1: Possible IAP challenges (before, during and after) are identified
Budget issues
Cope with a new work situation
Insufficient of industrial attachment place
Lack of assistance from industrial attachment in charge
Industry attitude toward interns
Observation
Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment
challenges
Content
Learning activities
Resources
285 | P a g e
• Effective strategies to enhance
IAP
Partnership with
industries
Collaboration/Regular
contact
Early Preparation of IAP
• Tips for Overcoming Your IAP
Challenges
Being patient
Meet new people
Effective communication
o Pair sharing on effective
strategies to enhance IAP
o Brainstorming on the
way to overcome IAP
challenges. o Research on
effective strategies and tips
to overcome IAP challenges
o Asking questions
o Group discussion on
ways to overcome IAP
challenges
- Reference
books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Performance
Essay (short responses /extended responses) Role
play
Scenarios
Scenarios – Completed checklist.
Task: development of strategies to overcome industrial
attachment challenges.
Performance criterion
Careful development of ways/ strategies to overcome industrial
attachment challenges.
286 | P a g e
Checklist Score
Yes No
Indicator 1: Effective strategies to enhance IAP are identified
Partnership with industries
Collaboration/Regular contact
Early Preparation of IAP
Indicator 2: Strategies to overcome IAP challenges are identified
Being patient
Meet new people
Effective communication
Observation
Learning Outcome 2.3:Discuss creativity and innovation at work place
• Definition of creativity
and innovation
• Ways to develop
creativity in the workplace.
• Ways to promote
o Pair sharing of
effective ways to
promote creativity and
innovation
o Research on good
ways to develop
creativity and innovation
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on creativity
and innovation)
Content Learning activities Resources
287 | P a g e
innovation in your
workplace.
Be Efficient.
Have the Right
Tools and
Equipment
Improve
workplace conditions.
Practice
Positive Reinforcement.
Share ideas
with colleagues
o Asking questions
o Discussions on ways
to promote and develop
creativity and innovation
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Multiple choice
True or false question
Essay (short responses /extended responses)
Task: creativity and innovation in accordance with work situation.
Performance criterion
Regular creativity and innovation in accordance with work situation.
288 | P a g e
Checklist Score
Yes No
Indicator1: List of possible ways to develop creativity and innovation on the workplace
Be Efficient.
Have the Right Tools and Equipment
Improve workplace conditions.
Practice Positive Reinforcement.
Share ideas with colleague
Indictor2: Ways to promote innovation in your workplace
Observation
Learning unit LU 3: Get briefed on industrial attachment program
3
Learning Outcomes:
1. Set industrial attachment goals.
2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.
289 | P a g e
5Hours
Learning Outcome 3.1: Set industrial attachment goals.
Goals of industrial attachment
To understand
real life situations.
To develop
skills in the
application of
theory to practical
work situations.
To develop
skills and techniques
in the careers.
To increase
sense of
responsibility.
To have higher
levels of academic
performance.
To enhance the
ability to improve
students’ creativity
skills and sharing
ideas.
To build a good communication skill
Types of goals
o Group discussion on
the IAP goal
o Research on the IAP
goals
o Asking questions
o Individual work on the
setting of own IAP goals
o Gig sow method
o Think pair share square
method
- Hand out on industrial
attachment goals.
- Projector - Internet - Pen - Computer - Blackboard - chalk
Content Learning activities Resources
290 | P a g e
Short term Long term Medium
Setting the Right Goals
Mastering Technical
Skills
Perfecting
Interpersonal
Skills
Building a Network of
Contacts
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (short responses /extended responses) Multiple
choice
True or false question
Question and answer
Task: proper setting of industrial attachment goals
Performance criterion
Proper setting of industrial attachment goals.
291 | P a g e
Checklist Score
Yes No
Indictor1: industrial attachment goals are set
To experience and understand real life situations.
To develop skills in the application of theory to practical work situations.
To develop skills and techniques in the careers.
To increase sense of responsibility and good work habits.
To have higher levels of academic performance.
To enhance the ability to improve students’ creativity skills and sharing ideas.
To build a good communication skill
Indictor2: Setting the Right Goals
Mastering Technical Skills
Perfecting Interpersonal Skills
Building a Network of Contacts
Observation
292 | P a g e
Learning Outcome 3.2: Describe of IAP documents.
IAP attendance IAP Logbooks:
IAP list of
competencies to be
developed
sheet
IAP agreement
IAP report
form
IAP Evaluation
form
IAP interview
form
Deferent document
used in IAP
Work diary
Request of information
Request for materials
Tips to fill in logbook
Use of rough book
Keep summary list
Be consistent
o Presentation
o Group work on the
interpretation of IAP
logbooks
o Exercise on the
completion of IAP
logbooks
o Guided learning on how
to complete IAP logbooks
- Logbooks - Pen - Flip chart - Computer - Internet -
Formative Assessment 3.2
Content Learning activities Resources
293 | P a g e
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning
Sentence completion
Observation checklist Task: assess risk associated to the business in line with the
business Plan developed.
Checklist Score
Yes No
Indicator 1: IAP documents are described
IAP list of competencies to be developed
IAP attendance sheet
IAP agreement
IAP report form
IAP Evaluation form
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
294 | P a g e
Indicator 2: Deferent document used in IAP
Work diary
Request of information
Request for materials
Indicator 3: Tips to fill in logbook
Use of rough book
Keep summary list
Be consistent
IAP interview form
Observation
Learning Outcome 3.3: Explain how IAP assessment is conducted.
Content
Learning activities
Resources
• Written tests
• Performance evidence (marked by company supervisor)
• Respond to interview
questions
o Presentation by trainees and trainer
o Discussion on IAP
assessment is conducted
o Asking questions
- Vocational tools
- Task sheets
295 | P a g e
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced schedule
Task: steps for conducting IAP assessment
Checklist Score
Yes No
Indicator1: IAP assessment is conducted through
Written evidence
oral questions
A produced schedule
Performance criterion
Briefly explain steps for conducting IAP assessment
296 | P a g e
Observation
Learning unit LU 4: Develop one’s competencies on the workplace
4
Learning Outcomes:
1. Develop competencies related to one’s field
2. Fill in trainee logbook 3. Describe gained work experience
270 Hours
297 | P a g e
Learning Outcome 4.1: Develop competencies related to one’s field.
Content
Learning activities
Resources
Competencies
Various activities/task related to one’s field
o Preform daily workplace routine tasks related to one’s field.
- Industry tools, equipment and consumables related to one’s field
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Product
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Performance criterion
Expected competencies are fully developed.
298 | P a g e
Yes No
Indicator 1: Various activities/task related to one’s field
List of well performed activities
tasks given by industry
Observation
Learning Outcome 4.2: Fill in trainee logbook
Content
Learning activities
Resources
299 | P a g e
Trainee logbooks:
IAP list of competencies to
be developed
sheet
IAP report
IAP evaluation
IAP interview
o Complete trainee logbook
o Complete IAP reports
o Complete IAP Evaluation
o Conduct IAP interview
-
logbooks
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Product
Expose (presentation)
reports
workplace documents
Checklist Score
Performance criterion
Trainee logbook is completely and well filled.
300 | P a g e
Yes No
Indicator1: trainee logbooks are mentioned
IAP list of competencies to be developed
sheet
IAP agreement
IAP report form
IAP Evaluation form
AP interview form
Observation
Learning Outcome 4.3: Describe gained work experience
Content
Learning activities
Resources
Work experiences related to one’s field
o Presentation on work experience related to one’s field
- Questionnaires
related to work
experience.
301 | P a g e
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Expose (presentation)
Essay (short responses / extended responses)photos
Checklist Score
Yes No
Indicator1: Gained work experience during the industrial attachment period
Specialist skills
advice from colleagues
put together a portfolio of work
general skills
self-reliance skills
Brief presentation of experience gained during the industrial attachment period
Observation
Performance criterion
Proper description of gained work experience.
302 | P a g e
References:
1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-
anattachment/
3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
5. https://www.edrawsoft.com/why-use-orgchart.php
6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-
organizationalstructure/
7. http://www.differencebetween.com/difference-between-company-and-vs-industry/
8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-
theworkplace-improve-innovation/
10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-
57513.html
11. https://www.thebalance.com/creating-a-document-management-system-2948084
12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=c
ontent
13. https://bizfluent.com/how-5093085-write-daily-report.html
14. https://resources.workable.com/supervisor-job-description
15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment
Program (IAP)-challenges/
16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Indus
trial_Tra
ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee
3 a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-
inIndustrial Attachment Program (IAP)s
18. AdupeprohJ.,Frank.B.KTwenefour (2015) industrial training program of polytechnics in
Ghana: the pertinent issues, Ghana
303 | P a g e
Competence
G E N A M 4 0 2 – BASIC MATHEMATICAL ANALYSIS
GENAM402
Apply Basic Mathematical Analysis
REQF Level: 4 Learning hours
304 | P a g e
Credits: 8 80
Sector: Hospitality and Tourism
Sub-sector: Food and Beverage Services, Front Office Operations, Tourism,
Culinary Arts, House Keeping
Issue date: September, 2021
Purpose statement
This general module describes the knowledge, skills and attitude required to apply basic mathematical
analysis. The ability to do basic mathematical analysis is absolutely vital to successfully passing any field.
At the end of this module, the trainee of Level Four will be able to solve algebraically and graphically
linear or quadratic equations and inequalities. As Algebra and fundamentals of differentiation are tools
of different field. Therefore, this module will be useful to trainees as a means of analysis and improving
their understanding of Mathematics and he/she will be prepared to perform well in any fields that
require some knowledge of mathematics especially algebra and fundamentals of differentiation as well
as working in daily mathematical logic and problem solving, financial and economics in hospitality sector
for an effective performance in critical thinking, and so on.
305 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Solve algebraically or graphically
linear and quadratic equations or
inequalities
1.1. Correct solving algebraically or graphically a linear
equation and inequality in accordance with the
required steps
1.2. Correct solving on parametric equations in one
unknown based on established condition.
1.3. Proper solving algebraically or graphically two
simultaneous linear equations in accordance with the
required steps
1.4. Effective solving algebraically or graphically a quadratic
equation in accordance with the required steps
1.5. Proper solving algebraically or graphically a quadratic
inequality in accordance with the required steps
1. Determine and analyze algebraic functions
2.1. Proper determination of the domain and range of algebraic function based on existence condition.
2.2. Correct identification of symmetry (parity) of algebraic function based on definitions of key words (even and odd).
2.3. Correct determination of limits of a function based on theory of calculating limits.
2.4. Proper determination of the asymptotes to the rational and irrational functions based on limits calculation
2. Apply fundamentals of differentiation
3.1. Proper determination of derivative by using definition.
3.2. Correct interpretation of derivative of a function by
306 | P a g e
illustrating a graph with its tangent and secant line.
3.3. Appropriate application of derivative based on definitions and calculation of derivatives.
3.4. Appropriate sketching graph of an algebraic function from the table of variation of the given function.
307 | P a g e
Learning unit LU 1: Solve algebraically or graphically linear and quadratic equations or inequalities
1
Learning Outcomes:
9. Solve algebraically or graphically linear equation and inequality
10. Solve parametric equations
11. Solve algebraically or graphically two simultaneous linear
equations
12. Solve algebraically or graphically a quadratic equation
13. Solve algebraically or graphically a quadratic inequality
40 Hours
Learning Outcome 1.1: Solve algebraically or graphically a linear equation and inequality
Solving linear equation
Algebraic method
Graphical method
Solving a linear inequality
Algebraic method
Graphical method
o Brainstorming
o Group discussion and
presentation
o Individual work
o Home work
o Documentary research
o Reference books o Didactic materials
such as manila paper
o Geometric instruments (Ruler, T-square)
o Handouts on worked examples
Formative Assessment 1.1
Performance criterion
Correct solving algebraically or graphically a linear equation and inequality in
accordance with the required methods and steps
Resources Learning activities Content
308 | P a g e
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 Short questions
Open questions
Plotted graphs
Checklist Score
Yes No
Indicator 1: Linear equation is well solved
Algebraic method is applied
Graphical method is applied
Indicator 2: Linear inequalities are well solved
Algebraic method is applied
Graphical method is applied
Valid solutions have been determined
Observation
Learning Outcome 1.2: Solve parametric equations
Definition of terminologies
Parameter
Parametric equation
Steps of Solving parametric equations
Discussion rules
Principles
o Brainstorming
o Group discussion and
presentation
o Individual work
o Home work
o Documentary research
o Reference books
o Didactic materials such as manila paper
o Handouts on worked examples
Resources Learning activities Content
309 | P a g e
Validation of solution
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Short questions
Open questions
Checklist Score
Yes No
Indicator 1: Terminologies are properly defined
Parameter is defined
Parametric equation is defined
Indicator 2: Steps of solving parametric equation are well followed
Discuss rule is applied
Principles are applied
validation of solution is applied
Observation
Performance criterion
Perfect discussion on parametric equations in one unknown based on
established condition.
310 | P a g e
Learning Outcome 1.3: Solve algebraically or graphically two simultaneous linear equations
Solving algebraically two
simultaneous linear equations
Solving graphically two
simultaneous linear equations
o Brainstorming
o Group discussion and
presentation
o Individual work
o Home work
o Documentary research
o Reference books o Didactic materials
such as manila paper
o Geometric instruments (Ruler, T-square)
o Handouts on worked examples
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Plotted graphs
Open questions or Short answer question
Checklist Score
Yes No
Indicator 1: Two simultaneous linear equations are well solved
Algebraic methods are applied
Graphical method is used
Solution set is validated
Indicator 2: Two simultaneous linear inequalities are well solved
Performance criterion
Proper solving algebraically or graphically two simultaneous linear equations in
accordance with required steps
5.4. Effective solving quadratic equations in accordance with the required
steps
Resources Learning activities Content
311 | P a g e
Algebraic methods are applied
Graphical method is applied
Valid solutions have been determined
Observation
Learning Outcome 1.4: Solve algebraically or graphically a quadratic equation .
Methods of solving algebraically a
quadratic equation
Factorizing method
Square root property
Completing the square
Quadratic formula
Solving graphically a quadratic
equation
Construction of a parabola
Determination of solutions
set
o Brainstorming
o Group discussion and
presentation
o Individual work
o Home work
o Documentary research
o Reference books o Didactic materials
such as manila paper
o Geometric instruments (Ruler, T-square)
o Handouts on worked examples
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Effective solving algebraically or graphically a quadratic equation in
accordance with the required methods.
Resources Learning activities Content
312 | P a g e
Types of evidence Portfolio assessment tools
Written Open questions
Plotted graphs
Checklist Score
Yes No
Indicator 1: Methods of solving algebraically quadratic equations are well applied
Factorizing method is applied
Square root property is used
Completing the square is performed
Quadratic formula is used
Indicator 2: Steps of solving graphically quadratic equations are well followed
A parabola is plotted
Solutions set is validated
Observation
Learning Outcome 1.5: Solve algebraically or graphically a quadratic inequality
Steps of solving algebraically a
quadratic inequality
Factorization of the given
inequality
Determination of roots
Study table of sign
Determination of interval of
solutions
Solving graphically a quadratic
o Brainstorming
o Group discussion and
presentation
o Individual work
o Home work
o Documentary research
o Reference books
o Didactic materials such as manila paper
o Geometric instruments (Ruler, T-square)
o Handouts on worked examples
Resources Learning activities Content
313 | P a g e
inequality
Plotting a parabola
Shading the region satisfying
the given inequality
Determination of interval of
solutions
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Open questions or Short answer question
Plotted graphs
Checklist Score
Yes No
Indicator 1: Steps of solving algebraically quadratic inequalities are well followed
Factorization of the given inequality is done
Roots are determined
Table of sign is studied
Solutions interval is validated
Indicator 2: Steps of solving graphically quadratic inequalities are well performed
A parabola is plotted
Shaded region is appropriate
Solutions set is valid
Observation
Performance criterion
Proper solving algebraically or graphically a quadratic inequality in accordance
with the required steps
314 | P a g e
Learning unit LU 2: Determine and analyze algebraic functions
2
Learning Outcomes:
1. Determine the domain and range of algebraic function
2. Identify the symmetry of algebraic function 3. Determine limits of a function 4. Determine the asymptotes to the rational and
polynomial functions 25 Hours
Learning Outcome 2.1: Determine the domain and range of algebraic function
Definitions of terminologies
Domain of definition of a function
Range of a function
Determination of: Existence
condition Domain of
definition of a function
Range of a function
o Group discussion on existence condition
o Practical exercises determination of domain and range of a function
o Individual exercise on determination of domain and range of a function
o Documentary Research
- Reference Books - Didactic materials such as
manila paper - Hand-out notes - Internet
Formative Assessment 2.1
Resources Learning activities
Content
315 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions Open questions Matching
Checklist Score
Yes No
Indicator 1: Terminologies are well defined
Domain of definition is defined
Range is defined
Indicator 2: Determination is correctly done
Existence conditions are determined
Domain of definition is determined
Range is determined
Observation
Learning Outcome 2.2:Identify the symmetry of algebraic function
Definition of terminologies
Even function
Odd function
Identification of functions
Even function
Odd function
o Group discussion symmetry of
numerical function
o Pairing work
o Practical exercises o Individual work
o Documentary Research
- Reference Books - Didactic materials
such as manila paper - Hand-out notes - Internet
Resources Learning activities Content
Performance criterion
Accurate determination of the domain and range of algebraic function based on
existence condition
316 | P a g e
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions based on symmetry of algebraic function Open questions based on symmetry of algebraic function
Checklist Score
Yes No
Indicator 1: Even and odd functions are well defined
Even function is defined
Odd function is defined
Indicator 2: Even and odd functions are well identified
Even function is identified
Odd function is identified
Observation
Performance criterion
Adequate identification of symmetry (parity) of algebraic function based on
definitions of key words (even and odd)
317 | P a g e
Learning Outcome 2.3:Determine limits of a function
Determination of function limits
Finite limits Infinite limits Limit at infinity
Remove of indeterminate cases
0
0
0
o Group discussion on
calculation of limits
o Pairing work
o Practical exercises on calculation of limits
o Individual exercises on calculation of limits
o Documentary Research
- Reference Books - Hand-out notes - Didactic materials
such as manila paper - Internet
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions Short questions
Performance criterion
Perfect determination of limits of a function based on theory of calculating limits
Resources Learning activities Content
318 | P a g e
Checklist Score
Yes No
Indicator1: Limits of functions are correctly determined
Finite limits are determined
Infinite limits are determined
Limit at infinity are determined
Indeterminate cases are determined
Indicator 2:Indeterminate cases (forms) are correctly removed
0
0 is removed
is removed
0 is removed
is removed
Observation
Learning Outcome 2.4: Determine the asymptotes to the rational and polynomial
functions
Definitions of asymptotes
Horizontal
Vertical
Oblique
Determination of
asymptotes
Horizontal
Vertical
Oblique
o Practical exercises on different
types of asymptotes
o Individual exercises on
different types of asymptotes
o Documentary Research
- Reference Books - Didactic materials
such as manila paper - Hand-out notes - internet
Resources Learning activities Content
319 | P a g e
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Short questions
Checklist Score
Yes No
Indicator: Asymptotes are well defined
Horizontal asymptote is defined
Vertical asymptote is defined
Oblique asymptote is defined
Indicator: Asymptotes are correctly determined
Horizontal asymptote is determined
Vertical asymptote is determined
Oblique asymptote is determined
Observation
Performance criterion
Proper determination of asymptotes to the rational and irrational functions
based on limits calculation
320 | P a g e
Learning unit
3 LU 3: Apply fundamentals of differentiation
15Hours Learning Outcomes:
1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch graph of a function
Learning Outcome 3.1:Determine derivative of a function
Definition of derivative
Determination of derivatives Derivative of function at a given point
Derivative of a polynomial function
Derivative of a rational function
Derivative of an irrational function
Successive derivatives
o Group discussion on derivative of function
o Practical exercises o Group works o Individual works o Documentary Research
- Reference Books - Didactic
materials such as manila paper
- Hand-out notes - internet
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Performance criterion
Proper determination of derivative from given definition
Resources Learning activities
Content
321 | P a g e
all based on definition or determination of derivative
Checklist Score
Yes No
Indicator 1: Derivative is correctly defined
Derivative is defined
Indicator 2: Derivatives are well determined
Derivative of a function at a given point is calculated
Derivative of a polynomial function is determined
Derivative of a rational function is determined
Derivative of an irrational function is determined
Successive derivatives are determined
Observation
Learning Outcome 3.2 :Interpret derivative of a function
Geometric interpretation of a derivative of a function at a point
Kinematical meaning of a derivative
o Group discussion on derivative function
o Practical exercises o Individual works o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper
- Hand-out notes - Internet
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions based on interpretation of derivative
Performance criterion
Adequate interpretation of derivative of a function by illustrating a curve with its
tangent and secant line
Resources Learning activities Content
322 | P a g e
Open questions based on interpretation of derivative
Checklist Score
Yes No
Indicator1: Derivative of a function is correctly interpreted
Geometric interpretation of a derivative is given
Kinematical meaning of a derivative is given
Observation
Learning Outcome 3.3:Apply derivative
Determination of equation of tangent line at a given point
Determination of equation of normal line at a given point
Increasing and decreasing intervals for a function
Maximum and minimum points of a function
Concavity, inflection point on a graph
o Group discussion on differentiation of function
o Practical exercises on different applications of derivative
o Individual works o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper
- Hand-out notes
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Appropriate application of derivative based on definitions and calculation of
derivatives
Resources Learning activities Content
323 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator : Application of derivative is approriately done
Determination of tangent at a point of a function is done
Determination of normal at a point of a function is done
Determination of increasing interval is done
Determination of decreasing interval is done
Calculation of Minimum point of a function is done
Calculation of Maximum point of a function is done
Determination of concavity of a graph is done
Determination of inflexion point on a graph is done
Observation
Learning Outcome 3.4: Sketch graph of a given function
Establishing required parameters Variation table Additional points
Sketching graph Sketching graph of
polynomial function Sketching graph of rational
function Sketching graph of
irrational function
o Group discussion on different types of function
o Practical exercises on sketching graphs
o Individual works on sketching graphs
o Documentary Research
- Scientific calculator
- Reference Books - Geometric
instruments (Ruler, T-square)
- Didactic materials such as manila paper
- Hand-out notes - Internet
Formative Assessment 3.4
Resources Learning activities Content
324 | P a g e
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on derivative Open questions based on derivative and table of variation Sketching graph
Checklist Score
Yes No
Indicator 1 : Parameters that influence skecthing graph are well established
Construction of table of variation is done
Choice of additional points is done
Indicator 2 : Sketching graph is accurately done
Sketching graph of polynomial function is done
Sketching graph of rational function is done
Sketching graph of irrational function is done
Observation
Reference books:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press. 2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
Performance criterion
Accurate sketching graph of an algebraic function from the table of variation of
the given function
325 | P a g e
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
326 | P a g e
G E N B C 4 0 1 - INTRODUCTION TO ORGANIC CHEMISTRY
GENBC 401 Demonstrate basic knowledge of Chemistry
REQF Level: 4 Learning hours
Credits: 4 40Hrs
Sector: All recommended sectors
Sub-sector: All recommended trades
Issue date: September, 2021
Purpose statement
This module describes the knowledge, skills and attitudes required to introduce
organic chemistry. At the end of this module, learners will be able to explain
organic compounds, discuss biochemical molecules, and describe polymerization.
327 | P a g e
___________________________________________________________________
LEARNING ASSUMED TO BE IN PLACE LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. By the end of the module, the trainee will be able to:
328 | P a g e
Element of competence Performance criteria
1. Explain organic compounds 1.1 Identify properly the classes of
organic compounds according to
their structure
1.2 Illustrate correctly the organic
compounds based on their
functional group
1.3 Distinguish correctly applications of
organic compunds based on their
functional groups
2. Discuss biochemical molecules 2.1 Characterize correctly
carbohydrates based on their
monomers
2.2 Explain properly lipids and proteins
based on their functional groups
2.3 Describe correctly nucleic acids and
vitamins based on their functional
groups
3. Describe polymerization 3.1 Identify clearly the properties of
polymers according to their physical
–chemical properties
3.2 Explain properly the classes of
polymers according to the nature of
polymers
3.3 Discuss correctly the the effect of
polymers on the environment based on
their types of polymer
329 | P a g e
1
2O Hours
LU1: Explain organic compounds
Learning Outcomes:
1. Identify classes of organic compounds
2. illustrate the organic compounds 3. Distinguish applications of organic chemistry
Learning Outcome 1.1: Identify classes of organic compounds
Key terms
Organic chemistry
Hydrocarbons
Polymers
o Brainstorming on
definition of key terms
o Group discussion on
difference of inorganic
and organic compounds
o Pair discussion about
- Reference books - DVD players - White/black board - Internet connection - Projector - Computer - Marker pen - Flip chart
Content Learning activities Resources
330 | P a g e
Difference between
inorganic and organic
chemistry
Inorganic
compounds
Organic
compounds
Classes of organic
compounds
Aliphatic
Alicyclic
Aromatic
classes of organic
compounds
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral Evidence Written Evidence
Observation checklist Multiple choice True or False
Performance criterion
1.1 Identify properly the classes of organic compounds according to
their structure
331 | P a g e
Setence completion Matching question Open question
Task: With reference to the given chemical compounds, choose organic
compounds and classify them as aliphatic, alicyclic, and aromatic.
Checklist Score
Yes No
Indicator 1: Key terms are well defined
Organic chemistry is defined
Hydrocarbon is defined
Polymer is defined
Indicator 2: Inorganic and organic chemistry are well differenciated
Inorganic chemistry is explained
Organic chemistry is explained
Indicator 3: Classes of organic compounds are correctly identified
Aliphatic organic compounds are identified
Alicyclic organic compounds are identified
Aromatic organic compounds are identified
Observation
Learning Outcome 1.2: Illustrate the organic compounds
332 | P a g e
Homologous series
Definition of
homologous series
Characteristics of
homologous series
Functional groups
Alkanes
Alkenes
Alkynes
Alcohol
Aldehyde
Ketones
Carboxylic acid
Ester
Amide
Amine
Ether
Nitriles
Nomenclature of organic
compounds
Alkanes
Alkenes
Alcynes
o Brainstorming on Homologous
series
o Group discussion about
functional group
o Practical exercises on
nomenclature of organic
compounds
- Reference books - DVD players - Internet connection - Projector - Computer - Marker - Flip chart - Periodic table of chemical
elements
Content Learning activities Resources
333 | P a g e
Alcohol
Aldehyde
Ketones
Carboxylic acid
Ester
Amide
Amine
Ether
Nitriles
Isomerism
Definition of
isomerism
Constitutional
isomers
Formative Assessment 1.2
Performance criterion
1.2 Illustrate correctly the organic compounds based on their
functional group
334 | P a g e
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence Written evidence
Checklist Multiple choice True or False Setence completion Matching question
Task: Give the functional groups and names of the organic compunds
with FOUR carbons.
Checklist Score
Yes No
Indicator 1: Homologous series is well explained
Homologous series is defined
Characteristics of homologous series are identified
Indicator 2: Functional groups and names of organic compounds are clearly identified
Alkanes are identified
Alkenes are identified
Alkynes are identified
Alcohols are identified
Aldehydes are identified
Ketones are identified
Carboxylic acids are identified
Esters are identified
Amides are identified
Amines are identified
Ethers are identified
Nitriles are identified
Indicator 3: Isomerism is wel discussed
Isomers are defined
Constitutional isomers are identified
Observation
335 | P a g e
Learning Outcome 1.3: Distinguish applications of organic compounds
Hydrocarbon and its derivatives
Petrochemicals (methane,
ethane, gasoline, essence)
Acetylene: in steel welding
Alcohol
Fermentation
Ketones
Nail polish (acetone)
Aldehyde
In food (Vanilla)
Carboxylic acid and esters
Saponification
Food (vinegar)
Aromatic hydrocarbons
Synthetic of drugs
Plastics
Desinfectors
o Brainstorming on
applications of
organic compound
o Documentary
research on
application of
organic
compounds in
dairly life
o Laboratory
experints on
saponification and
fermentation.
Reference
books DVD players Internet
connection Projector Computer Marker Flip chart Periodic table
of elements Laboratory
Content Learning activities Resources
336 | P a g e
Application areas of organic
compounds
Smells & tastes: fruits, fish,
Medications: aspirin, insulin
Addictive substances: caffeine,
nicotine, and alcohol
Hormones/Neurotransmitters:
adrenaline, dopamine, and
serotonin
Food: carbohydrates, protein,
fat, vitamins, and Vinegar
Genetics: DNA, RNA
Energy: petrochemicals
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence Written evidence
Checklist Multiple choice True or False
Performance criterion
1.3 Distinguish correctly applications of organic compunds based on their
functional groups
337 | P a g e
Setence completion Matching question Essay (Short or extendeded responses) Task: Given different organic compounds, group them according to their area of application.
Checklist Score
Yes No
Indicator 1: Applications of hydrocarbon and its derivatives are well explained
Uses of petrochemicals are explained
Uses of Acetylene are explained
Indicator 2: Applications of Alcohols are well explained
Uses of ethanol are explained
Indicotor 3: Applications of Ketones are clearly explained
Uses of acetone are explained
Indicotor 4: Applications of Aldehyde are clearly explained
Uses of Aldehydes as food additives are explained
Indicotor 5: Applications of carboxylic acid and esters are well explained
Saponification is explained
Uses of carboxylic acids are explained
Indicotor 6: Applications of aromatic hydrocarbons are correctly explained
Use of aromatic hydrocarbons in drug synthesis is explained
Use of aromatic hydrocarbons in plastics is explained
Use of aromatic hydrocarbons as desinfectant is explained
Indicotor 7: Application areas of organic compounds are identified
Cosmetic (fragrance) area is identified
Medical (pharmaceutical products) area is identified
Food (flavor) area is identified
Biological area is identified
Energy area is identified
Observation
338 | P a g e
LU2 : Describe biochemical molecules
2 10 Hours
Learning Outcomes:
1. Characterize carbohydrates
2. Explain lipids and proteins
3. Describe nucleic acids and vitamins
Learning Outcome 2.1: Characterize carbohydrates
Key terms
Biological macromolecules
Monomers
Polymers
Carbohydrates
Monosaccharides
Polysaccharides
Types of biological
macromolecules
o Brainstorming on
key terms
o Group discussion on
types of biological
macromolecules
o Goup work and
presentation about
carbohydrates.
- Reference books
- Internet connection
- Computer - Projector - Laboratory - Chalkboard - Chalks
Content Learning activities Resources
339 | P a g e
Carbohydrates
Lipides
Proteins
Nucleic acids
Carbohydrates
Sources
Properties
Categories
Starch
(definition,structure,
and function)
Glycogens
(definition,structure,
and function)
Cellulosis
(definition,structure,
and function)
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence Written evidence
Observation checklist Multiple choice True or False Setence completion
Performance criterion
2.1 Characterize correctly carbohydrates based on their monomers
340 | P a g e
Matching question Essay (Short or extendeded responses)
Task: Identify the types of biological macromolecules
and discuss in details properties and functions of
carbohydrates.
Checklist Score
Yes No
Indicator 1: Key terms are well defined
Biological macromolecule are defined
Monomers are defined
Polymers are defined
Carbohydrates are defined
Monosaccharides are defined
Polysaccharides are defined
Indicator 2: Types of biological macromolecules are correctly identified
Carbohydrates are identified
Lipides are identified
Proteins are identified
Nucleic acids are identified
Indicator 3: Carbohydrates are clearly explained
Sources of carbohydrates are identified
Properties are identified
Structure and function of carbohydrates categories (Starch, Glycogens, Cellulosis) are explained
Observation
341 | P a g e
Learning Outcome 2.2: Explain carbohydrates and lipids
Key terms
Lipids
Proteins
Amino acids
Lipids
Sources
Properties
Categories
Fat acids
(definition,
structure, and
function)
Phospholids
(definition,
structure, and
function)
Steroids
(definition,
structure, and
function)
Proteins
Sources
Properties
Structure
Functions
o Brainstorming about
definitions of
lipids and proteins
o Group discussion on
categories of lipids
o Group work on
properties and
functions of proteins
- Reference books - Internet
connection - Computer - Projector - Laboratory - Chalkboard - Chalks
Content Learning activities Resources
342 | P a g e
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice True or False Setence completion Matching question Essay (Short or extendeded responses) Observation checklist Task: With reference to sources, properties, structure and function; differenciate lipids and proteins.
Checklist Score
Yes
No
Indicator 1: Key terms are well defined
Lipids are defined
Performance criterion
2.2 Explain properly lipids and proteins based on their functional group based on
their functional group
343 | P a g e
Proteins are defined
Amino acids are defined
Indicator 2: Lipids are clearly described
Lipid sources are explained
Lipid properties are explained
Lipid categories are discussed
Indicator 3: Proteins are properly discussed
Protein sources are explained
Protein properties are explained
Proteins functions are discussed
Observation
Learning Outcome 2.3: Describe nucleic acids and vitamins
Key terms
Nucleic acids
Nucleotides
Vitamins
Nuleic acids
Sources
Properties
Types
Deoxyribonucleic
acid (DNA)
(definition,
structure, and
function)
o Brainstorming on key
terms
o Group discussion on
structure, and
function of nucleic
acids (DNA and RNA)
o Group work and
presentation about
sources, properties
and function of
vitamins
- Reference
books - Internet
connection - Computer - Projector - Chalkboard - Chalk - Flipchart - Markers - Whiteboard - Photos - Tutorial videos
Content Learning activities Resources
344 | P a g e
Ribonucleic acid
(RNA) (definition,
structure, and
function)
Vitamins
Sources
Properties
Categories
Fat soluble vitamins
Water soluble
vitamins
Function
Fat soluble vitamins
Water soluble
vitamins
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice True or False Setence completion Matching question Essay (Short or extendeded responses)
Performance criterion
2.3 Describe correctly nucleics acid and vitamins based on their functional group
345 | P a g e
Task: Describe nucleic acids and vitamins.
Checklist Score
Yes
No
Indicator 1 : Key terms are well defined
Nucleic acids are defined
Nucleotides are defined
Vitamins are defined
Indicator 2: Nucleic acids are clearly described
Nuleic acids’ sources are explained
Nuleic acids’ properties are explained
Structure and function of nuleic acids’ types are discussed
Indicator 3: Vitamins are clearly described
Vitamins’ sources are explained
Vitamins’ properties are explained
Vitamins’ categories are explained
Vitamins’ functions are discussed
Observation
346 | P a g e
LU3 Describe polymerization
3 Learning Outcomes:
1. Identify properties of polymers
2. Explain classes of polymers
3. Discuss the effect of polymers on the environment
10 Hours
Learning Outcome 3.1: Identify properties of polymers
Key terms
Monomer
Polymer
Polymerization
Types of monomers
Simple sugar
monomers
(Monosaccharide)
Monomers of fats
(Lipids: glycerol, fatty
acids)
Nucleotides as
o Brainstorming on key
terms.
o Group discussion on
types of monomers.
o Group presentation on
properties of polymers
- Projector - Computer - Books - Internet - Pens/Pencils - Notebook - Papers - Marker - Board - Chalks
Content Learning activities Resources
347 | P a g e
monomers (nucleic
acids: DNA, RNA)
Monomers of plastics
(HDPE, LDPE)
Monomers of
proteins (Amino-
acids)
Properties of polymers
Heat capacity/Heat
conductivity
Thermal expansion
Crystallinity
Permeability
Elastic modulus
Tensile strength
Resistance to electric
current
Refractive index
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Performance criterion
3.1 Identify properly the properties of polymers according to their
physical –chemical properties
348 | P a g e
Types of evidence Portfolio assessment tools
Written evidence Oral evidence
True or false questions Multiple choice questions
Sentence completion Open questions Matching questions Observation checklist Task: Identify classes of monomers and properties of polymers
Checklist Score
Yes
No
Indicator 1: Key terms are well defined
Monomers are defined
Polymers are defined
Polymerization is defined
Indicator 2: Types of monomers are properly identified
Monomers of carbohydrates are identified
Monomers of lipids are identified
Monomers of nucleic acids are identified
Monomers of plastics are identified
Monomers of proteins are identified
Indicator 3: Properties of polymers are identified
Heat capacity/Heat conductivity property is identified
Thermal expansion property is identified
Crystallinity property is identified
Permeability property is identified
Elastic modulus property is identified
349 | P a g e
Tensile strength property is identified
Resistance to electric current property is identified
Refractive index property is identified
Observation
Learning Outcome 3.2: Explain properties of polymers
Classification of polymers based
on origin/Source
Natural
Synthetic
Semi-synthetic
Classification of polymers based
on types of monomers
Homopolymer
Heteropolymer
Classification of polymers based
on structure of the monomer
chain
Linear chain
Linked chain
o Brainstorming on classes of polymer based on source
o Group discussion on classes of polymer based on types of monomer.
o Group discussion on types of polymer based on structure of the monomer chain
o Group work on types of polymer based on mode of polymerization
- Pictures - Projector - Computer - Books - Internet - Pens/Pencils - Notebook - Papers - Marker - Board - Chalk
Content Learning activities Resources
350 | P a g e
Cross linked chain
Classification of polymers based
on mode of polymerization
Addition
polymerization
Condensation
polymerization
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Oral evidence
Multiple choice
True or false questions
Sentence completion
Open questions
Observation Check list
Performance criterion
3.2 Explain properly the classes of polymers according to the nature of
polymers
351 | P a g e
Task: Classify polymers based on origin/Source, types of monomers, structure of the monomer chain and on mode of polymerization.
Checklist Score
Yes
No
Indicator 1: Classes of polymers based on their origin/Source are well identified
Natural polymers are identified Synthetic polymers are identified Semi-synthetic polymers are identified
Indicator 2: Classes of polymers based on their types of monomers are well identified
Homopolymer polymers are identified Heteropolymer polymers are identified
Indicator 3: Classes of polymers based on their structure of the monomer chain are well identified
Linear chain polymers are identified Linked chain polymers are identified Cross linked chain polymers are identified
Indicator 4: Classes of polymers based on their mode of polymerization are well identified
Addition polymerization polymers are identified Condensation polymerization polymers are identified
Observation
352 | P a g e
Learning Outcome 3.3: Discuss the effect of polymers on the environment
Uses of polymers
Polypropene
Polystyrene
Polyvinyl chloride
Glyptal
Bakelite
Effects of polymers on
environment
Effects of
thermosetting
polymers
Effects of
thermoplastic
polymers
Effects of
elastomers
Management of old polymer
materials
Polymers reuse
Polymer recycling
o Brainstorming on uses of
polymers
o Group discussion on
effects of polymers on
environment
o Group work and
presentation on
management of polymer
materials
- Reference books - Internet connection - Projector - Computer - Marker - Flip chart - Polymers’ pictures - Tutorial videos - Chalkboard - Chalks - Flipchart - PPE
Content Learning activities Resources
353 | P a g e
Polymer disposal
Burying in
landfill sites
Burning
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false questions Open questions Observation Check list Task: Discuss the uses, effects of polymers on environment and management of old polymer materials.
Checklist Score
Yes No
Performance criterion
3.3 Discuss correctly the the effect of polymers on the environment
based on their types of polymer
354 | P a g e
Indicator 1: Uses of polymers are correctly discussed
Uses of Polypropene are discussed
Uses of Polystyrene are discussed
Uses Polyvinyl chloride are discussed
Uses of Bakelite are discussed
Uses of Glyptal are discussed
Indicator 2: Effects of polymers on environment are well discussed
Effects of thermosetting polymers are discussed
Effects of thermoplastic polymers are discussed
Effects of elastomers are discussed
Indicator 3: Management of old polymer materials is well discussed
Reuse of old polymer materials is discussed
Recycling old polymer materials is discussed
Disposal of old polymer materials (Burying in landfill sites and Burning) is discussed
Observation
References:
1. Schmitz, A. (2018, March 25). Introduction to Chemistry: General, Organic, and Biological (v.
1.0). Retrieved from 18.1 Properties of Amino Acids:
https://2012books.lardbucket.org/books/introduction-to-chemistry-general-organic�and-
biological/s21-01-properties-of-amino-acids.ht
2. Daniel R.Bloch (2012), Organic chemistry DeMYSTiFieD, second edition, McGrawHill.
3. GRAHAM HILL, J. H. (2000). Chemistry in context,fifth edition. Nerson Thornes. Obot, K. (2003).
Organic chemistry for Advanced level. Rwanda Education Board. (2015). Advanced level
chemistry syllabus. Kigali: PRINTEX. Bruice, P. Y. (n.d.). Organic Chemistry fourth Edition.
4. Andrady A. L. and Neal M. A. (2009). Applications and societal benefits of plastics.
355 | P a g e
5. Phil. Trans. R. Soc. B 364, 1977–1984 Bahl, A. (2010). Advanced Organic Chemistry. S
Chand & Company Limited.
356 | P a g e
G E N G B 4 0 1 - GENERAL BIOLOGY
Competence
GENGB 401 Demonstrate knowledge of General Biology
REQF Level: 4 Learning hours
Credits: 4 40
Sector: ALL EXCEPT Energy, ICT&Multimedia and Business
services.
Sub-sector: ALL
Issue date: September, 2021
Purpose statement
This module describes the knowledge, skills and attitudes required to demonstrate basic
knowledge of Biology. At the end of this module, the learner will be able to describe biological
macromolecules structure and function, illustrate patterns of genetic inheritance and
distinguish various microorganisms’ structure and their uses.
357 | P a g e
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 competence Performance criteria
1. Describe biological
macromolecules structure
and function
1. Explain clearly the function of carbohydrates based on their
structure
2. Clarify properly the function of lipids based on their structure
3. Illustrate correctly protein synthesis process in reference to
their genetic code
4. Distinguish effectively the functions of proteins in reference to
their structure
2. Illustrate partens of
genetic inheritance
1. Explain clearly the significance of Genetics basing on its
history
2. Discuss properly genetic inheritance based on Mendel's Laws
and non Mendel inheritance
3. Illustrate correctly genetic mutations based on phenotype
modifications
3. Distinguish various
microorganisms structure
and their uses
1. Explain clearly microbiology referring to its historical
development
2. Characterise correctly microbial diverversty based on their
structure and characterstics
3. Discuss effectively microbial nutrition based on their growth
requirements
4. Illustrate properly the importance of microorganisms based
on their harmfulnessand beneficial effects on environment
358 | P a g e
Learning Outcome 1.1: Explain the function of carbohydrates
Classification of carbohydrates Monosaccharide Disaccharide Oligosaccharide Polysaccharide
Carbohydrates catabolism Glycolysis Krebs cycle Electron transport
chain
Gluconeogenesis Definition of gluconeogenesis Major substrates for
gluconeogenesis Steps of gluconeogenesis
o Documentary
research and presentation on Classification of carbohydrates
o Group discussion and
presentation on Definition of key terms
o Group discussion and presentation onSteps of carbohydrates catabolism
- Reference books
- internet
- Computer
- Projector
- White board
/chalkboard
- Flip charts
- Markers
- Chalks
Learning unit LU 1: Describe biological macromolecules structure and
function
1
Learning Outcomes:
1.Explain the function of carbohydrates
2.Clarify the function of lipids
3.Illustrate the mainNucleic acids
4.Distinguish various proteins
10 Hours
Content Learning activities Resources
359 | P a g e
Importance of gluconeogenesis
o Brainstorming on Gluconeogenesis
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Records of questions asked by assessor and responses of
trainee
Multiple Choice questions
True – False questions
Matching
Sequencing
Sentence completion / fill in the blanks
Essay (short responses / extended responses)
Drawings
Observation Checklist
Task: Explain clearly the function of carbohydrates based on their
structure
Performance criterion
1. Explain clearly the function of carbohydrates based on their
structure
360 | P a g e
Checklist Score
Yes No
Indicator1:Groups of carbohydrates are well explained
Monosaccharides are discussed
Disaccharides are discussed
Oligosaccharides are discussed
Polysaccharides are discussed.
Indicator2: Carbohydrates catabolism is well explained
Glycolysis is explained
Krebs cycle is explained
Electron transport chain is explained
Indicator 3:Gluconeogenesis is well explained.
Gluconeogenesis is defined
Major substrates for gluconeogenesisare explained
Steps of gluconeogenesis are explained
Importance of gluconeogenesis is explained
Observation
Learning Outcome 1.2: Clarify the function of lipids
Key terms Lipids Hydrophobic Amphipathic
Groups of lipids based on their chemical composition
Simple lipids/Homolipids
Compound
o Documentary research and
presentation on definition
of keyterms.
o Group discussion and
presentation on lipid
groups.
o Brainstorming on lipid functions.
- Reference books
- Computers
- internet
- Projector
- White board/
chalkboard
- Flip charts
- Markers
- Chalks
Content Learning activities Resources
361 | P a g e
lipids/Heterolipids
Derived lipids
Functions of lipids.
Energy storage
Regulating and
signaling
Insulating and
protecting
- Tutorial videos
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
- Record of questions asked by assessor and responses of
trainee
- Multiple Choice questions
- True – False questions
- Matching
- Sequencing
- Sentence completion / fill in the blanks
- Essay (short responses / extended responses)
- Drawings
Performance criterion
2. Clarify appropriately the function of lipids based on their structure
362 | P a g e
- Observation Checklist for drawings
Task: Discuss the function of lipids based on their structure
Checklist Score
Yes No
Indicator 1:Key terms are well explained
The term “Lipid” is explained
The term “Hydrophobic” is explained
The term “Amphipathic” is explained
Indicator2: Groups of lipids based on their chemical composition are well explained.
Simple lipids/Homolipids are explained
Compound lipids/Heterolipids are explained
Derived lipids are explained
Indicator 3: Functions of lipids are well explained
Energy storage is explained
Regulating and signaling are explained
Insulating and protecting are explained
Observation
Learning Outcome 1.3: Illustrate the main Nucleic acids
Structure of
nucleotides
Pentose sugar
Nitrogenous bases
Phosphate group
o Brainstorming on Structure
of nucleotides
o Group Discussion and
presentation on types of
types of nucleic acids
o Documentary research and
- Reference books
- Computers
- Projector
- White board/ chalkboard
- Flip charts
Content Learning activities Resources
363 | P a g e
Types of nucleic acids
DNA
RNA
DNA replication
Mechanism of DNA
replication
Importance of DNA
replication
presentation on DNA
replication
- Markers
- Chalks
- Tutorial videos
- Pictures
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
- Record of questions asked by assessor and responses of
trainee
- Multiple Choice questions
- True – False questions
- Matching
- Sequencing
- Sentence completion / fill in the blanks
- Essay (short responses / extended responses)
- Drawings
Performance criterion
1.3.Illustrate correctly main Nucleic acids in accordance with their structure and
functions
364 | P a g e
- Observation Checklist
Task:Differentiate the main Nucleic acids in accordance with their
structure and functions
Checklist Score
Yes No
Indicator 1: Structure of nucleotides is well explained
Pentose sugar is identified
Nitrogenous bases are identified
Phosphate group is identified
Indicator 2:Types of nucleic acids are well described
DNA is described
RNA is described
Indicator 3:DNA replication is well illustrated
Mechanism of DNA replication is illustrated
Importance of DNA replication is explained
Observation:
Learning Outcome 1.4: Distinguish various proteins
Key terms
Genetic code
Gene
o Brainstorming on gene and
genetic code
o Documentary research and
- Reference books
- Computers
- Projector
Content Learning activities Resources
365 | P a g e
Transcription
Definition of
transcription
Transcription process
Translation
Key terms
Amino acid
Protein
Translation process
(protein synthesis)
Protein structure and
function
Primary structure
Secondary structure
Tertiary structure
Quartenary structure
presentation on
transcription
o Group Discussions and
presentation on translation
o Group Discussions and
presentation on Protein
structure and function
- White board/ chalkboard
- Flip charts
- Markers
- Chalks
- Tutorial videos
- Pictures
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
- Record of questions asked by assessor and responses of
trainee
- Multiple Choice questions
- True – False questions
Performance criterion
1.4. Distinguish effectively the functions of proteins in reference with their
structure.
366 | P a g e
- Matching
- Sequencing
- Sentence completion / fill in the blanks
- Essay (short responses / extended responses)
- Drawings
- Observation Checklist
Task: Distinguish the function of proteins referring to their
structure.
Checklist Score
Yes No
Indicator 1: Key terms are well explained
Genetic code is explained
Geneis explained
Indicator 2: Transcription is well described
Transcription is defined
Transcription process is illustrated
Indicator 3: Translation is well described
Key terms(Amino acid,Protein) are defined
Translation process is illustrated
Indicator 4: Protein structure and function are well described
Primary structure is described
Secondary structure is described
Tertiary structure is described
Quartenary structure is described
Observation:
367 | P a g e
Learning Outcome 2.1: Explain the significance of Genetics
Introduction to genetics Etymology
History of Genetics
Key terms Gene,
Locus,
Chromosomes,
Alleles,
haploid,
diploid,
gamete,
zygote,
Genome,
o Brainstorming on introduction to genetics
o Documentary research and
presentation on genetic terminologies
o Group discussions and presentation on importance of genetics
- Reference books
- Computers
- Internet
- Projector
- White board/
chalkboard
- Flip charts
- Markers
- Chalks
Learning unit
LU2 Illustrate patterns of genetic inheritance
2
Learning Outcomes:
1. Explain the significance of Genetics
2. Discuss genetic inheritance
3. Illustrate genetic mutations
15Hours
Content Learning activities Resources
368 | P a g e
Genotype,
Phenotype,
Dominant,
Recessive,
Co-dominant,
Additive,
Polymorphism,
Mutation,
Linkage,
Heterozygous,
Homozygous,
Test cross,
F1&F2(Filial
generations),
Importance of Genetics Inheritance
Disease diagnosis
genetic Investigation
Cancer diagnosis
- Tutorial videos
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
- Record of questions asked by assessor and responses of
trainee
- Multiple Choice questions
- True – False questions
- Matching
Performance criterion
2.1 Explain clearly the significance of Genetics basing on its history
369 | P a g e
- Sequencing
- Sentence completion / fill in the blanks
- Essay (short responses / extended responses)
- Observation Checklist
Task: Explain clearly the importance of genetics
Checklist Score
Yes No
Indicator 1: Introduction to genetics is well done
Etymology of the word “genetic” is explained
History of Genetics is explained
Indicator 2: key terms in genetics are well explained
The term “Gene” is explained
The term “Locus” is explained
The term “Chromosomes” is explained
The term “Alleles” is explained
The term “haploid” is explained
The term “diploid” is explained
The term “gamete” is explained
The term “zygote” is explained
The term “Genome” is explained
The term “Genotype” is explained
The term “Phenotype” is explained
The term “Dominant” is explained
The term “Recessive” is explained
The term “Co-dominant” is explained
The term “Additive” is explained
The term “Polymorphism” is explained
370 | P a g e
The term “Mutation” is explained
The term “Linkage” is explained
The term “Heterozygous” is explained
The term “Homozygous” is explained
The term “Test cross” is explained
The term F1(Filial generations) is explained
The term F2(Filial generations) is explained
The term “Mutation” is explained
The term “Linkage” is explained
The term “Test cross” is explained
Indicator 3: importance of genetics is well explained
Importance of genetics in Inheritance is explained
Importance of genetics in Disease diagnosis is explained
Importance of genetics in genetic Investigation is explained
Importance of genetics in Cancer diagnosis is explained
Observation
Learning Outcome 2.2: Discuss genetic inhertance
Concepts of genetic inheritance Inheritance
Monohybrid
Dihybrid
Mendel’s laws Law of Dominance
Law of Segregation
Law of Independent
assortment
o Braintosrming on concepts of inheritance
o Documentary research and presentation on Mendel’s laws
o Group discussions and presentation on Mendel’s experiments
o Practical exercises on crossing
- Reference books
- Computers
- Internet
- Projector
- White board/ chalkboard
- Flip charts
Content Learning activities Resources
371 | P a g e
Mendel’s experiments Crossings
Monohybrid Cross
Dihybrid Cross
Phenotypes and
genotypes ratios
Chromosomal Theory Background
Salient Features
Variations from Mendel’s patterns Multiple allele traits
Co-dominance
Incomplete
dominance
Sex linked
inheritance
Polygenic traits
o Documentary research and presentation on Chromosomal theory and variations from Mendel inheritance
- Markers
- Chalks
- Tutorial videos
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
- Record of questions asked by assessor and responses of
trainee
- Multiple Choice questions
- True – False questions
- Matching
- Sequencing
- Sentence completion / fill in the blanks
Performance criterion
2.2. Discuss properly genetic inheritance based on Mendel's Laws and non
Mendel inheritance
372 | P a g e
- Essay (short responses / extended responses)
- Drawings
- Observation Checklist
Task: Explain genetic inheritance based on Mendel's Laws
Checklist Score
Yes No
Indicator 1: Concepts of genetic inheritance are well explained
Inheritance is explained
Monohybrid is explained
Dihybrid is explained
Indicator 2: Mendel’s laws are well discussed Law of Dominance is discussed
Law of Segregation is discussed
Law of Independent assortment is discussed
Indicator 3: Mendel’s experiments are well discussed
Crossings are discussed
Monohybrid Cross is discussed
Dihybrid Cross is discussed
Phenotypes and genotypes are discussed
Indicator4: Chromosomal Theory is well explained Background of Chromosomal Theory is explained
Salient Features are explained
Indicator 5: Variations from Mendel’s patterns are discussed
Multiple allele traits are discussed
Co-dominance is discussed
Incomplete dominance is discussed
Sex linked inheritance is discussed
Polygenic traits are discussed
Observation
373 | P a g e
Learning Outcome 2.3: Illustrate genetic mutations
Key terms Mutation
Somatic mutation
Chromosomal
mutation
Mutagen
Variation
Causes of genetic mutations Spontaneous
Physical agents
Chemical mutagens
Types of genetic mutations Gene mutations
Point Mutation
Frameshift Mutation
Base substitution
Mutation
Chromosome
mutations
Structural (Deletion,
Duplication,
Inversion,
Translocation)
Numerical (polyploidy,
aneuploidy)
Effects of genetic mutations Harmful effects
(Genetic disorders, ...)
Beneficial effects
Neutral effects
o Individual work (Search
for Definition of key
terms)
o Group work on Causes
and effects of genetic
mutations
o Presentations on Causes
and effects of genetic
mutations
o Observation of Types of
genetic mutations on
video
o Brainstorming on genetic
mutations effects
- Reference books
- Computers
- Internet
- Projector
- White board/ chalkboard
- Flip charts
- Markers
- Chalks
- Tutorial videos
- Pictures
Content Learning activities Resources
374 | P a g e
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
- Record of questions asked by assessor and responses of
trainee
- Multiple Choice questions
- True – False questions
- Matching
- Sequencing
- Sentence completion / fill in the blanks
- Essay (short responses / extended responses)
- Drawings
- Observation Checklist
Tasks: Explain genetic mutations based on phenotype modifications
Checklist Score
Yes No
Indicator1: Key terms are well defined
Mutation is defined
somatic mutation is defined
chromosomal mutation is defined
mutagen is defined
variation is defined
Performance criterion
2.3 Illustrate correctly genetic mutations based on phenotype
modifications
375 | P a g e
Indicator2: Causes of genetic mutations are discussed
Spontaneous mutation is discussed
Physical agents are discussed
Chemical mutagens are discussed
Indicator3: Gene mutations are well illustrated
Point Mutation (Frameshift Mutation, Base substitution Mutation) is
illustrated
Chromosome mutation (Deletion, Duplication, Inversion,
Translocation, polyploidy, aneuploidy) is illustrated
Indicator 4: Effects of genetic mutations are well explained
Harmful effects are explained
Beneficial effects are well explained
Neutral effects are well explained
Observation
376 | P a g e
Learning Outcome 3.1: Explain microbiology
Introduction to Microbiology
Definition of key terms
Microbiology
Microorganisms
Microbes
Germs
History of microbiology
Contributions to Microbiology
Louis Pasteur
Robert Koch
Joseph Lister
Importance of microbiology
Agriculture industry
Health and medicine
industry
Maintenance of the
o Brainstorming on
definition of key terms
o Documentary research
and presentation on
History of microbiology
o Individual work( search
on contribution to
MIcrobiology
o Group discussion on
importance of
microbiology
- Reference books
- Light Microscope
- Internet
- Computer
- Projector
- White board
/chalkboard
- Flip charts
- Markers
- Chalks
Learning unit
LU3 Distinguish various microorganisms structure and their uses
3
Learning Outcomes:
1. Explain microbiology
2. Characterise microbial diversity
3. Discuss microbial nutrition
4. Illustrate the importance of microorganisms
15Hours
Content Learning activities Resources
377 | P a g e
environment
Pharmacy and
biothechnology
industry
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Records of questions asked by assessor and responses of
trainee
Multiple Choice questions
True – False questions
Matching
Sequencing
Sentence completion / fill in the blanks
Essay (short responses / extended responses)
Drawings
Observation Checklist
Task: Explain microbiology and its importance
Checklist Score
Yes No
Indicator 1: Introduction to Microbiology is well done
Key terms are well defined
Microbiology is defined
Performance criterion
3.1 Explain clearly microbiology referring to its historical development
378 | P a g e
Microorganism is defined
Microbe is defined
Germ is defined
History of microbiology is discussed
Indicator 2: Contributions to Microbiology are well discussed
The contribution of Louis Paster is discussed
The contribution of Robert Koch is discussed
The contribution of Joseph Lister is discussed
Indicator 3: Importance of microbiology is well explained
Importance of microbiology in Agriculture industry is explained
Importance of microbiology in Health and medicine industry is
explained
Importance of microbiology in Maintenance of the
environment is explained
Importance of microbiology in Pharmacy and biothechnology
industry is explained
Observation
Learning Outcome 3.2: Characterise microbial diversity
Types of microbial diversity
Physical/structural
Biochemical/metabolic
Genome
Major taxomomic groups of
Microorganisms
Bacteria
General
characterstics
Shapes
Bacterial cell
structure
Viruses
Virus structures
o Group discussion and
presentation on types of
microbial diversity
o Documentary research and presentation on major taxonomic groups of microorganisms
o Brainstorming on microbial interactions’types
- Reference books
- Animal and Plant
Cell charts
- Light Microscope
- Computers
- internet
- Projector
- White board/
chalkboard
- Flip charts
- Markers
Content Learning activities Resources
379 | P a g e
Virus shape
Fungi
Major
characteristics
Structure of
fungi
Growth of fungi
Algae
Molphology
algae
Ecology of algae
Protozoa
General
characterstics
Groups of
protozoa
Microbial interactions’types
Positive interactions
(mutualism,
protocooperation,
commensalism
Negative interactions
(predation, parasitism,
Amensalism and
competition
- Chalks
- Tutorial videos
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence - Record of questions asked by assessor and responses of
Performance criterion
Characterise correctly microbial diversity based on their structure
and taxonomy
380 | P a g e
Written evidence
trainee
- Multiple Choice questions
- True – False questions
- Matching
- Sequencing
- Sentence completion / fill in the blanks
- Essay (short responses / extended responses)
- Drawings
- Observation Checklist for drawings
Task: Differentiate types of microorganisms
Checklist Score
Yes No
Indicator1: Types of microbial diversity are well explained
Physical/structural is explained
Biochemical/metabolic is explained
Genome is explained
Indicator 2: Major taxomomic groups of Microorganisms are well described
Bacteria are described
General characterstics of bacteria are discussed
Shapes of bacteria are illustrated
Bacteria cell structure is illustrated
Viruses are well described
Virus structures are illustrated
Virus shapes are illustrated
Fungi are well described
Major characteristics of Fungi are explained
Structure of fungi is illustrated
Growth of fungi is discussed
Algae are well described
Molphology of algae is described
Ecology of algae is discussed
381 | P a g e
Protozoa are well described
General characterstics of Protozoa are discussed
Sub-groups of Protozoa are described
Indicator3: Microbial interactions’types are well discussed
Positive interactions (mutualism, protocooperation, commensalism)
are discussed
Negative interactions (predation,parasitism, amensalism and
competition) are discussed
Observation
Learning Outcome 3.3: Discuss microbial nutrition
Microorganisms nutrient
requirements
Nutrients’sources
Energy source Carbon source Nitrogen
source
Phosphate source
Sulfur source
Categories of essential
nutrients
Micronutrients Macronutrient Growth factors
Nutrient transport processes
Passive diffusion Facilitated diffusion Active transport Group translocation
Growth requirements Physical growth
o Documentary research
and presentation on
microorganisms
nutrients requirements
o Brainstorming on
nutrient transport
o Group Discussions and
presentation on growth
requirements
- Reference books
- Computers
- Projector
- White board/
chalkboard
- Flip charts
- Markers
- Chalks
- Tutorial videos
- Pictures
Content Learning activities Resources
382 | P a g e
requirements Chemical growth
requirements
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
- Record of questions asked by assessor and responses of
trainee
- Multiple Choice questions
- True – False questions
- Matching
- Sequencing
- Sentence completion / fill in the blanks
- Essay (short responses / extended responses)
- Drawings
- Observation Checklist
Task: Explain briefly microbial nutrition
Checklist Score
Yes No
Indicator 1: Microorganisms nutrient requirements are well explained
Nutrients’sources are identified
Energysource is identified
Carbonsource is identified
Nitrogen source is identified
Performance criterion
3.3 Discuss effectively microbial nutrition based on their growth
requirements
383 | P a g e
Phosphate source
Sulfursource
Categoriesof essential nutrients for microorganisms are identified
Micronutrients are identified
Macronutrients are identified
Groth factors are identified
Indicator2: Nutrient transport Processes are well discussed
Passive diffusion is discussed
Facilitateddiffusion is discussed
Active transport is discussed
Grouptranslocation is discussed
Indicator3: Microorganisms Growth requirements are well explained
Physical growth requirements are explained
Chemical growth requirements are explained
Observation
Learning Outcome 3.4: Illustrate the importance of microorganisms
Importance of Bacteria
Benefits of bacteria
Industrial uses
Medical uses
Symbiotic relation
with human
Harmful effects of bacteria
Pathogenicity to
human
o Brainstorming on
BacteriaBenefits and
harmfulness
o Group Discussions and
presentation on fungi
Benefits and harmfulness
o Documentary research
and presentation on
virusBenefits and
- Reference books
- Computers
- Projector
- White board/
chalkboard
- Flip charts
- Markers
- Chalks
- Tutorial videos
- Pictures
Content Learning activities Resources
384 | P a g e
Pathogenicity
toplants
Pathogenicity
toanimals
Food spoilage
Importance Fungi
Benefits of fungi
Medical use
industrial use
Decomposition of
organic matter
health of ecosystem
Harmful effects of fungi
Pathogenicity to human
Pathogenicityto Plants
Pathogenicity to animals
Food spoilage
Fungal toxins
Importance of Virus
Benefitsof virus
Use in scientific
research
Medical use
Harmfulness of virus
harmfulness
385 | P a g e
Pathogenicityto human
Pathogenicity to plants
Pathogenicity to animals
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
- Record of questions asked by assessor and responses of
trainee
- Multiple Choice questions
- True – False questions
- Matching
- Sequencing
- Sentence completion / fill in the blanks
- Essay (short responses / extended responses)
- Observation Checklist
Task: Illustrate the importance of microorganisms based on their
harmfulness and beneficial effects on environment
Checklist Score
Yes No
Indicator 1: Importance of bacteria is well explained
Performance criterion
3.4 Illustrate clearly the importance of microorganisms based on their
harmfulness and beneficial effects on environment
386 | P a g e
Bacteria benefits are explained
Industrial uses is explained
Medical uses is explained
Symbiotic relation with human is explained
Harmful effects of bacteria are explained
Pathogenicity to human is explained
Pathogenicity to plants is explained
Pathogenicity to animals is explained
Food spoilage is explained
Indicator 2:Importance of fungi is well explained
Fungi benefits are explained
Medical use is explained
Industrial use is explained
Decomposition of organic matter is explained
Harmful effects of fungi are explained
Pathogenicity to human is explained
Pathogenicity to Plants is explained
Pathogenicity to animals is explained
Food spoilage is explained
Fungal toxins are explained
Indicator 3: Importance of Viruses is well eplained
Virus Benefits are explained
387 | P a g e
Use in scientific research is explained
Medical use is explained
Harmfulness of virus is explained
Pathogenicity to human is explained
Pathogenicity to plants is explained
Pathogenicity to animals is explained
Observation :
REFERENCES:
1. Mohammed, A., A. (2006). Molecular Biology and Applied Genetics for Medical
Laboratory Technician: Students. Jimma University.
2. MUHAYIMANA, O., Uwibambe, J., Philip, W., Y. & Alistair, C. (2017). Biology for Rwanda
schools: Student Book, Secondary 5. Laxmi Publications Pvt. Ltd113, Golden House,
Daryaganj, New Delhi-110002.
3. Frank Lowy. (2008). Bacterial Classification, Structure and Function.
4. Glen Sonder J & Karen W Post.(2005). Veterinary Microbiology: Bacterial & Fungal
Agents of Animal Diseases. Cold Spring
5. D. S. Weiss. (2004). Molecular Microbiology-Bacterial cell division and the septal ring.
vol. 54, pp. 588-597.
6. Chenn Peter, Murray John, 1999. Microorganisms and Biotechnology
388 | P a g e
7. Michael Robert, Michael Jonathan Reiss, Grace Monger; Advanced Biology, Nelson
Publishers, UK
8. https://sites.ualberta.ca/~enoch/Resources/Genetics.pdf
9. https://nios.ac.in/media/documents/SrSec314NewE/Lesson-22.pdf
10. https://www.bergenfield.org/cms/lib6/NJ01001228/Centricity/Domain/78/Padilla/Biol
ogy_FundamentalsOfGenetics(A).pdf
C U A V P 4 0 1 - VEGETABLES PREPARATION
CUAVP401 Prepare vegetables
389 | P a g e
RTQF Level: 4 Learning hours
Credits: 5 50
Sector: Hospitality and tourism
Sub-sector: Hospitality
Issue date: February, 2014
Purpose statement
390 | P a g e
Learning assumed to be in place
CUAFS401 Hygiene and food safety
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Select equipment,
stools and ingredients
1.1. Proper identification of equipment, tools used in preparing
vegetables
1.2. Appropriate application of basic maintenance of equipment and
tools
1.3. Proper cleaning and sterilization of equipment and tools
1.4. Proper identification of the six categories of vegetables
1.5. Appropriate identification of good qualities of vegetables and
consideration of purchasing fresh vegetables
1.6. Proper selection of raw materials to use that are fresh according
to the recipe guide
2. Prepare vegetables 2.1 Proper cleaning of raw materials including trimming and peeling
off the loose skins
2.2 Respect of hygiene standards while preparing vegetables
2.3 Respect of nutritional value while cleaning, preparing and
storing vegetables
2.4 Regularly examination of quality signs of freshness of the
vegetables
2.5 Proper setting up of work table basing on the work plan while
391 | P a g e
respecting three system container
2.6 Accurate measurements of raw materials in terms of quantity
according to the recipe
standards
2.7 Relevant cutting of vegetables in accordance with the recipe
standards (e.g.: Brunoise, macedoine, juliene, batonettes,
chiffonade, etc.)
3. Cook vegetables 3.1. Appropriate application of cooking method according to the
recipe
3.2. Correct cooking timing to avoid vegetables change of color,
texture and loss of nutrients
3.3. Proper presentation of vegetable dishes and at recommended
temperature
4. Store vegetables 4.1. Adequate check of cleanliness of vegetable store
4.2. Appropriate adjustment of storage temperature as required for
vegetables
4.3. Appropriate labelling of the storage containers with the
indication of items, life span of the dish and preparation date.
4.4. Proper cleaning and covering of storage container and the store
area all the time in order to avoid insects and parasites
4.5. Proper packing of vegetables in containers while avoiding the
overload
4.6. Correct conservation of vegetables
4.7. Proper arrangement of storage per item in the fridge for the
purpose of enhancing the storage procedures (FIFO-LIFO)
392 | P a g e
LU 1:Select equipment, tool, and ingredients
1
Learning Outcomes:
1. Identify equipment and tools used in preparing vegetables 2. Perform basic maintenance tools and equipment 3. Identify vegetables
20 Hours
Learning Outcome1.1 Identify equipment and tools used in preparing vegetables
Type of equipment and tools in preparing vegetables for: Washing Cutting Cooking Presenting Storing Peeling
o Research on different types of equipment and tools
o Presentation on different types of equipment and tools
o Demonstration on handling equipment and tools
o Brainstorming on equipment and tools
o Practical exercise on handling equipment and tools
o Study tour to the Hotel/supermarket
- Reference books - Flip Chart - Boards - Markers - Video aids - Knives - internet - Cutting board - Melon baller - Cookers - strainers - wooden spatula - Internet - Ladles - Carrot peeler - Vegetable slicer - Grater - Pots/pans - Perforated container - User’s manual - Cleaning and
sanitizing products
Resources Learning activities
Content
393 | P a g e
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Perform basic maintenance tools and equipment
Maintenance materials
Maintenance procedures: Dismantling and assembling
techniques of equipment and tools Cleaning and sterilizing techniques Greasing techniques
o Demonstration on dismantling and assembling techniques of equipment and tools
o Practical exercise Dismantling and assembling techniques of equipment and tools
o Brainstorming on dismantling and assembling techniques of
- Video aids - Reference - Internet - Catalogue - Water - Chemical
products - Paper rolls - Oil
Resources Learning activities Content
Performance criterion
Proper identification of equipment, tools used in preparing vegetables
394 | P a g e
equipment and tools o Group work on Dismantling
and assembling techniques of equipment and tools
Observation on Dismantling and assembling techniques of equipment and tools
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Identify vegetables
Categories of vegetables: Bulbs Roots/Tubers Leaves/Shoots Flowers Fruits
o Observation on categories of vegetables
o Demonstration on categories of vegetables
o Practical exercise on categories of vegetable
- Reference books - Video aids - Internet - Different categories of
vegetables. - Pictures
Resources Learning activities Content
Performance criterion
Appropriate application of basic maintenance of equipment and tools
395 | P a g e
Fungi Pulses Grains
o Presentation on categories of vegetables
o Brainstorming on categories of vegetables
o Group work on categories of vegetable
o Study tour nearest market
- Flip chart. - Boards - Markers
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.4: Identify freshness of vegetables
Characteristics of good quality(fresh) of vegetables:
Crispy Firm Not wilted
Other Specific
o Research on good qualities of vegetables
o Demonstration on good quality of vegetables
o Practical exercise on good quality of vegetables
- Reference books - Video aids - Internet - Pictures - Flip chart - Markers
Resources Learning activities Content
Performance criterion
Proper identification of the six categories of vegetables
396 | P a g e
characteristics
o Brainstorming on good quality of vegetables
o Observation on good quality of vegetables
o Site visit o Examination of quality
signs of vegetables.
- Boards - Vegetables
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate identification of good qualities of vegetables and consideration of
purchasing fresh vegetables
397 | P a g e
LU 2:Prepare and cook vegetables
2
Learning Outcomes:
1. Clean vegetables 2. Cut vegetables 3. Apply cooking method and presentation of vegetable dishes 4. Present vegetable dishes
20 Hours
Learning Outcome 2.1:Clean vegetables
Vegetables cleaning procedures
Safe practices in washing vegetables for nutritional value purpose
o Research on cleaning procedures
o Presentation on cleaning procedures
o Demonstration on cleaning vegetables respecting procedures
o Practical exercise on cleaning vegetables respecting procedures
- Reference books - Flip Chart - Boards - Markers - Video aids - Vegetables - Internet - Sinks - Running water - Knives - Colander - Containers
Formative Assessment 2.1
Performance criterion
Proper cleaning of raw materials including trimming and peeling off the loose
skins
Resources Learning activities
Content
398 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Cut vegetables
The types of vegetables cuts: Brunoise Macedoine Julienne Batonettes Slice Chiffonade Paysanne Turn vegetables Strips Final chopping
o Demonstration on vegetables cutting and different cuts
o Display of vegetables cuts o Practical exercise on
vegetables cutting and different cuts
o Observation o Individual practice on cutting
techniques o Presentation of the
vegetables cutting
- Reference books - Video aids - Internet - Vegetables - Vegetable cuts - Chopping/cutting
boards - Knives - Slicer
Formative Assessment 2.2
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards (e.g.:
Brunoise, macedoine, juliene, batonettes, chiffonade, etc.)
Resources Learning activities Content
399 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Apply cooking method and presentation of vegetable dishes
Vegetable cooking methods: Boiling Frying Roasting Grilling Poaching Steaming
Presentation techniques
o Demonstration on cooking vegetables
o Practical exercise on cooking vegetables
o Presentation of cooking vegetables
o Observation on vegetables dishes presentation
o Practical exercises on vegetables dishes presentation
- Reference books - Video aids - Pots - Pans - Cookers - Vegetables - Ladles - Wooden spatulas - Strainers - Containers - Pictures
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
400 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.4: Present vegetable dishes
Vegetable cooking methods: Boiling Frying Roasting Grilling Poaching Steaming
Presentation techniques
o Demonstration on cooking vegetables
o Practical exercise on cooking vegetables
o Presentation of cooking vegetables
o Observation on vegetables dishes presentation
o Practical exercises on vegetables dishes presentation
- Reference books - Video aids - Pots - Pans - Cookers - Vegetables - Ladles - Wooden spatulas - Strainers - Containers - Pictures
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
401 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
402 | P a g e
LU 3:Store vegetables
3
Learning Outcomes:
1. Identify store 2. Label storage containers 3. Conserve vegetable products 4. Apply storage procedures
20 Hours
Learning Outcome 3.1: Identify store
Types of storage Dry store Perishable store
Storage tools: Containers Plastic Stainless steel Porcelain
Shelves Wooden Stainless
Cleaning techniques and procedures according to the type of store
o Research on types of storage and tools
o Presentation on types storage and tools
o Brainstorming on types of storage and tools
o Demonstration on types of storage and tools Study tour of a nearby hotel
o Practical exercise on classification on types storage and tools
o Demonstration on cleaning store and tools
- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Fridge - Freezer - Containers - Cold room - Detergents - Cleaning tools - Water - Sanitizer
Resources Learning activities Content
403 | P a g e
o Practical exercise on cleaning store and tools while following procedures
- Wiping pads
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Label storage containers
Resources Learning activities Content
Performance criterion
Adequate check of cleanliness of vegetable store
404 | P a g e
Labelling techniques: label information writing rules position of label/ products logo
on the storage container
Importance of labelling
o Research on labelling techniques
o Demonstration on labelling o Practical exercise on
labelling o Brainstorming on labelling
techniques o Presentation on labelling o Group work on importance
of labelling and techniques
- Video aids - Internet - Labels - Logos - Storage
containers - Boards - Markers - Reference books - pictures
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Label storage containers
Performance criterion
Appropriate storage of sandwiches and wrapsas per procedures
405 | P a g e
Labelling techniques: label information writing rules position of label/ products logo
on the storage container
Importance of labelling
o Research on labelling techniques
o Demonstration on labelling o Practical exercise on
labelling o Brainstorming on labelling
techniques o Presentation on labelling o Group work on importance
of labelling and techniques
- Video aids - Internet - Labels - Logos - Storage
containers - Boards - Markers - Reference books - pictures
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Conserve vegetable products
Performance criterion
Appropriate labelling of the storage containers with the indication of items, life
span of the dish and preparation date.
Resources Learning activities Content
406 | P a g e
Importance of conservation.
Conservation methods and techniques while:
Freezing Canning Drying Cooking Chilling Cooling
o Demonstration on conservation methods and techniques
o Practical exercise on conservation methods and techniques
o Research on conservation methods and techniques
o Presentation on conservation methods and techniques
o Brainstorming on importance of conservation
- Reference books - Video aids - Internet - Conservation
products - Cans - Freezer - Fridge - Pots - Boards - Markers - Conservation
containers
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4: Apply storage procedures
Performance criterion
Proper cleaning and covering of storage container and the store area all
the time in order
to avoid insects and parasites
Resources Learning activities Content
407 | P a g e
Storage procedures: LIFO FIFO Temperature.
o Research on storage procedures
o Demonstration on storing while respecting storage procedures
o Presentation on storage procedures
o Practical exercise on storing while respecting storage procedures
o Brainstorming on storage procedures
- Reference books - Video aids - Procedural
pictures - Internet - Products - Freezer - Fridge - Boards - Markers - Containers - Shelves
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Adequate check of cleanliness of vegetable store
Resources Learning activities Content
408 | P a g e
409 | P a g e
C U A F S 4 0 1 - HYGIENE AND FOOD SAFETY CONTROL
CUAFS401 Apply food hygiene and safety control measures
RTQF Level: 4 Learning hours
Credits: 4 40
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: January, 2014
Purpose statement
This module describes the skills and knowledge required to apply hazards critical control
points principles while handling food and beverage following all the stages of food
preparation.
410 | P a g e
Learning assumed to be in place
Not Applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply hygiene control measures when handling food
1.1 Proper identification of various types of food contamination 1.2 Accurate recognition of food poisoning symptoms 1.3 Precise description of causes of food poisoning 1.4 Proper identification of food safety 1.5 Appropriate usage of equipment and tools while handling food. 1.6 Suitable techniques when handling food 1.7 Proper use of clean equipment and tools while handling food 1.8 Appropriate application of personal hygiene procedures while handling food 1.9 Proper application personal health guidelines and
procedures while handling food
2. Apply HACCP 2.1 Proper identification of Hazard Analysis Critical Control Point (HACCP) 2.2 Proper application of HACCP while purchasing, delivering and receiving supplies 2.3 Appropriate application of HACCP while preparing, cooking, hot holding, reheating, presenting and serving food and beverage. 2.4 Correct application of HACCP when dealing chilled storage
3. Prevent food contamination and poisoning
3.1 Correct selection of required temperature and time while storing, cooling, reheating and/or handling food in order to prevent and control food contamination
411 | P a g e
3.2 Respect of hygienic practices while handling and storing food and beverage to prevent food contamination and poisoning
3.3 Correct storing process when handling raw and cooked food
3.4 Methodical sanitization of workplace in order to avoid cross contamination
3.5 Appropriate application of pests control measures to avoid food contamination and poisoning
4. Document the work done 4.1 Accurate documentation of review process 4.2 Effective reporting procedures of the task
accomplished are in place and used 4.3 Methodical Writing of the technical journal and
recommendation
412 | P a g e
LU 1:Apply hygiene procedures
1
Learning Outcomes:
1. Maintain personal hygiene 2. Use clean equipment and tools 3. Maintain good health
10 Hours
Learning Outcome1.1Maintain personal hygiene
Body hygiene
Work attire hygiene
o Brainstorming on hygiene and good health
o Group discussion on hygiene and good health
o Presentation on hygiene and good health
o Site visit o Demonstration on sanitizing,
sterilizing equipment and tools
o Practical on sanitizing, sterilizing equipment and tools
o Observation
- Sanitizers - Sterilizing products
and tools - Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart
Resources Learning activities
Content
413 | P a g e
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Essay (short responses/ extended responses) Essay (short or
extended responses)
Checklist Score
Yes No
Personal hygiene measures:
Regular washing hands
Cutting nails
Cutting beards
Professional attire hygiene
measures:
Observation
Learning Outcome 1.2Use clean equipment and tools
Resources Learning activities Content
Performance criterion
Appropriate application of personal hygiene procedures while handling food
414 | P a g e
Cleaning techniques
Cleaning detergents/chemicals
Sanitizers
Sterilization techniques
o Brainstorming on hygiene and good health
o Group discussion on hygiene and good health
o Presentation on hygiene and good health
o Site visit o Demonstration on
sanitizing, sterilizing equipment and tools
o Practical on sanitizing, sterilizing equipment and tools
o Observation
- Sanitizers - Sterilizing
products and tools
- Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
Performance criterion
Proper use of clean equipment and tools while handling food
415 | P a g e
Checklist Score
Yes No
Types of materials and tools used while storing food:
Plastic foil
Plastic gloves
Paper foil
Container
Tongs
Cleaning detergents, chemicals, sanitizers
Types of materials and tools used while storing food:
Plastic foil
Learning Outcome 1.3: Maintain good health
Personal health guidelines and procedures
Common contamination diseases
o Brainstorming on hygiene and good health
o Group discussion on hygiene and good health
o Presentation on hygiene and good health
o Site visit o Demonstration on
sanitizing, sterilizing equipment and tools
o Practical on sanitizing, sterilizing equipment and tools
o Observation
- Sanitizers - Sterilizing products and
tools - Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart
Formative Assessment 1.3
Resources Learning activities Content
416 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Multiple choice
True or false questions
Essay (short responses/ extended responses)
Checklist Score
Yes No
Personal health habits;
Taking enough diets
Enough sleep
Body exercises(sport)
Personal health habits;
Taking enough diets
Enough sleep
Body exercises(sport)
Observation
Performance criterion
Proper application personal health guidelines and procedures while handling
food
417 | P a g e
LU 2:Apply HACCP
2
Learning Outcomes:
1. Identify HACCP 2. Apply HACCP 3. Apply HACCP in storage
20 Hours
Learning Outcome 2.1Identify HACCP
Principles of Hazard Analysis Critical Control Point (HACCP)
Food Safety Management System
Benefits of HACCP
o Brainstorming on hygiene and good health
o Group discussion on hygiene and good health
o Presentation on hygiene and good health
o Site visit o Demonstration on sanitizing,
sterilizing equipment and tools
o Practical on sanitizing, sterilizing equipment and tools
o Observation
- Sanitizers - Sterilizing products
and tools - Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart
Formative Assessment 2.1
Performance criterion
SProper identification of Hazard Analysis Critical Control Point (HACCP)
Resources Learning activities
Content
418 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Principles of Hazard Analysis Critical Control Point (HACCP)
Benefits of HACCP
Save your business money in the long run
Avoid your poisoning your customers
Food safety standards increase
Organize your staff promoting team work and efficiency
Principles of Hazard Analysis Critical Control Point (HACCP)
Benefits of HACCP
Save your business money in the long run
Avoid your poisoning your customers
Food safety standards increase
Organize your staff promoting team work and efficiency
Principles of Hazard Analysis Critical Control Point (HACCP)
Benefits of HACCP
Save your business money in the long run
Avoid your poisoning your customers
Food safety standards increase
Organize your staff promoting team work and efficiency
Observation
419 | P a g e
Learning Outcome 2.2 Apply HACCP
Application of principles of HACCP while:
purchasing,
delivering and receiving supplies
preparing,
cooking,
hot holding,
reheating,
Presenting and serving food and beverage.
Challenges of implementing HACCP Demonstration on selecting a system based on the principles of HACCP that suits his/her business
Practical exercises on selecting a system based on the principles of HACCP that suits his/her business.
Demonstration on applying principles of HACCP
Practical exercises on application of HACCP principles
Case study on HACCP
Types of input devices
Techniques to function input
o Brainstorming o Group discussion o Demonstration o Video watching o Individual practical exercises o Role plays o Documentary research o Simulation
- Sanitizers - Sterilizing products
and tools - Soap - Hand soap - Pictures - Video aids - Wiping roll - Hand dryer - Reference books - Internet - Marker pens - Projector - Board - Flipchart
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
PProper application of HACCP while purchasing, delivering and receiving supplies
Resources Learning activities Content
420 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
HACCP principles while;
Purchasing principles
Delivering principles
Receiving principles
HACCP principles while;
Purchasing principles
Observation
Learning Outcome 2.3 Apply HACCP in storage
o Strategies for Distribution System Monitoring, Hazard Assessment and Control
o HACCP when dealing with chilled storage
o HACCP approach for documentation and record keeping
o Documentary research on strategies for distribution system monitoring, hazard assessment and control
o Demonstration on application of principles of HACCP while storing
o Practical exercises on application of HACCP principles when storing
- Videos - References
books - Internet - Projector - Storage - Food
Resources Learning activities Content
421 | P a g e
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
HACCP principles while;
Preparing
Cooking
Reheating
Presenting and serving food and beverage
Observation
Performance criterion
Appropriate application of HACCP while preparing, cooking, hot holding,
reheating, presenting and serving food and beverage
422 | P a g e
LU 3:Prevent food contamination and poisoning
3
Learning Outcomes:
1. Select required temperature for food 2. Apply hygiene rules in storage 3. Apply the storage procedures. 4. Apply pests control measures to avoid to avoid food
contamination and poisoning 5. Sanitize workplace in order to avoid cross contamination 10 Hours
Learning Outcome 3.1Select required temperature for food
Causes of food poisoning
Symptoms of food poisoning
Conditions that are conducive to bacteria:
Storage of foods according to their needs temperature and time while
storing, cooling, reheating
Preventive measures of food contamination and poisoning Hygienic practices while
handling and storing food and beverage
Time and temperature control practices
Storing process when handling raw and cooked food
Techniques of sanitization of workplace and equipment
Pests control measures
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research
on food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and poisoning
preventive and control
measures
o Practical exercises on
application of food
contamination and poisoning
preventive and control
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Resources Learning activities Content
423 | P a g e
measures
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Matching
Checklist Score
Yes No
Temperature levels and time while;
Storing
Cooling
Reheating
Observation
Performance criterion
Correct selection of required temperature and time while storing, cooling,
reheating and/or handling food in order to prevent and control food
contamination
424 | P a g e
Learning Outcome 3.2 Apply hygiene rules in storage
Refer to content on Learning
outcome 3.1
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research
on food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and
poisoning preventive and
control measures
o Practical exercises on
application of food
contamination and
poisoning preventive and
control measures
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Formative Assessment 3.2
Performance criterion
Respect of hygienic practices while handling and storing food and beverage to
prevent food contamination and poisoning
Resources Learning activities Content
425 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Hygienic practices while handling and Storing food;
Clean surface before preparing food
use separate utensils
Wash hands
Cover wounds with waterproof high visibility dressings
Observation
Learning Outcome 3.3.Apply the storage procedures
Refer to content on Learning
outcome 3.1
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research
on food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and poisoning
preventive and control
measures
o Practical exercises on
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Resources Learning activities Content
426 | P a g e
application of food
contamination and poisoning
preventive and control
measures
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Storing procedures:
When handling raw food
When handling cooked food
Observation
Learning Outcome 3.4.Apply pests control measures to avoid to avoid food contamination
and poisoning
Performance criterion
Correct storing process when handling raw and cooked food
427 | P a g e
Refer to content on Learning
outcome 3.1
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research
on food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and poisoning
preventive and control
measures
o Practical exercises on
application of food
contamination and poisoning
preventive and control
measures
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Performance criterion
Appropriate application of pests control measures to avoid food contamination
and poisoning
Resources Learning activities Content
428 | P a g e
Causes of pests at workplace:
Chopped food or paper
Droppings
Live/ dead bodies of insects
Holes
Observation
Learning Outcome 3.5.sanitize workplace in order to avoid cross contamination
Refer to content on Learning
outcome 3.1
o Brainstorming on food contamination and poisoning measures and causes
o Group discussion on food contamination and poisoning measures and causes
o Documentary research
on food contamination and
poisoning measures and
causes
o Demonstration on
application of food
contamination and poisoning
preventive and control
measures
o Practical exercises on
application of food
contamination and poisoning
preventive and control
measures
- Cleaning
detergents
- Shelves
- Food
- Refrigerator
- Fridge
- Cooker
- Gas
- Utensils
Resources Learning activities Content
429 | P a g e
Formative Assessment 3.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Types of sanitizers in kitchen:
Chlorine
Iodine
quats
workplace, tools and equipment sanitization procedures;
Make sanitizing solution
Check the concentration with test kit
Use with food and surface contacts
Pots
pans,
dishes,
chopping boards
utensils
Observation
Performance criterion
Appropriate application of pests control measures to avoid food contamination
and poisoning
430 | P a g e
431 | P a g e
C U A B P 4 0 1 - BAKERY AND PASTRY PRODUCTS
CUABP401Prepare bakery and pastry products
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date:January, 2014
Purpose statement
This module d describes the performance outcomes, skills and knowledge required to prepare
and produce a variety of high-quality bakery products.
Bakery products to be produced may be of varied cultural and ethnic origins and derived from
classical or contemporary recipes; to produce a range of pastries, cakes and yeast-based
foods in a commercial kitchen or catering operation. Pastries, cakes and yeast-based goods
may include foods from varying cultural origins and may be derived from classical or
contemporary recipes..
432 | P a g e
Learning assumed to be in place
CUAFS401 Hygiene and food safety
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare pastries and cakes. 1.1 Proper selection of tools and equipment for the preparation of pastries and cakes
1.2 Appropriate choice of ingredients for preparing pastries and cakes products.
1.3 Appropriate preparation of variety of pastries and cakes.
1.4 Proper decoration of variety of pastries and cakes. 1.5 Suitable selection and use of equipment safely and efficiently.
2. Prepare and produce bakery products.
2.1 Appropriate preparation of a range of yeast-based dough according to standard recipes.
2.2 Suitable selection and use of equipment safely and efficiently.
3. Portion and store pastries, cakes and yeast products.
3.1 Appropriate portioning control to minimize wastage. 3.2 Suitable storage of cakes, pastry and bakery products to
minimize spoilage and wastage.
4. Document the work done 4.4 Accurate documentation of review process 4.5 Effective reporting procedures of the task
accomplished are in place and used 4.6 Methodical Writing of the technical journal and
recommendation
433 | P a g e
LU 1:Prepare pastries
1
Learning Outcomes:
1. Identify different types of pastries 2. Prepare pastry products 3. Decorate pastries and cakes
50 Hours
Learning Outcome1.1Identify different types of pastries
Types of pastry products Sponge cakes Choux paste Sugar paste Sweet bread Cookies Mousses Ice cream doughnuts
o Research o Presentation o Brainstorming
- Reference books
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of equipment, tools and utensils used in preparing
vegetables
Resources Learning activities
Content
434 | P a g e
Types of evidence Portfolio assessment tools
Written
Performance
Sort and label tools, utensils and equipment used in preparing vegetables (displayed and mixed)
List out all equipment; tools and utensils used in preparation of
vegetables (preparation of ingredients, cooking, serving and
storing)Essay (short responses/ extended responses) Essay (short or
extended responses)
Checklist Score
Yes No
Tools, utensils and equipment while:
Preparing ingredients
Cooking equipment, utensils and tools
Serving utensils and tools
Storing utensils, tools and equipment
Observation
Learning Outcome 1.2Prepare pastry products
Sponge cakes
Choux paste
Sugar paste
Sweet bread
Cookies
Mousses
Ice cream
doughnuts Preparation techniques Cooking / Baking techniques
o Demonstration o Individual practices
- Rolling pins - Baking trays - Baking Ovens - Baking Moulds - Required
ingredients - Cooking pans - Mixing machine - Flip chart - Markers - Boards - Spoons
Resources Learning activities Content
435 | P a g e
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Learning Outcome 1.3 Decorate pastries and cakes
Resources Learning activities Content
Performance criterion
Appropriate dismantling and assembling, cleaning and sterilization of equipment
and tools
436 | P a g e
Fillings Butter cream Fruit Jam
Sauces Chocolate sauce Custard Sauce Strawberry Vanilla
o Demonstration o Individual practices
- Rolling pins - Baking trays - Baking Ovens - Baking Moulds - Required
ingredients - Cooking pans - Mixing machine - Flip chart - Markers - Boards - Spoons
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Performance criterion
Appropriate dismantling and assembling, cleaning and sterilization of equipment
and tools
437 | P a g e
LU 2:Prepare and produce bakery products
2
Learning Outcomes:
1. Identify different types of bakery products 2. Prepare bakery Products
60 Hours
Learning Outcome 2.1Identify different types of bakery products
Types of bakery Products Yeast products
White bread Brown bread French bread Rolls
Non Yeast products Puff paste and products
(Croissant) Pizza dough Chapatti dough Samosa dough
o Research o Presentation o Brainstorming
- Reference books
Formative Assessment 2.1
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities
Content
438 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Simulation
Presentation
Checklist Score
Yes No
Selection criteria:
Quality signs
Recipe
Safe practices in washing vegetables for nutritional value purpose :
Washing
Trimming
Peeling/off loose skin
Observation
Learning Outcome 2.2 Prepare bakery Products
White bread
Brown bread
French bread
Rolls
Puff paste and products (Croissant)
Pizza dough
Chapatti dough
Samosa dough Preparation techniques Cooking / Baking techniques
o Demonstration o Individual practices o Presentation
- Rolling pins - Baking trays - Baking Ovens - Baking Moulds - Required ingredients - Cooking pans - Mixing machine - Flip chart - Markers - Boards
Resources Learning activities Content
439 | P a g e
- Spoons - Baking ovens
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Vegetables cuts:
Shape
Size
hygiene standards to be followed while preparing vegetables
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Measurements of raw materials in terms of quantity according to the recipe standards
Quantity on recipe
Number of people to be prepared for
Observation
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
440 | P a g e
441 | P a g e
LU 3:Portion and store pastries, cakes and yeast products
3
Learning Outcomes:
1. Portion a cake 2. Store pastries, cakes and yeast products
10 Hours
Learning Outcome 3.1Portion a cake
Cutting techniques for rectangular and round cakes
o Demonstration o Individual practices
- Knife set - Pie lifter
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieve.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Performance criterion
Correct selection of storage temperature requirements for vegetables to be
stored
Resources Learning activities Content
442 | P a g e
Simulation
Matching
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Store pastries, cakes and yeast products
Storing methods
Health regulations
o Brainstorming o Presentation o Demonstration o Individual practices
- Board - Foil - Plastic wrap - Container - Fridge - Cupboard
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
Resources Learning activities Content
443 | P a g e
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
position of label on the storage container
Observation
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Proper identification of tools and equipment to be used while preparing egg dishes.
Ingredients are selected according to the recipe
tools are selected as per recipe
Indicator: Proper choice of the raw materials to use in preparation of egg dishes
Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedoine.
Careful breaking of eggshell before cooking processProper selection of cooking methods according to the recipe
Indicator:Right measurements of ingredients to be used.
Portioning standards are applied
Ingredients are measured using correct measuring tools (scale, measuring spoon, jug or cup) and units (weight; kg, capacity; l, ml or cl )
Indicator:Proper selection of cooking methods according to the recipe
cooking techniques are followed according to the recipe
Recipe preparation procedures are respected (washing, peeling, cutting, frying,
444 | P a g e
turning)
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Dish is well presented and garnished according to standards
Fresh ingredients are used while garnishing
Prepared dishes is presented attractively (texture, colour, taste, flavour and shape)
The final product is presented accordingly (type of plate, garnishing)
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cooking time according to the recipe
Cooking degrees requested are respected (lightly-done, well-done).
Time is respected
Right ingredients for recipe are used
Requested dishes is prepared
Appropriate tools and equipment are used
Observation
Assesment Criterion 4: Hygiene
Checklist Score
Yes No
Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe standards
Ingredients are washed properly using running water/or pre-boiled water
445 | P a g e
Three-system container is used
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Ingredients are washed properly using running water/or pre-boiled water
Indicator: Equipment and tools after use are properly sterilized
The work place is well cleaned and sanitized
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
Assesment Criterion 5: Safety
Checklist Score
Yes No
Indicator: Right temperature of working area.
the workplace is aerated
Indicator: Equipment and tools and ingredients are properly arranged on the workstation
Correct use of tools and equipment is respected (good status of tools, use of tools and equipment according to the instructions
Tools and equipment are handled and used safely (washing, cleaning and cooking)
Ingredients are handled safely
Ingredients, tools and equipment are arranged on working station safely according to the food safety procedures to prevent cross-contamination.
Spoiled ingredients are sorted to prevent food cross-contamination
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
446 | P a g e
C U A F P 4 0 1 - FRUIT BASED PRODUCTS PREPARATION
CUAFP401 Prepare fruits
RTQF Level: 4 Learning hours
Credits: 5 50
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: January, 2014
Purpose statement
This module d describes the performance outcomes, skills and knowledge required to
application of cutting and preparation techniques for the particular style and dish, selecting,
using and maintaining specialised equipment and tableware for preparing and serving fruit
food items, evaluating quality of dishes and food items, including blending and balancing
flavour and aromatics, correct flavour structure, correct acid balance, correct colour and plate
presentation.
447 | P a g e
Learning assumed to be in place
CUAFS401 Hygiene and food safety
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Select tools and equipment
1.1 Proper identification of tools and equipment used in fruit based products preparation
1.2 Proper selection of tools and equipment according to the recipe 1.3 Appropriate maintenance of tools and equipment used in preparing fruit based products
2. Prepare fruits product 2.1 Correct preparation of workplace, tools and equipment as per recipe 2.2 Proper choice of fresh fruits according to the fruit based products 2.3 Careful cleaning, peeling, cutting and/or cooking of ingredients 2.4 Appropriate application of preparation techniques according to the
fruit based products to be prepared 2.5 Proper presentation and well garnished of the fruit based product
3. Store fruits product 3.1 Proper identification of container and the type of store 3.2 Correct conservation of fruits 3.3 Appropriate labelling of product container 3.4 Proper arrangement of fruits in store in accordance with storage
procedures 3.5 Appropriate storage and respecting the required temperature
4. Select tools and equipment
4.1 Proper identification of tools and equipment used in fruit based products preparation
1.2 Proper selection of tools and equipment according to the recipe 1.3 Appropriate maintenance of tools and equipment used in preparing fruit based products
448 | P a g e
LU 1:Select tools and equipment
1
Learning Outcomes:
1. Identify fruits. 2. Select tools and equipment 3. Maintain tools and equipment used in fruit based products
20 Hours
Learning Outcome1.1Identify fruits
The types of fruits. soft
hard
Stone
Tropical
Exotic
Melons
Selection of quality signs: Crispy
Firm
Not wilted
Specific quality criteria
o Display of different types of fruits
o Research on the quality of fresh fruits
o Presentation on classification of fruits
o Observation of fruits o Group discussion on fruits o Brainstorming on fruits
- Fruits - Reference books - Flip Chart - Boards - Markers - Video aids - Pictures
Resources Learning activities
Content
449 | P a g e
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching questions
Simulation
Essay (short responses/ extended responses)
Essay (short or extended responses)
Checklist Score
Yes No
Freshingredients
texture
colour
taste
flavour
Observation
Performance criterion
Proper choice of fresh fruits to use as per requirements
450 | P a g e
Learning Outcome 1.2Select tools and equipment
Types of equipment and tools used
Selection Criteria Recipe Quantity Preparation method Usage of tools and equipment
o Brainstorming on tools and equipment
o Research on tools and equipment usage
o Group work on tools and equipment
o Presentation on tools and equipment
o
- Reference books - Knives - Cutting boards (
Green and White colour)
- Fruit Blender - Containers - Pans - Plates - Strainers - Wire Whisk - Video aids
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Peeling
deseeding,
Performance criterion
Appropriate cleaning of ingredients
Resources Learning activities Content
451 | P a g e
Learning Outcome 1.3: Maintain tools and equipment used in fruit based products
Basic maintenance of tools and equipment
o Demonstration on how to handle tools and equipment
o Practical exercise on how to handle tools and equipment
- Greasing - Reference books
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures of different types of fruits with respective categories
Label different types of fruits displayed
Multiple choice
Essay (short responses/ extended responses)
Checklist Score
Yes No
Describe the categories of fruits:
Soft
hard
Stone
Tropical
Exotic
Melons
soft
hard
Stone
Nutritional value
Observation
Performance criterion
Proper identification of the six categories/ types of vegetables
Resources Learning activities Content
452 | P a g e
LU 2:Prepare fruits product
2
Learning Outcomes:
1. Prepare workplace, tools and equipment 2. Identify fruit based products 3. Perform mise en place of fruits 4. Prepare fruit based products 5. Present fruit based products
20 Hours
Learning Outcome 2.1Prepare workplace, tools and equipment
Hygienic procedures of workplace, tools and equipment:
Cleaning Sterilizing Sanitizing
o Demonstration on cleaning, sterilizing and sanitizing.
o Practical exercise on hygienic procedures and workplace arrangement
o Brainstorming on preparation of the workplace, tools and equipment
- Reference books - Flip Chart - Boards - Markers - Video aids - Different types of
tools - Internet - Different Chemical
products
Formative Assessment 2.1
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities
Content
453 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Simulation
Presentation
Checklist Score
Yes No
Selection criteria:
Quality signs
Recipe
Safe practices in washing fruits for nutritional value purpose :
Washing
Trimming
Peeling/off loose skin
Observation
Learning Outcome 2.2 Identify fruit based product
Products types Jams Juices Sauces Salads Desserts Flavours
o Research on fruit based products
o Presentation on fruit based products
o Display of fruit based products
o Observation o Group work on fruit based
products o Brainstorming on fruit based
products
- Fruit based products
- Boards - Video aids - Pictures - Markers - Internet - Reference books
Resources Learning activities Content
454 | P a g e
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Fruits cuts:
Shape
Size
hygiene standards to be followed while preparing fruits
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Measurements of raw materials in terms of quantity according to the recipe standards
Quantity on recipe
Number of people to be prepared for
Observation
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
455 | P a g e
Learning Outcome 2.3 Perform mise en place of fruits
Peeling techniques of fruits
Cutting techniques of fruits
Cooking methods: Frying roasting boiling
Cleaning techniques: Washing fruits by using
three system containers
Wiping the fruits.
o Research on peeling and cutting techniques
o Presentation on peeling and cutting techniques
o Demonstration on and cutting peeling techniques
o Individual practice on peeling and cutting techniques
o Demonstration on cleaning fruits o Practical exercise on cleaning fruits o Presentation on cleaning fruits
- Video aids - Reference books - Internet - Knives - Cutting boards - Pots - Pans - Wire whisk - Containers - Paper roll(wiping
materials) - Clean Water - Video aids
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
456 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 2.4 Prepare fruit based products
Preparation techniques for: Jams Compote Juices Sauces Salads Desserts
o Demonstration on how to prepare fruit products
o Practical exercises on preparing different fruit fruits products
o Brainstorming on preparation techniques
- Reference books - Video aids - Knives - Cutting boards - Pots - Pans - Wire whisk - Containers - Video aids - Drinking water - Blender - Strainer
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
457 | P a g e
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Different cooking methods and procedures:
Boiling
Steaming
Stewing
Poaching
Grilling
Baking
Roasting
Correct timing to avoid fruits change of color, texture and loss of nutrients
Method
Timing
Proper presentation of vegetable dishes
Serving tool
Garnish
Observation
Learning Outcome 2.5 Present fruit based products
Presentation techniques: Garnishing
Presentation tools Plates Jugs Glasses Bowls Platters
o Demonstration on garnishing and presentation
o Practical exercise on garnishing and presentation
o Presentation on fruit based products presentation and garnishing
o Brainstorming on fruit based products presentation and garnishing
- Reference books - Video aids - Boards - Markers - Plates - Jugs - Glasses - Bowls - Platters - Internet - Fruit products
Resources Learning activities Content
458 | P a g e
- Pictures
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Correct timing to avoid fruits change of color, texture and loss of nutrients
Method
Timing
Proper presentation of vegetable dishes
Serving tool
Garnish
Observation
Performance criterion
459 | P a g e
LU 3:Store fruits product
3
Learning Outcomes:
1. Identify container and the type of store 2. Label storage container 3. Conserve fruit products 4. Apply storage procedures
20 Hours
Learning Outcome 3.1Identify container and the type of store
Types of storage Dry store Perishable store
Storage tools: Plastic containers Stainless steel Porcelain
o Research on types of storage and containers
o Presentation on types containers
o Brainstorming on types of storage and containers
o Demonstration on types of storage and containers
o Study tour of a nearby hotel o Practical exercise on
classification on types of containers
- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Fridge - Freezer - Containers - Cold room
Formative Assessment 3.1
Resources Learning activities Content
460 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Matching
Checklist Score
Yes No
Storage temperature
Storage equipment
Selection criteria of storage temperature
Life span
Type of dish
Observation
Learning Outcome 3.2 Label storage containers
Resources Learning activities Content
Performance criterion
Correct selection of storage temperature requirements for vegetables to be
stored
461 | P a g e
Labelling techniques: label information writing rules position of label/ products logo
on the storage container
Importance of labelling
o Research on labelling techniques
o Demonstration on labelling o Practical exercise on
labelling o Brainstorming on labelling
techniques o Presentation on labelling o Group work on importance
of labelling and techniques
- Video aids - Internet - Labels - Logos - Storage
containers - Boards - Markers - Reference books - pictures
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
position of label on the storage container
Observation
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
462 | P a g e
Learning Outcome 3.3.Conserve fruit products
Importance of conservation.
Conservation methods and techniques while:
Freezing Canning Drying Cooking Chilling Cooling
o Demonstration on conservation methods and techniques
o Practical exercise on conservation methods and techniques
o Research on conservation methods and techniques
o Presentation on conservation methods and techniques
o Brainstorming on importance of conservation
- Reference books - Video aids - Internet - Conservation
products - Cans - Freezer - Fridge - Pots - Boards - Markers - Conservation
containers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Hygiene standards in vegetable storage
storage containers
storage area
Equipment relevant to the methods
Conservation products
Observation
Performance criterion
Correct storing process when handling raw and cooked food
Resources Learning activities Content
463 | P a g e
Learning Outcome 3.4.Apply storage procedures
Storage procedures: LIFO FIFO Temperature.
o Research on storage procedures
o Demonstration on storing while respecting storage procedures
o Presentation on storage procedures
o Practical exercise on storing while respecting storage procedures
o Brainstorming on storage procedures
- Reference books - Video aids - Procedural
pictures - Internet - Products - Freezer - Fridge - Boards - Markers - Containers - Shelves
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Simulation
Checklist Score
Yes No
Performance criterion
Appropriate application of pests control measures to avoid food contamination
and poisoning
Resources Learning activities Content
464 | P a g e
Storage procedures:
FIFO
LIFO
Observation
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Proper identification of tools and equipment to be used while preparing egg dishes.
Indicator: Proper choice of the raw materials to use in preparation of egg dishes
Indicator:Right measurements of ingredients to be used.
Indicator:Proper selection of cooking methods according to the recipe
Observation
465 | P a g e
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Dish is well presented and garnished according to standards
Fresh ingredients are used while garnishing
Prepared dishes is presented attractively (texture, colour, taste, flavour and shape)
The final product is presented accordingly (type of plate, garnishing)
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cooking time according to the recipe
Cooking degrees requested are respected (lightly-done, well-done).
Time is respected
Right ingredients for recipe are used
Requested dishes is prepared
Appropriate tools and equipment are used
Observation
Assesment Criterion 4: Hygiene
Checklist Score
Yes No
Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe standards
Ingredients are washed properly using running water/or pre-boiled water
Three-system container is used
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Ingredients are washed properly using running water/or pre-boiled water
Indicator: Equipment and tools after use are properly sterilized
The work place is well cleaned and sanitized
466 | P a g e
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
Assesment Criterion 5: Safety
Checklist Score
Yes No
Indicator: Right temperature of working area.
the workplace is aerated
Indicator: Equipment and tools and ingredients are properly arranged on the workstation
Correct use of tools and equipment is respected (good status of tools, use of tools and equipment according to the instructions
Tools and equipment are handled and used safely (washing, cleaning and cooking)
Ingredients are handled safely
Ingredients, tools and equipment are arranged on working station safely according to the food safety procedures to prevent cross-contamination.
Spoiled ingredients are sorted to prevent food cross-contamination
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
467 | P a g e
C U A P S 4 0 1 - PASTA AND STARCHES
CUAPS401 Cook pasta and starches
RTQF Level: 4 Learning hours
Credits: 6 60
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: January, 2014
Purpose statement
Thismodule describes the skills and knowledge required to prepare and present pastas and
starches..
468 | P a g e
Learning assumed to be in place
CUAFS401 Hygiene and food safety
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare pasta 1. The different types of pasta are identified. 2. Various pasta are prepared using appropriate methods to ensure
optimum quality. 3. Appropriate sauces and accompaniments are selected.
2. Prepare starches 1. The different types of starches are identified. 2. Various starches are prepared using appropriate methods to ensure
optimum quality. 3. Appropriate sauces and accompaniments are selected.
469 | P a g e
LU 1:Prepare Pasta
1
Learning Outcomes:
1. Identify the different types of pasta 2. Prepare pasta 3. Prepare pasta dishes 4. Present pasta dishes
30 Hours
Learning Outcome1.1Identify the different types of pasta
Types of Pasta & their products
Egg Pasta Noodles
Egg less pasta Spaghetti
White pasta Lasagna sheets
Green Pasta Green lasagne sheets
Stuffed Past Ravioli Cannelloni Lunette
Dessert Pasta Poppy seed pasta Cinnamon pasta
Dumpling Pasta Gnocchi
Whole wheat
o Research o Presentation
- Reference books - recipes
Resources Learning activities
Content
470 | P a g e
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching questions
Simulation
Essay (short responses/ extended responses)
Essay (short or extended responses)
Checklist Score
Yes No
Freshingredients
texture
colour
taste
flavour
Observation
Performance criterion
Proper choice of fresh fruits to use as per requirements
471 | P a g e
Learning Outcome 1.2Cook pasta
Egg Pasta Noodles
White pasta Lasagna sheets
Green Pasta Green lasagna sheets
Stuffed Past Ravioli
Dumpling Pasta Gnocchi
o Demonstration o Individual practice
-
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Peeling
deseeding,
Performance criterion
Appropriate cleaning of ingredients
Resources Learning activities Content
472 | P a g e
Learning Outcome 1.3: Prepare pasta dishes
Cooking methods : Boiling Stir-frying Baking Steaming
Range of pasta dishes
o Demonstration o Individual practices
- Recipes - Baking trays - Baking Ovens - Required ingredients - Cooking pans - Pasta roller - Flip chart - Markers - Boards - Tongs - Forks - Plates
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures of different types of fruits with respective categories
Label different types of fruits displayed
Multiple choice
Essay (short responses/ extended responses)
Performance criterion
Proper identification of the six categories/ types of vegetables
Resources Learning activities Content
473 | P a g e
Checklist Score
Yes No
Describe the categories of fruits:
Soft
hard
Stone
Tropical
Exotic
Melons
soft
hard
Stone
Nutritional value
Observation
Learning Outcome 1.4: Present pasta dishes
Presentation techniques
Appropriate sauces and accompaniments.
o Demonstration o Individual practice
- Recipes - Baking trays - Baking Ovens - Required ingredients - Cooking pans - Pasta roller - Flip chart - Markers - Boards - Tongs - Forks - Plates
Resources Learning activities Content
474 | P a g e
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures of different types of fruits with respective categories
Label different types of fruits displayed
Multiple choice
Essay (short responses/ extended responses)
Checklist Score
Yes No
Describe the categories of fruits:
Soft
hard
Stone
Tropical
Exotic
Melons
soft
hard
Stone
Nutritional value
Observation
Performance criterion
Proper identification of the six categories/ types of vegetables
475 | P a g e
LU 2:Prepare Starches
2
Learning Outcomes:
1. Identify the different types of starches 2. Prepare starch dishes 3. Present starch dishes
20 Hours
Learning Outcome 2.1PIdentify the different types of starches
Starch products Cassava Yams Sweet potatoes Rice Maize meal
o Research o Presentation
- Reference books - recipes
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities
Content
476 | P a g e
.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Simulation
Presentation
Checklist Score
Yes No
Selection criteria:
Quality signs
Recipe
Safe practices in washing fruits for nutritional value purpose :
Washing
Trimming
Peeling/off loose skin
Observation
Learning Outcome 2.2 Prepare starch dishes
Cooking methods : Boiling Deep frying Stir-frying Baking Steaming
Range of starch dishes
o Demonstration o Individual practices
- Baking trays - Baking Ovens - Required ingredients - Cooking pans - Steaming Machine - Flip chart - Markers - Boards - Forks - Spoons - Plates
Resources Learning activities Content
477 | P a g e
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Observation
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
478 | P a g e
Learning Outcome 2.3 Present starch dishes
Presentation techniques
Appropriate sauces and accompaniments.
o Demonstration o Individual practice
- Baking trays - Baking Ovens - Required
ingredients - Cooking pans - Steaming Machine - Flip chart - Markers - Boards - Forks - Spoons - Plates
Resources Learning activities Content
479 | P a g e
C U A M F 4 0 1 - PREPARING MEAT, POULTRY AND FISH DISHES
CUAMF401 Cook meat, poultry and fish
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: January, 2014
Purpose statement
Thismodule describes the performance outcomes, skills and knowledge required to select,
prepare, cook and store meats, poultry and fish in a commercial kitchen or catering operation
while respecting hygiene and safety standards.
480 | P a g e
Learning assumed to be in place
CUAFS401 Hygiene and food safety
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Select poultry, meat and fish.
1.1 Poultry is selected and purchased according to quantity and quality required.
1.2 Primary, secondary and portioned cuts of pork, goat, beef and veal are selected according to quantity and quality
required.
1.3 Fish is selected according to quality according to quantity and quality required.
2. Handle and store meat,
poultry and fish
2.1 Suitable knives and equipment for poultry, meat and fish handling is selected and used.
2.2 Poultry, meat and fish are handled and portioned according to menu requirements, and hygienically to minimise risk of food spoilage or cross-contamination.
2.3 Poultry, meat and fish are stored hygienically, ensuring optimal storage conditions and appropriate temperature are maintained.
2.4 Frozen poultry, meat and fish are thawed correctly to ensure maximum quality, hygiene and nutrition.
3. Cook poultry, meat and
fish dishes
3.1 Suitable equipment for poultry, meat and fish preparation and cooking is selected and used.
3.2 Suitable marinades are prepared and used where appropriate for a variety of poultry, meat and fish cuts.
3.3 A variety of appropriate cooking methods are used for basic poultry, meat and fish dishes.
3.4 A variety basic poultry, meat and fish dishes are cooked and presented to standard recipe specifications.
3.5 Poultry, meat and fish dishes are presented using suitable sauces, garnishes and accompaniments.
481 | P a g e
LU 1:Select poultry, meat and fish
1
Learning Outcomes:
1. Identify different types of poultry, meat and fish 2. Select poultry, meat and fish
30 Hours
i
Learning Outcome1.1Identify different types of poultry, meat and fish
Types of poultry: Chicken Turkey Duck
Types of meat : Beef Veal Lamb Goat Pork
Types of fish and seafood : White fish Oily fish Shellfish
o Research o Brainstorming o Group work o Presentation
- Resource books
Formative Assessment 1.1
Resources Learning activities
Content
482 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Sort and label tools, utensils and equipment used in preparing vegetables (displayed and mixed)
List out all equipment; tools and utensils used in preparation of
vegetables (preparation of ingredients, cooking, serving and
storing)Essay (short responses/ extended responses) Essay (short or
extended responses)
Checklist Score
Yes No
Tools, utensils and equipment while:
Preparing ingredients
Cooking equipment, utensils and tools
Serving utensils and tools
Storing utensils, tools and equipment
Observation
Learning Outcome 1.2Select poultry, meat and fish
Resources Learning activities Content
Performance criterion
Proper identification of equipment, tools and utensils used in preparing
vegetables
483 | P a g e
Chicken, meat and fish cuts.
Processed products.
Quality criteria for selecting fresh and healthy chicken, meat and fish. Quality points for poultry:
Smell Skin Colour Flexible breastbone Unbroken bones
Quality points for meat: Smell Colour Compact structure Texture and colour of fat Kidney covered with fat
Quality points for fish: Eyes Gills Fresh Scales Skin Smell Guts.
o Visit of butchery o Group work o Research o Presentation
- Resource books
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Performance criterion
Appropriate dismantling and assembling, cleaning and sterilization of equipment
and tools
484 | P a g e
485 | P a g e
LU 2:Handle and store meat, poultry and fish
2
Learning Outcomes:
1. Handle and portion chicken. 2. Handle and portion meat. 3. Handle and portion fish. 4. Store chicken, meat and fish 5. Thaw chicken, meat and fish
50 Hours
Learning Outcome 2.1Handle and portion chicken
Techniques : De-boning Filleting
Appropriate equipment and knives
o Explanation-Demonstration o Group discussion o Individual Practice
- Knife set - Cutting Board - Reference books - Flip chart - Markers - Board - Meat Tag - Weighing - Scales
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities
Content
486 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Simulation
Presentation
Checklist Score
Yes No
Selection criteria:
Quality signs
Recipe
Safe practices in washing vegetables for nutritional value purpose :
Washing
Trimming
Peeling/off loose skin
Observation
Learning Outcome 2.2 Handle and portion meat
Preparation of butcher’s meat - Deboning - Portioning - Cutting - Trimming - Mincing
Types of equipment and knives
o Demonstration, o individual practice
- Weighing scale - Knife Set - Cutting boards - Slicing machine - Flip Chart - Boards - Markers
Formative Assessment 2.2
Resources Learning activities Content
487 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Vegetables cuts:
Shape
Size
hygiene standards to be followed while preparing vegetables
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Measurements of raw materials in terms of quantity according to the recipe standards
Quantity on recipe
Number of people to be prepared for
Observation
Learning Outcome 2.3 Handle and portion fish
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
488 | P a g e
Preparation of fish: Gutting/ portioning Scaling Filleting Skinning
o Demonstration o Individual practice
- Board - Laptop - Projector - Cutting board - Knife set - weighing scale
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Observation
Learning Outcome 2.4 Store chicken, meat and fish
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
489 | P a g e
Storage standards Chemical Store Dry Store Perishable Freezer Quality and Quantity
Preservation methods: Salting Smoking Drying Canning Freezing Marinating
Ordering
Receiving
Issuing
o Demonstration o Individual practice
- Freezer - Fridge - Reference Books - Flip chart - Markers - Board - Scale - Shelves - Containers - Trolley - Probe
Thermometer - Purchasing order - Receiving form - Requisition form
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
490 | P a g e
Observation
Learning Outcome 2.5 Store chicken, meat and fish
Defrosting techniques.
Health and hygiene regulations.
o Demonstration o Individual practice
- drip tray
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
491 | P a g e
Observation
LU 3:Cook and present poultry, meat and fish dishes
3
Learning Outcomes:
1. Cook and present poultry dishes. 2. Cook and present meat dishes 3. Cook and present fish dishes.
70 Hours
Learning Outcome 3.1Cook and present poultry dishes
Marinating Herbs Oil spices
Cooking method steaming grilling roasting boiling baking broiling smoking poaching
o Demonstration, o Individual practice
- Recipes - Heavy pans - Frying pans - Chopping board - Knives - Flip chat - Markers - Board - Laptop - Projector - Cutting board - Knife set - Weighing scale
Resources Learning activities Content
492 | P a g e
Seasoning salt black pepper or white pepper
Presentation techniques
- Oil - Onions - Garlic - Rosemary - Salt - Light soya sauce -
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Matching
Checklist Score
Yes No
Storage temperature
Storage equipment
Selection criteria of storage temperature
Life span
Type of dish
Observation
Performance criterion
Correct selection of storage temperature requirements for vegetables to be
stored
493 | P a g e
Learning Outcome 3.2 Cook and present meat dishes
Reheating techniques
Principles of hygiene
o Demonstration o Explanation o Individual practice o
- Equipment
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
Resources Learning activities Content
494 | P a g e
position of label on the storage container
Observation
Learning Outcome 3.2 Cook and present fish dishes
Reheating techniques
Principles of hygiene
o Demonstration o Explanation o Individual practice o
- Equipment
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
Resources Learning activities Content
495 | P a g e
position of label on the storage container
Observation
Integrated Situation Resources
The PAFP team (10 pax) is in a workshop at Beauséjour Hotel.
On the last day, they have ordered sauté French beans. You
are requested to prepare their order within 1h.
- Customer files - telephone - internet - printer - Computer - fax - photocopies - punching machine - stapling machine - books - pens - paper
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Proper identification of tools and equipment to be used while preparing egg dishes.
Ingredients are selected according to the recipe
tools are selected as per recipe
Indicator: Proper choice of the raw materials to use in preparation of egg dishes
Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedone.
Careful breaking of eggshell before cooking processProper selection of cooking methods according to the recipe
Indicator:Right measurements of ingredients to be used.
Portioning standards are applied
Ingredients are measured using correct measuring tools (scale, measuring spoon, jug or cup) and units (weight; kg, capacity; l, ml or cl )
496 | P a g e
Indicator:Proper selection of cooking methods according to the recipe
cooking techniques are followed according to the recipe
Recipe preparation procedures are respected (washing, peeling, cutting, frying, turning)
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Dish is well presented and garnished according to standards
Fresh ingredients are used while garnishing
Prepared dishes is presented attractively (texture, colour, taste, flavour and shape)
The final product is presented accordingly (type of plate, garnishing)
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cooking time according to the recipe
Cooking degrees requested are respected (lightly-done, well-done).
Time is respected
Right ingredients for recipe are used
Requested dishes is prepared
Appropriate tools and equipment are used
Observation
Assesment Criterion 4: Hygiene
Checklist Score
Yes No
Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe
497 | P a g e
standards
Ingredients are washed properly using running water/or pre-boiled water
Three-system container is used
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Ingredients are washed properly using running water/or pre-boiled water
Indicator: Equipment and tools after use are properly sterilized
The work place is well cleaned and sanitized
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
Assesment Criterion 5: Safety
Checklist Score
Yes No
Indicator: Right temperature of working area.
the workplace is aerated
Indicator: Equipment and tools and ingredients are properly arranged on the workstation
Correct use of tools and equipment is respected (good status of tools, use of tools and equipment according to the instructions
Tools and equipment are handled and used safely (washing, cleaning and cooking)
Ingredients are handled safely
Ingredients, tools and equipment are arranged on working station safely according to the food safety procedures to prevent cross-contamination.
Spoiled ingredients are sorted to prevent food cross-contamination
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
498 | P a g e
C U A S W 4 0 1 - SANDWICHES AND WRAPS
CUASW401 Prepare sandwiches and wraps
RTQF Level: 4 Learning hours
Credits: 4 40
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date:January, 2014
Purpose statement
Thismodule describes the performance outcomes, skills and knowledge required to prepare and present
a variety of sandwiches in a commercial kitchen or catering operation. Sandwiches may be classical or
modern, hot or cold, and use a variety of fillings and types of bread. Sandwiches may be pre-prepared or
made on demand according to customer requests.
499 | P a g e
Learning assumed to be in place
CUAFS401 Hygiene and food safety
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare ingredients, equipment and tools for a variety of sandwiches and wraps
1.1 Appropriate selection of tools and equipment to be used 1.2 Right ingredients for sandwiches and wraps considering
its freshness and respecting nutritional value, eatingcharacteristics and taste.
1.3 Proper portioning of ingredients 1.4 Suitable preparation of fillings to be incorporated into or served with
wraps and sandwiches.
2. Prepare sandwiches and wraps
2.1 Efficient application of hygiene practices 2.2 Suitable spreading of filling of breads and wraps 2.3 Proper slicing of bread and wraps 2.4 Respect of serving temperature as per food safety procedures 2.5 Right toasting and heating of breads and wraps. 2.6 Careful shaping of breads and wraps.
3. Present sandwiches and wraps.
3.1 Appropriate disposition of sandwiches and wraps variety according their shapes
3.2 Suitable garnish of Sandwiches and wraps are disposed attractively
500 | P a g e
LU 1:Prepare ingredients, equipment and tools for a variety of sandwiches and wraps
1
Learning Outcomes:
1. Identify sandwiches and wraps 2. Identify equipment, tools and materials 3. Perform basic maintenance of tools and equipment
15 Hours
Learning Outcome1.1Identify sandwiches and wraps
Suitable breads: White bread Wheat bread Buns Baguette
Types of wraps: Chapattis Pancakes
Suitable filling : Cheese Ham Egg dishes Vegetables Cooked meat Fruits
o Presentation on types sandwiches and wraps
o Research on types sandwiches and wraps
- Sandwiches recipes - Wraps recipes
Formative Assessment 1.1
Performance criterion
Proper identification of sandwiches and wraps
Resources Learning activities
Content
501 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Checklist Score
Yes No
Observation
Learning Outcome 1.2Identify equipment, tools and materials
Types of equipment used in preparing wraps and sandwiches Cutting tools Cooking tools and equipment Serving tools Filling containers
Wrapping materials
o Brainstorming on equipment, tools and materials used while preparing wraps and sandwiches
o Group work on equipment, tools and materials used while preparing wraps and sandwiches
o Display of equipment, tools and materials used while preparing wraps and sandwiches
- Wrapping materials
- Bowls - Knife sets - Required
ingredients - Salamander - Cutting Board - Toasting machine - Garnishes - Spatulas - Gloves - Internet - Video aids - Pictures
Resources Learning activities Content
502 | P a g e
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Perform basic maintenance of tools and equipment
Maintenance procedures: Dismantling and
assembling techniques of equipment and tools
Cleaning and sterilizing techniques
Greasing techniques
Maintenance materials
o Demonstration on dismantling and assembling techniques of equipment and tools
o Practical exercise Dismantling and assembling techniques of equipment and tools
o Brainstorming on dismantling and assembling techniques of equipment and tools
o Group work on Dismantling
- Video aids - Reference - Internet - Catalogue - Water - Chemical products - Paper rolls - Oil
Resources Learning activities Content
Performance criterion
Appropriate identification of equipment, tools and materials used while
preparing sandwiches and wraps
503 | P a g e
and assembling techniques of equipment and tools
Observation on Dismantling and assembling techniques of equipment and tools
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures
Multiple choice
Essay (short responses/ extended responses)
Checklist Score
Yes No
Observation
Performance criterion
Proper dismantling and assembling of tools and equipment as per standards
504 | P a g e
LU 2:Prepare sandwiches and wraps
2
Learning Outcomes:
1. Prepare ingredients for sandwiches and wraps 2. Prepare sandwiches and wraps
15 Hours
Learning Outcome 2.1Prepare ingredients for sandwiches and wraps
Types of filling
Preparation techniques : spreading layering portioning moulding cutting garnishing toasting cooking
Presentation on types of filling for sandwiches and wraps Demonstration on preparing filling for sandwiches and wraps and sandwiches
- Bowls - Knife sets - Required ingredients - Salamander - Cutting Board - Toasting machine - Garnishes - Spatulas - Gloves - Internet - Video aids - Pictures - Reference books
Formative Assessment 2.1
Performance criterion
Proper preparation ofingredients for sandwiches and wraps as per recipe
Resources Learning activities
Content
505 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Simulation
Presentation
Checklist Score
Yes No
Observation
Learning Outcome 2.2 Prepare sandwiches and wraps
Types of Sandwiches and wraps Hot Cold
Food combinations for sandwiches
o Demonstration on preparation of wraps and sandwiches
o Individual practice on preparation of wraps and sandwiches
o Presentation on preparation of wraps and sandwiches
o
- Reference books - Flip Chart - Boards - Markers - Plates - Bowls - Knife sets - Required ingredients - Salamander - Cutting Board - Toasting machine - Garnishes - Spatulas - Gloves - Internet - Video aids - Pictures
Resources Learning activities Content
506 | P a g e
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Observation
Performance criterion
Proper preparation of sandwiches and wraps in accordance with the recipe
standards
507 | P a g e
LU 3:Present sandwiches and wraps
3
Learning Outcomes:
1. Set sandwiches and wraps 2. Store sandwiches and wraps
20 Hours
Learning Outcome 3.1Set sandwiches and wraps
Presentation techniques according to:
Recipe Shape Dish
Garnishing ingredients and techniques
o Demonstration on setting wraps and sandwiches on a dish
o Individual practice on setting wraps and sandwiches on a dish
o Presentation on setting wraps and sandwiches on a dish
- Plates - Sandwiches - Wraps - Containers - Boards - Flip chart - Markers - Internet - Video aids - Pictures - References books - gloves
Formative Assessment 3.1
Resources Learning activities Content
508 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Matching
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Store sandwiches and wraps
Suitable storage techniques and timing to maintain optimum quality and safety of ingredients
Types of containers
o Presentation on sandwiches and wraps storage techniques and timing
o Demonstration on sandwiches and wraps storage techniques and timing
o Individual practice on sandwiches and wraps storage techniques and
- Containers - Fridge - Foil papers - Plastic wraps - internet - reference books - pictures - video aids - gloves
Resources Learning activities Content
Performance criterion
Correct setup of sandwiches and wraps as per requirements
509 | P a g e
timing
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Observation
Performance criterion
Appropriate storage of sandwiches and wrapsas per procedures
510 | P a g e
C U A S W 4 0 1 - SAUCES AND SOUPS
CUASS401 Prepare sauces and soups
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: January, 2014
Purpose statement
511 | P a g e
This module describes the performance outcomes, skills and knowledge required to prepare
various stocks, sauces and soups in a commercial kitchen or catering operation.
Stocks, sauces and soups can be classical or contemporary and be from varying ethnic and
cultural origins. Soups may be served hot or cold.
512 | P a g e
Learning assumed to be in place
CUAFS401 Hygiene and food safety
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare sauces required for menu items.
1.1 A variety of hot and cold sauces are produced
from classical and contemporary recipes.
1.2 A variety of thickening agents and convenience
products are used appropriately.
1.3 Sauces are evaluated for flavour, colour and consistency and any problems are rectified.
2. Prepare soups. 2.1 The correct ingredients are selected and assembled to produce soups, including stocks and prepared garnishes.
2.2 A variety of soups is produced.
2.3 Clarifying and thickening agents and methods are used where appropriate.
2.4 Soups are evaluated for flavour, colour, consistency and temperature and any problems are rectified.
2.5 Soups are presented at the right temperature in clean serviceware without drips and spills, using suitable garnishes and accompaniments.
3. Store and reconstitute stocks, sauces and soups.
3.1 Store stocks, sauces and soups to maintain optimum freshness and quality.
3.2 Reconstitute stocks, sauces and soups to appropriate standards of consistency.
513 | P a g e
LU 1:Prepare sauces required for menu items
1
Learning Outcomes:
Identify the ingredients for different types of sauces Identify equipment Prepare sauces Evaluate the quality of sauces and rectify them.
60 Hours
Learning Outcome1.1Identify the ingredients for different types of sauces
Types of sauces: Cold sauces, Hot sauces, Mother sauces, Basic Derivations, Special sauces
o Demonstration o Individual practice o Presentation
- Books - Flipchart - Markers Projectors - White board Laptops - Recipe books
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of equipment, tools and utensils used in preparing
vegetables
Resources Learning activities
Content
514 | P a g e
Types of evidence Portfolio assessment tools
Written
Performance
Sort and label tools, utensils and equipment used in preparing vegetables (displayed and mixed)
List out all equipment; tools and utensils used in preparation of
vegetables (preparation of ingredients, cooking, serving and
storing)Essay (short responses/ extended responses) Essay (short or
extended responses)
Checklist Score
Yes No
Tools, utensils and equipment while:
Preparing ingredients
Cooking equipment, utensils and tools
Serving utensils and tools
Storing utensils, tools and equipment
Observation
Learning Outcome 1.2Identify equipment
Identification of Tools and equipment sauce pots blender strainer sauce ladles knife set spatulas cutting boards lighter stove
o Explanation, o Demonstration o Individual practice
- Books - Flipchart Markers - Projectors - White board - Laptops - Recipe books - Menu
Resources Learning activities Content
515 | P a g e
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Simulation
observation checklist on procedures
Checklist Score
Yes No
Follow
Assembling procedures (according to user’s manual guide)
dismantling procedures (according to user’s manual guide)
Follow
Assembling procedures (according to user’s manual guide)
dismantling procedures (according to user’s manual guide)
Follow
Cleaning procedures of tools and equipment
Sanitizing procedures of tools and equipment
Sterilizing procedures of tools and equipment
Performance criterion
Appropriate dismantling and assembling, cleaning and sterilization of equipment
and tools
516 | P a g e
Learning Outcome 1.3: Prepare sauces
Methods of cooking Boiling Simmering
Thickening agents: Roux White wash Liaison
o Explanation, o Demonstration o Individual practice
- Equipment - Tools - Cleaning products - Cleaning materials - Stock pots - Butcher’s knife - Chef’s knife - Strainers - Ladles
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Match pictures of different types of vegetables with respective categories
Label different types of vegetables displayed
Multiple choice
Essay (short responses/ extended responses)
Checklist Score
Yes No
Observation
Performance criterion
Proper identification of the six categories/ types of vegetables
Resources Learning activities Content
517 | P a g e
Learning Outcome 1.4: Evaluate the quality of sauces and rectify them
Common problems in sauces
Techniques to rectify sauces
o Observation o Group work o Individual practice
- Equipment - Tools - Cleaning products - Cleaning materials - Stock pots - Butcher’s knife - Chef’s knife - Strainers - Ladles
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Essay writing on good and bad qualities of vegetables and
advantages of purchasing fresh vegetables.
Checklist Score
Yes No
Observation
Performance criterion
Resources Learning activities Content
518 | P a g e
LU 2:Prepare soup
2
Learning Outcomes:
Identify the ingredients for different types of soups Prepare different types of soups Evaluate the quality of soups and rectify them. Present soup
50 Hours
Learning Outcome 2.1Identify the ingredients for different types of soups
Types of soups Clear soups Purée soups Cream soups
Ingredients
o Research o Brainstorming
- Recipe guide - Cooking books
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper cleaning of raw materials like: trimming and peeling off the loose skins
Resources Learning activities
Content
519 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questions
Matching
Sentence completion
Simulation
Presentation
Checklist Score
Yes No
Selection criteria:
Quality signs
Recipe
Safe practices in washing vegetables for nutritional value purpose :
Washing
Trimming
Peeling/off loose skin
Observation
Learning Outcome 2.2 Prepare different types of soups
Method of cooking Boiling Simmering
Thickening agents
o Demonstration o Individual practice o Presentation.
- Note book, - pens, - Board - Markers - Fish stock - Beef stock - Vegetable stock - Strainers
Resources Learning activities Content
520 | P a g e
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Multiple choice
Matching
Sentence completion
Simulation
Simulation
Checklist Score
Yes No
Vegetables cuts:
Shape
Size
hygiene standards to be followed while preparing vegetables
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Sanitization of workplace equipment and tools
Sterilization equipment and tools
Personal hygiene
Food hygiene
Measurements of raw materials in terms of quantity according to the recipe standards
Quantity on recipe
Number of people to be prepared for
Observation
Performance criterion
Relevant cutting of vegetables in accordance with the recipe standards such as
brunoise, macedoine, juliene, batonettes, chiffonade
521 | P a g e
Learning Outcome 2.3 Evaluate the quality of soups and rectify them
Common problems in soups
Techniques to rectify soups
o Observation o Group work o Individual practice
- Note book, - pens, - Board - Markers - Fish stock - Beef stock - Vegetable stock - Strainers
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
522 | P a g e
Checklist Score
Yes No
Different cooking methods and procedures:
Boiling
Steaming
Stewing
Poaching
Grilling
Baking
Roasting
Correct timing to avoid vegetables change of color, texture and loss of nutrients
Method
Timing
Proper presentation of vegetable dishes
Serving tool
Garnish
Observation
Learning Outcome 2.4 Present soup
Presentation techniques
Garnishing techniques
Soup accompaniments
o Observation o Individual practice
- Plates - Bowls
Formative Assessment 2.4
Performance criterion
Appropriate application cooking method according to recipe
Resources Learning activities Content
523 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Simulation
Checklist Score
Yes No
Observation
524 | P a g e
Learning unit
LU 3: Store and reconstitute stocks, sauces and soups
3
Learning Outcomes:
Store stocks, sauces and soups Reconstitute stocks, sauces and soups
10 Hours
Learning Outcome 3.1Store stocks, sauces and soups
Storage techniques and procedures
Labelling
o Demonstration o Explanation o Individual practice
- Pots - Fridge - Freezer - Labelling cards
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Correct selection of storage temperature requirements for vegetables to be
stored
Resources Learning activities Content
525 | P a g e
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Simulation
Matching
Checklist Score
Yes No
Storage temperature
Storage equipment
Selection criteria of storage temperature
Life span
Type of dish
Observation
Learning Outcome 3.2 Reconstitute stocks, sauces and soups
Reheating techniques
Principles of hygiene
o Demonstration o Explanation o Individual practice o
- Equipment
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate labelling of the storage containers with indication of items life span
of the dish and preparation date
Resources Learning activities Content
526 | P a g e
Types of evidence Portfolio assessment tools
Performance
Simulation
Checklist Score
Yes No
Labelling procedures:
label information
writing rules
position of label on the storage container
Observation
Integrated Situation Resources
The PAFP team (10 pax) is in a workshop at Beauséjour Hotel.
On the last day, they have ordered sauté French beans. You
are requested to prepare their order within 1h.
- Customer files - telephone - internet - printer - Computer - fax - photocopies - punching machine - stapling machine - books - pens - paper
Assesment Criterion 1: Quality of Process
527 | P a g e
Checklist Score
Yes No
Indicator: Proper identification of tools and equipment to be used while preparing egg dishes.
Ingredients are selected according to the recipe
tools are selected as per recipe
Indicator: Proper choice of the raw materials to use in preparation of egg dishes
Cutting standards of ingredients are respected; Chopping, Slicing, Dicing, Juliennes, Macedoine.
Careful breaking of eggshell before cooking processProper selection of cooking methods according to the recipe
Indicator:Right measurements of ingredients to be used.
Portioning standards are applied
Ingredients are measured using correct measuring tools (scale, measuring spoon, jug or cup) and units (weight; kg, capacity; l, ml or cl )
Indicator:Proper selection of cooking methods according to the recipe
cooking techniques are followed according to the recipe
Recipe preparation procedures are respected (washing, peeling, cutting, frying, turning)
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Dish is well presented and garnished according to standards
Fresh ingredients are used while garnishing
Prepared dishes is presented attractively (texture, colour, taste, flavour and shape)
The final product is presented accordingly (type of plate, garnishing)
Observation
528 | P a g e
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cooking time according to the recipe
Cooking degrees requested are respected (lightly-done, well-done).
Time is respected
Right ingredients for recipe are used
Requested dishes is prepared
Appropriate tools and equipment are used
Observation
Assesment Criterion 4: Hygiene
Checklist Score
Yes No
Indicator: Perishable and non-perishable ingredients are cleaned where applicable as per recipe standards
Ingredients are washed properly using running water/or pre-boiled water
Three-system container is used
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Ingredients are washed properly using running water/or pre-boiled water
Indicator: Equipment and tools after use are properly sterilized
The work place is well cleaned and sanitized
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
529 | P a g e
Assesment Criterion 5: Safety
Checklist Score
Yes No
Indicator: Right temperature of working area.
the workplace is aerated
Indicator: Equipment and tools and ingredients are properly arranged on the workstation
Correct use of tools and equipment is respected (good status of tools, use of tools and equipment according to the instructions
Tools and equipment are handled and used safely (washing, cleaning and cooking)
Ingredients are handled safely
Ingredients, tools and equipment are arranged on working station safely according to the food safety procedures to prevent cross-contamination.
Spoiled ingredients are sorted to prevent food cross-contamination
Indicator: Personal hygiene is observed
Putting on a professional attire :black pant, double breast shirt, mini skirt , chef’s hat or cap apron
Observation
530 | P a g e
Reference books:
1. http://www.diynetwork.com/how-to/rooms-and-spaces/floors/how-to-install-a-hardwood-floor
2. https://www.google.rw/search?dcr=1&source=hp&ei=n68CWqOfC8PxUo68pKgG&q=wood+floor+in
stallation&oq=wood+floor+inst&gs_l=psy-
ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-
ab..17.26.3333.6..35i39k1j0i10k1j0i22i30k1.397.a-kXHXCv7KY
Note:
531 | 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.
532 | P a g e
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.
533 | P a g e
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.
534 | P a g e
WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity
535 | P a g e
F +250 255113365 E [email protected] I www.wda.gov.rw