tvet certificate iv in food processing...lu 2: prepare materials and equipment for pastry products...
TRANSCRIPT
4
TVET CERTIFICATE IV in
FOOD PROCESSING
CODE
AGRFOP4001
Kigali November, 2014
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AGRFOP4001-TVET CERTIFICATE IV
Food Processing
REQF Level 4 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel : (+250) 255113365
Fax : (+250) 255113365
Email : [email protected]
Web: www.wda.gov.rw
Original published version updated:
November, 2014
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to the
WDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2014
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
A c k n o w l e d g m e n t s v i i i
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 2
2.4 Job related information 3
2.5 Employability skills and life skills 3
2.6 Information about competencies 5
3 . T R A I N I N G P A C K A G E 7
3.1 Course structure 7
3.2 Competencies chart 7
3.3 Flowchart 9
4 . A S S E S S M E N T G U I D E L I N E S 1 0
4.1 Assessment Methodology 10
4.2 Portfolio 10
C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 3
LU 2: Describe the operating system 15
LU 3:Customize computer features 22
LU 1: Protect computer system 27
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 3 3
LU 1:Develop and maintain product, service and market knowledge. 36
LU 2: Provide a quality service experience to customers. 43
LU 3:Deal with complaints and difficult customer service situations. 50
LU 4:Manage and use information about clients and customers. 58
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 6 2
LU 1: Identify hazardous areas to be improved. 64
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LU 2 : Apply SHE practices. 70
LU 3 :Assess and control risks. 78
LU 4: Awareness of SHE in working place. 83
C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 8 9
LU 1: Write factual, descriptive, and explanatory texts. 92
LU 2: Apply a range of listening strategies to understand predictable messages. 100
LU 3 :Discuss general and trade-related topics. 105
LU 4: Read medium texts on general and trade-related topics. 111
C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 1 7
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 120
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no kugaragaza intêgo y’izina mbonera. 127
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko
no kugaragaza amategeko y’igenamajwi mu izina mbonera. 136
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 142
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
kwandika yubahiriza imyandikire y’Ikinyarwanda. 150
C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 5 8
LU 1: Identify elements of business plan. 160
LU 2: Write a business plan in line with the identified elements 167
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 179
LU 4: Present a business plan 186
M M D I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 2
LU 1: Apply for internship/employment 195
LU 2:Demonstrate appropriate workplace behavior and attitudes 199
LU 3: Respect worker’s and employer’s rights and responsibilities 204
LU 4: Organize and evaluate one’s internship 210
G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 1 6
LU 1: Determine and analyze numerical functions 219
LU 2: Apply fundamentals of differentiation 225
LU 3: Apply natural logarithmic functions 230
LU 4: Apply exponential functions 236
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C R P M H 4 0 1 - B A S I C K N O W L E D G E O F M E C H A N I C A N D H E A T 2 4 3
LU 1: Apply the knowledge on measurement of physical quantities 245
LU 2: Apply the knowledge of kinematics and dynamics 250
LU 3: Apply the knowledge of Calorimetry 254
C R P I O 4 0 1 - B A S I C K N O W L E D G E O F O R G A N I C A N D I N O R G A N I C C H E M I S T R Y 2 5 8
LU 1: Apply basic knowledge of structure atoms and elements 260
LU 2: Apply basic knowledge of inorganic chemistry 264
LU 3: Apply basic knowledge of organic chemistry 269
F O P F M 4 0 1 - F R E S H M I L K P R O C E S S I N G 2 7 3
LU 1: Prepare work area, equipments, tools and utensils 275
LU 2: Prepare the raw milk 279
LU 3: Make pasteurized milk 283
LU 4: Make UHT milk 290
LU 5: Package and store fresh milk 297
Summative Assessment 300
F O P M F 4 0 1 - F E R M E N T E D M I L K M A K I N G 3 0 3
LU 1: Prepare work area, equipments, tools and utensils 305
LU 2: Make Ikivuguto 309
LU 3: Make Yoghurt 316
Summative Assessment 323
F O P C B 4 0 1 - C R E A M A N D B U T T E R M A K I N G 3 2 5
LU 1: Apply basic knowledge of structure atoms and elements 327
LU 2: Make cream 331
LU 3: Make butter 334
Summative Assessment 342
F O P C M 4 0 1 - C H E E S E M A K I N G 3 4 5
LU 1: prepare work area 347
LU:2 Prepare equipment and utensils 350
LU 3: Make fresh, semi-hard and hard gouda cheese 355
Summative Assessment 364
F O P P M 4 0 1 - P A S T R Y M A K I N G 3 6 8
LU 1: Prepare the work area for processing pastry 370
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LU 2: Prepare Materials and Equipment for pastry products 375
LU 3 Process the dough into cake 381
LU 4: Process the dough into biscuits 385
LU 5: Process the dough into doughnuts 389
Summative Assessment 394
F O P T W 4 0 1 - T R O P I C A L W I N E M A K I N G 3 9 8
LU 1: Prepare the work area for processing wine 400
LU 2: Prepare materials and equipment 405
LU 3: Process the crude juice into traditional wine 409
F O P S M 4 0 1 - S A U S A G E M A K I N G 4 2 0
LU 1: Prepare the work area for processing the sausage 423
LU 2: Prepare materials and equipment equipment for processing 427
LU 3: Make smoked, cooked and dried sausage 432
Summative Assessment 441
F O P B M 4 0 1 - B R E A D M A K I N G 4 4 5
LU 1: Prepare the work area for processing bread 447
LU 2: Prepare Materials and equipment 452
LU 3: Process the dough into bread 458
Summative Assessment 463
G L O S S A R Y a
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List of abbreviations
C Compulsory
CAD Computer Aided Design
CDU Curriculum Development Unit
CI Compulsory Indicator
CM Complementary Modules
AGRFOP Agriculture Sector/ Food Processing 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
TSS Technical Secondary Schools
TVET Technical and Vocational Education and Training
WDA Workforce Development Authority
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
HABIMANA Théodore, TVET training Department, WDA
MUHIRE Jean Marie Vianney, WDA, CDU
Facilitators
NTAHONTUYE Félix, WDA, CDU
HATEGEKIMANA Gratien, WDA CDU
Curriculum Development Team
Names Institution Function
NDORI Samuel Fromagerie la Reine Managing Director NDAHETUYE Baptiste, ISAE Busogo Assistant lecturer NGOGA Justin Kinazi Cassava plant Production Manager NYIRANDIKUBWIMANA Daphrose
COVAFGA Juice producer
SEBATWARE Pierre Célestin EAV KABUTARE Trainer KILYOBO Makelele, ISAE-Busogo Lecturer HODARI Joseph, NYABISINDU,
Nyanza Dairy Plant Production manager
SEBATWARE Pierre Célestin, EAV KABUTARE Trainer MINGA Furaha Private Consultant MUREBWAYIRE Christine Banana Wine/Kibungo Plant manager RWUBATSE Bernard Kanguka Ukore Ltd Food Quality Control and Researcher
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of a Food Processing Assistant Technician.
It is designed with an approach that takes into account the training needs, the
work situation, as well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2
2. QUALIFICATION DETAILS
2.1 Description
Food processing is an important industry in
Rwanda where the Rwandan depend highly
on import products from neighboring
countries or overseas. However, there is a
positive will to boost the productivity as
well as to reduce the dependence from
abroad, even though there is the
aforementioned will the main constraint
that is hindering the process is insufficient
skilled personnel. The qualifications intend
to equip the learner the necessary
competences to in order to contribute in
overcoming the challenges mentioned
earlier and to move confidently either on
labor market with minimum supervision or
to pursue in above levels as stipulated by
RTQF.
Rwanda is striving to build a knowledge-
based economy, with a particular emphasis
on creating 200, 000 off-farm jobs a year.
The focus is to reduce unemployment rate
substantively, particularly in rural areas,
and urban unemployment by providing
relevant employability skills. For this in food
processing industry it is clear that for local
capacity to process high quality food
products is still lacking and the country still
imports large quantities of processed foods.
This implies that there is an internal market
that can be exploited by local food business
operators. The food processing sub-sector
remains largely unexploited and virgin,
which is itself an opportunity. Through
public/private sector partnerships, it is
possible to establish a sustainable supply of
locally processed food products. One
possible action is public investments in a
food process and product development
centre as well as training institutions to
support local entrepreneurs with training
and technical assistance
To rationalize this, the government of
Rwanda through WDA has put in place a
benchmark tool, the TVET qualification
framework, which comprises 7 levels that
focus on job-oriented and transferable skills
to increase productivity and employability.
It is in this regards that the level 4 of
aforementioned qualification framework
emphasizes on producing the graduates
with the skills to address the constraints
mentioned earlier in food processing
Title: TVET Certificate IV in Food processing
Level: REQF Level 4
Credits: 124
Sector: Agriculture and Food Processing
Sub-sector: Food processing
Issue date: November, 2014
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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. Demonstrate basic knowledge of
Mechanics and heat 8. Apply basic Analysis 9. Demonstrate basic knowledge of
organic and inorganic chemistry 10. Make sausage 11. Make tropical wine
12. Make pastry 13. Process Fresh milk 14. Make bread 15. Process fermented milk 16. Make hard and semi hard Cheese 17. Make cream and Butter 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 agriculture background.
2.3 Information about pathways
Preferred pathways for candidates entering
this qualification include:
TVET Certificate III in Food processing
Recognition of prior learning related
to this qualification
Progression route of candidates achieving
this qualification include:
TVET Certificate V in Food
processing
A range of other related TVET
Certificate V qualifications.
Pathways into the qualification
Pathways from the qualification
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2.4 Job related information
This qualification prepares individuals to integrate the food processing industry with the
professionalization of Dairy product maker, Pastry-cooks and confectionary maker, Butter maker,
Cheese maker; this qualification again offers the opportunity to execute the works as sausage maker
while ensuring that safety, security and environmental regulations are respected.
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Personal development
Understand own personal values, strengths and areas of challenge or weakness and
are able to effectively use or address them
Develop, implement and evaluate progress toward personal goals;
Know own preferred way of learning, take initiative for learning new skills, and know
how to monitor own learning progress.
Interpersonal communication
Communicate and get along well with others, in a variety of settings and for a range of
purposes;
Speak and listen actively and appropriately, one-on- one and in groups;
Cooperate and work effectively within a group;
Provide good customer service.
Possible jobs related to this qualification
Dairy product maker
Pastry-cooks and confectionary maker
Butter maker
Cheese maker
Sausage maker
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Health, hygiene and safety
Know the standard health and safety practices and regulations in the workplace;
Maintain hygiene and personal grooming;
Identify unsafe situations;
Respond to emergencies and accidents at work;
Prevent HIV/Aids and sexual violence.
Environment sustainability
Know the environmental regulations in Rwanda;
Dispose of waste ;
Recycle waste ;
Report environmental hazards to appropriate person.
Integration of the workplace
Know how to apply for and present themselves for employment;
Demonstrate good time management and show up for work on time;
Demonstrate behaviour and attitudes that are appropriate for the workplace and
understand that workplaces have policies and procedures that need to be followed;
Take initiative and responsibility for own work and know how to work under and
respect supervision;
Know the rights and responsibilities of workers and employers and explore ways to
exercise rights in the workplace.
Financial fitness
Understand principles and tools behind personal and family money-management;
Understand the importance of saving and reducing expenses;
Organize and manage personal and household finances;
Create a personal budget and think strategically about their finances;
Evaluate their options for earning money and are familiar with ways to establish and maintain
personal credit;
Be aware of the risks associated with credit.
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Management of a small business
Simulate income-generating activities with the basic cycles of business;
Plan for income-generating activity expenses and loan repayments;
Keep basic business financial records;
Evaluate the risks and opportunities of using credit in income generating contexts;
Distinguish between money to be used for investment into own income-generating activities,
for family expenses, and for savings;
Know the different market actors.
Computer skills
Operate a computer
Use word processing applications in the production of workplace or personal
documents
Create and use spreadsheets and charts through the use of spreadsheet software
Design electronic presentations
Send, receive and manage electronic mail (email), as well as to collaborate online using
chat rooms, intranets and instant messaging.
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 CCMDB401 Develop business plan 3
Total 18
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Number of competencies: 18 Core competencies: 12 Complementary competencies: 6 The total number of Credits: 124
No Code Core competencies Credit G
ENER
AL
1 CRPMH401 Demonstrate Basic knowledge of mechanic and heat 4
2 CRPOI401 Demonstrate Basic knowledge of organic and inorganic chemistry 4
3 GENMA401 Apply Basic Analysis 10
SPEC
IFIC
4 FOPFM401 Process Fresh milk processing 8
5 FOPFM401 Process Fermented milk processing 7
6 FOPBM401 Make Bread making 6
7 FOPCB401 Make Cream and butter 7
8 FOPCM401 Make hard and semi hard Cheese 9
9 FOPPM401 Make Pastry 8
10 FOPTW401 Make Tropical wine 8
11 FOPSM401 Make Sausage 8
12 FOPIA401 Integrate the workplace 30
Total 106
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2 Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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A FOOD PROCESSING ASSISTANT TECHNICIAN
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
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and
a cy
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ga
Pro
vid
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y cu
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ser
vice
Dev
elo
p b
usi
nes
s p
lan
Ap
ply
Bas
ic A
nal
ysis
Dem
on
stra
te B
asic
kn
ow
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ge o
f m
ech
anic
an
d h
eat
Dem
on
stra
te B
asic
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ow
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ge o
f o
rgan
ic a
nd
ino
rgan
ic c
hem
istr
y
# 1
2
3
4
5
6
7
8
9
10
Duration (380 Hrs) 30
30
30
30
30
30
30
10
0
40
40
1 Process Fresh milk processing 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2 Process Fermented milk processing 70
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Make Bread making 60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Make Cream and butter 70 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Make Pastry 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Make Sausage 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Make Tropical wine 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Make hard and semi hard Cheese 90
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6 Integrate workplace
300 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies | Between general and particular
competencies
▲: Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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3.3 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Basic Analysis 10
Industrial Attachment Program ( IAP) 30
Figure 2: Flowchart
Occupation and learning process 3
Computer skills 3 Providing quality customer service 3
Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3
Ikinyarwanda cy’umunyamwuga 3
Basic knowledge of
mechanic and heat 4
Basic knowledge of organic
and inorganic chemistry 4
Fresh milk processing 8 Bread making 6
Fermented milk processing 7 Pastry making 8
Cream and butter making 7 Cheese making 9
Tropical wine making 8 Sausage making 8
Business plan development 3
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4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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Competence
C C M C S 4 0 1 - COMPUTER SKILLS
CCMCS401 Apply Computer Skills
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1.Describe the operating system
1.1 Proper description of operating system components
1.2 Proper description of characteristics of an Operating System
1.3 Proper description of operating system types
1.4 Proper description of operating system functions
1.5 proper description of operating system file system
2.Customize the computer
features
2.1 Proper identification of customer requirements for an
operating system
2.2 Proper Identification of Minimum Hardware Requirements
for operating system to be used
2.3 Proper customization of operating system
3. Protect computer system
3.1 Proper installation of software utilities according to the
manufacturer specifications
3.2 Regular scanning of computer and elimination of virus as
per safety standards
3.3 Accurate backup of computer data based on OS installation
3.4 Appropriate restoration of computer data based on OS
installed
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Learning unit
LU 2: Describe the operating system
1
Learning Outcomes:
1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system 15 Hours
Learning Outcome 1.1:Describe components of operating system
User interface Graphical user interface
(GUI). Shell(CLI)
Kernel micro kernel monolithic kernel
File management system Disk-based Network-based Virtual
o Brainstorming on components of operating system
o Demonstration on components of operating system
o Group discussions on
components of operating
system
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of components of operating system
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )
Checklist Score
Yes No
Indicator: User interface is described
Graphical user interface (GUI).
Shell(CLI)
Indicator: kernel is described
Micro kernel
Monolithic kernel
Indicator : File management system is described
Disk-based
Network-based
Virtual
Observation
Learning Outcome 1.2: Describe the characteristics of operating system
Multi-user
Multitasking
Multiprocessing
Multithreading
o Brainstorming on
characteristics of operating system
o Group discussions on
characteristics of operating system
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Resources Learning activities Content
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-
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Multi-user computer is described Indicator:Multitasking computer is described Indicator:Multiprocessing computer is described Indicator:Multithreading computer is described
Observation
Performance criterion
Proper description of characteristics of an operating system
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Learning Outcome 1.3: Describe the types of operating system
Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone
Multi-user, multi-task Unix Lunix
Real Time Operating Systems
Industrial machine Laboratories
machine
Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS
o Demonstration on types of operating system
o Group discussions on types of operating system
- Computer - Projector - software - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.3
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 criterion
Proper description of operating system types
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Single-user, single task operating system are described
Android
Blackberry iOS(iPhone OS) Windows 8 phone
Indicator : Multi-user, multi-task operating system are described Unix Lunix
Indictor: Real Time Operating Systems operating system are described Industrial machine Laboratories machine
Indicator : Single-user, Multi-tasking operating system are described Windows xp Windows vista Windows 7 Windows 8 Windows 10
Observation
Learning Outcome 1.4: Describe the functions of operating system
Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling
o Group discussions on functions of operating system
o Brainstorming on functions of operating system
- Computer - Projector - software - Text books - Internet
Resources Learning activities Content
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Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator: Basic functions of operating system are described
Intermediator Process Management File Management Memory Management Security Job Scheduling
Observation
Learning Outcome 1.5: Describe the operating system file system
File system role
File system types File Allocation
Table(FAT12,FAT16,FAT32,exFAT)
o Demonstration on number and mathematical calculations
o Group discussions on addition, multiplication and
- Computer - Projector - software - Whiteboard - Marker
Resources Learning activities Content
Performance criterion
Proper description of operating system functions
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New Technology File System (NTFS).
Apple file system (APFS) Hierarchical file system(HFS
and HFS Plus) Veritas File System(VFS)
division operations. o Practical exercises on
number and mathematical calculations
o Practical exercises on
mathematical
function(average, minimum,
maximum and count
numbers
- Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator : File system types are described
File Allocation Table(FAT12,FAT16,FAT32,exFAT) New Technology File System (NTFS). Apple file system (APFS) Hierarchical file system(HFS and HFS Plus) Veritas File System(VFS)
Observation
Performance criterion
Proper description of operating system file system
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Learning unit
LU 3:Customize computer features
2
Learning Outcomes:
1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system
for operating system to be sued 3. Customize the operating system
10 Hours
Learning Outcome 2.1:Identify the customer requirement for an operating system
Requirements to be
considered
Budget constraints
Compatibility with
current hardware
Compatibility with
new hardware
How the computers
will be used
Compatibility with
existing applications
Types of new
applications to be
used
o Brainstorming on operating system customer requirements
o Group discussions on operating system customer requirements
o Demonstration on operating
system customer requirements
- Computer - Projector - software - Text books
Resources Learning activities Content
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Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation
Checklist Score
Yes No
Indicator: Customer requirement for an operating system are identified
Budget constraints
Compatibility with current hardware
Compatibility with new hardware
How the computers will be used
Compatibility with existing applications
Types of new applications to be used
Observation
Performance criterion
Proper identification of customer requirements for an operating system
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Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used
Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and
speed Motherboard
o Group discussions on
minimum hardware requirements
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Possible hardware upgrades are identified
RAM capacity
Hard drive size
CPU
Video card memory and speed
Motherboard
Observation
Performance criterion
Proper identification of minimum hardware requirements for operating system to be used
Resources Learning activities Content
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Learning Outcome 2.3:Customize the operating system
User account creation
computer and windows explorer
Manage user account
Manager disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Verify your network shares with Shared Folders
Control panel utilities
o Brainstorming on operating system customization
o Demonstration on operating system customization
o Practical exercises on operating system customization
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: operating system is customized
User account creation
computer and windows explorer
Manage user account
Performance criterion
Proper customization of the operating system
Resources Learning activities Content
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Manager disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Observation
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Learning unit
LU 1: Protect computer system
3
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed
5 Hours
Learning Outcome 3.1:Install software utilities
Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus
installation
- Computer Lab - Projector - Computer with OS
installed - White Board - Markers - Computer Lab with
internet access - Projector - Computer with OS
installed - Antivirus
Formative Assessment 3.1
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or Oral
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Software tools utilities are installed
Anti-virus
Anti-malware
Anti-spyware
Adware
Backup software
Backup media
Observation
Learning Outcome 3.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of san mode Manual Automatic Scheduled
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
computer virus scan
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Scan type are described
Full system scan
On demand scan
On access scan
Indicator: Scan mode is described
Manual
Automatic
Scheduled
Indicator: Virus are eliminated
Neutralization
Deleting
Quarantine
Observation
Performance criterion
Regular computer scan and elimination of virus as per safety standards
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Learning Outcome 3.3: Backup of computer data based on OS
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio
tape(DAT) drives Auto-loader tape
systems Magnetic optical
drives Removable disks Disk drives
o Brainstorming on backup types o Practical exercises on backup
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching Sentence completion Ticking Expose (presentation ) Task on backing up data
Performance criterion
Accurate backup of computer data based on OS installation
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Backup types are described
Normal/Full backup
Copy backup
Differential backup
Incremental backup
Daily backups
Indicator: Common backup devices are selected
Tape drive
Digital audio tape(DAT) drives
Auto-loader tape systems
Magnetic optical drives
Removable disks
Disk drives
Observation
Learning Outcome 3.4: Restore computer data based on OS installed
Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical
drives CDs DVDs Disc drives
o Brainstorming on backup types
o Practical exercises on data
restore
o Computer Lab with internet access
o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS
installed o Antivirus
Resources Learning activities Content
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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
Performance
Matching Expose (presentation ) Task on restoring data
Checklist Score
Yes No
Indicator: Restoring devices are selections
HHD/SSD
USB/ Flash Driver
Tapes drives
Magnetic optical drives
CDs
DVDs
Disc drives
Observation
References:
1. https://www.ctdlc.org/remediation/indexComputer.html
2. https://www.ctdlc.org/remediation/mouse.html
3. https://www.ctdlc.org/remediation/software.html
4. https://www.ctdlc.org/remediation/copypaste.html
5. https://cce.sydney.edu.Sau/course/BCEI
Performance criterion
Appropriate restoring of computer data based on OS installed
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Competence
C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE
CCMQS401 Provide quality customer service
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies. Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.
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Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Develop and maintain product, service and market knowledge.
1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.
1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.
1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
2. Provide a quality service experience to customers.
1.1. Determination and clarification of customer preferences, needs and expectations.
1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.
1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.
1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling
3. Deal with complaints
and difficult customer
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
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service situations. 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
4.1. Proper determination and record of customer information where appropriate to provide personalized service.
4.2. Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.
4.3. Proactive provision of enhanced products and services to clients and customers based on client information.
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Learning Outcome 1.1:Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
Products and services knowledge and its importance
Opportunities to develop and maintain knowledge of products and services Membership of
industry associations and networks
Conventional and creative sources of information
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Learning unit
LU 1:Develop and maintain product, service and market knowledge.
1
Learning Outcomes:
1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
5 Hours
Resources Learning activities Content
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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services. (Cont.)
Formal and informal research techniques: o Discussions with
colleagues
Reading organization information
Research of product and service information brochures
General media Attendance at
conferences, trade shows and industry events
Distributing surveys and questionnaires
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice True or false question Matching Sentence completion Ticking
Performance criterion
Proper identification of opportunities and use of formal and informal
research to develop and maintain knowledge of products and services.
Resources Learning activities Content
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Essay (short responses / extended responses)
Checklist Score
Yes No
Products and services are identified
Opportunities to develop and maintain knowledge of products and services are
identified
Use of formal research techniques
Use of informal research techniques
Observation
Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
Products, services and promotional initiatives Tours and transport Conferences and
conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or
packages.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations. (Cont.)
Ways to determine customer preferences, needs and expectations:
Active listening Questioning Observation Recognition of non-
verbal signs
Factors influencing customer preferences, needs and expectations:
Age Gender Social and cultural
characteristics Prior knowledge Special needs
Ways to satisfy customer preferences, needs and expectations:
Friendliness
Courtesy
Value for money
Prompt or timely
service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food,
shelter, transport or
other services.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Identification of promotional initiatives
Application of ways to determine customer preferences, needs and expectations
Identification of Factors influencing customer preferences, needs and
expectations
Application of ways to satisfy customer preferences, needs and expectations
Observation
Performance criterion
Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify
changes in customer preferences, needs and expectations.
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Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
Reasons to share knowledge
Methods and techniques of sharing knowledge at workplace
o Group discussion
o Role play
o Presentation
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.3
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
Practical task of a team
Checklist Score
Yes No
Identification of reasons to share knowledge of market, product and service
Application of methods and techniques of sharing knowledge at workplace
Observation
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
Resources Learning activities Content
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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
Product and Service adjustment procedure
Importance of Product and Service adjustment on customer satisfaction
o Individual reflection o Brainstorming o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.4
Assessor may 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 True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of product and Service adjustment procedure
Identification of the importance of product and Service adjustment procedure on customer satisfaction
Observation
Performance criterion
Suggestion of ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to
organization policy.
Resources Learning activities Content
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Learning unit
LU 2: Provide a quality service experience to customers.
2
Learning Outcomes:
1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services
to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate
5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase
10 Hours
Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.
Customer needs and preferences
The importance of researching your customers needs and preferences
o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.1
Performance criterion
Proper determination and clarification of customer preferences, needs
and expectations.
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of customer needs and preferences
Clarification of customer needs and preferences
Identification of the importance of researching customers needs and
preferences
Observation
Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers to meet their needs and expectations.
Needs and expectations of customers on products and services
General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or
order
o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may 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 evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Information about products and services to customers
Observation
Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
Steps to anticipate customer needs and preferences
Timely customer service
Importance of timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
Performance criterion
Proper offering of accurate information about appropriate products and
services to customers to meet their needs and expectations.
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Formative Assessment 2.3
Assessor may 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 evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service
Observation
Performance criterion
Anticipation of customer preferences needs and expectations throughout
the service experience and provide products and services in a timely
manner, appropriate to individual needs and preferences, and according
to organization standards.
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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers
arousing interest.
o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate
- Reference books - Online materials - Scholarly materials
Formative Assessment 2.4
Assessor may 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 Ticking Essay (short responses / extended responses) Presentation
Performance criterion
Offering possible extras and add-ons appropriately and provision of
personalized and additional services and products where appropriate.
Resources Learning activities Content
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Checklist Score
Yes No
Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services
Observation
Learning Outcome 2.5: Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers arousing interest.
o Large group discussion o Question and answer o Debate o Observation o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Resources Learning activities Content
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Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of methods to promote products and services Application of selling techniques
Observation
Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and
appropriate employment of selling
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Learning unit
LU 3:Deal with complaints and difficult customer service situations.
3
Learning Outcomes:
1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints
4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
9 Hours
Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
Questioning techniques
When and when not to use questioning techniques
Complaints or difficult customer service situations
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of questioning techniques
Application of questioning techniques while dealing with difficult customer
service situations
Observation
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
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer
of the situation.
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gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Effective use of communication techniques to assist in the management of
the complaint and handle the situation sensitively, courteously and discreetly
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Types of evidence Portfolio assessment tools
Performance evidence
Role play
Checklist Score
Yes No
Application of communication techniques while handling customer complaints
Observation
Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints..
Organisation
constraints
Emotional and logical aspects of complaints.
Methods to manage and reduce stress when resolving complaints
Proactive complaint handling
- Small group discussion - Individual work - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
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.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints
Observation
Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
Methods of transforming complaints into additional service opportunities
High quality customer service
o Individual work o Debate o Discussion o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Formative Assessment 3.4
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Use of techniques of transforming complaints into opportunities
Observation
Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
The importance of feedback on customer complaints
Effective feedback giving
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.5
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in
order to avoid future occurrence.
Resources Learning activities Content
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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 evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of the importance of feedback on customer complaints Effective feedback giving
Observation
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
Complaint analysis May include:
Tools of analyzing customer complaints
Customer complaint checklist
Customer satisfaction
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 3.6
Performance criterion
Reflection and evaluation of complaint and solution to enhance response
to future complaints or difficult service situations.
Resources Learning activities Content
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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
Product evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints
or difficult service situations
Observation
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Learning Outcome 4.1:Determine and record customer information where appropriate to provide personalised service.
Customer information
Collecting customer information
Storing information
Maintaining customer information
o Brainstorming o Large group discussion o Individual reflection o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Learning unit
LU 4:Manage and use information about clients and customers.
4
Learning Outcomes:
1. Determine and record customer information where appropriate to provide personalised service
2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate
3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours
Performance criterion
Proper determination and record of customer information where
appropriate to provide personalized service.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of types of customer information
Application of techniques of collecting customer information
Identification of means of storing and maintaining customer information
Observation
Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate.
Importance of promotional activities
Types of promotional activities
Steps to successfully implement organisation promotional initiatives
o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.2
Performance criterion
Perfect development and maintaining of knowledge of organization
promotional initiatives and implementation where appropriate.
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional
initiatives
Observation
Learning Outcome 4.3: Proactively provide enhanced products and services to clients and customers based on client information.
Using stored customer information
The impact of enhanced products and services
Systems and methods of providing enhanced products and services
o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing
- - Reference books - Online materials - Scholarly materials
Formative Assessment 4.3
Performance criterion
Proactive provision of enhanced products and services to clients and
customers based on client information.
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and
services
Observation
References:
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/
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Competence
C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
CCMHE401 Implement S.H.E. policies and procedures
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module describes the outcomes required to implement Safety, Health and Environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others; together with protection of the environment. This includes
implementation of recognized environmental care principles.
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Learning assumed to be in place
Maintaining SHE at workplace
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify hazardous areas to be
improved
1.1 Proper physical inspection of the working area
1.2 Proper selection of the tools and materials
1.3 Proper marking and reporting of hazardous area
1.4 Proper reporting on the area of weakness according to
company procedure
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best practices and enforce health and safety regulations
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options
4. Promote awareness of SHE in working place
4.1 Proper implementation of environmental procedures
4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards
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Learning unit
LU 1: Identify hazardous areas to be improved.
1
Learning Outcomes:
1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas
5 Hours
Learning Outcome 1.1: Select tools and materials
Types of tools,materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer
Types of tools,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Setting visual aids
o Preparing video and audio
materials with types of
equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared
thermometer - Strings and ropes - PPEs
Resources Learning activities Content
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Tape measure Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves
Formative Assessment1.1
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
Performance evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area
identification
Checklist Score
Yes No
Indicator :Tools, materials and equipment used to identify hazards are selected accordingly
Dust sampler
Noise meter
Hammer
Brushes
Crowbar
Performance criterion
Proper selection of the tools and materials
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Ladder
Rock drill
Tape measure
Infrared thermometer
etc
Indicator:Tools, materials and equipment used to control hazards are selected accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Cement
Wire mesh
Marking paints
Tape measure
Level meter
Pick
Shovel
Saw
PPEs
Etc
Observation
Learning Outcome 1.2: Inspect and identify physical feature of dangerous area
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
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
- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen
Resources Learning activities Content
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Air Dust
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
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place
Checklist Score
Yes No
Indicator: Tools and equipment for inspection are identified and supplied accordingly
Tools and equipment for inspection are identified according to each job specification
PPEs for inspection are supplied according to each job specification
Indicator : Environment conditions are examined accordingly
Water
Cracks
Air
Dust
Observation
Performance criterion
Proper physical inspection of the working area
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Learning Outcome 1.3: Mark and report on the hazardous areas
Introduction to tools and
equipment for marking
hazardous area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap
(Warning sign) Cones
Use of tools and
equipment for marking
hazardous area
Reporting: Through the
administrative hierarchy
Emergency reporting
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Preparation of visual Aid materials
o Preparation of video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting
Performance criterion
Proper marking of hazardous area and proper reporting on the area of
weakness according to company procedure
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Tools and equipment for marking hazardous area are introduced and used accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Barricade tap (Warning sign)
Cones
Indicator : Hazardous areas are reported according to the situation
Through the administrative hierarchy
Through Emergency reporting
Observation
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Learning unit
LU 2 : Apply SHE practices.
2
Learning Outcomes:
1. Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices
10 Hours
Learning Outcome 2.1: Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
Occupationaland
organizational requirements:
Organizational policies
and procedures about
Manual handling
- shifting,
- lifting and
- carrying
Machine guarding Organizational and site
guidelines Own role and
responsibility Quality assurance
and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values Recording and reporting Equipment use,
maintenance and
o Research on OHS,
environmental, legislative and
Organizational requirements.
o Brainstorming on OHS,
environmental, legislative
requirements and
Organizational requirements.
o Group discussion on OHS,
environmental, Legislative and
organizational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Resources Learning activities Content
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storage
Healthy and Safety
requirement:
Personal protective
equipment and clothing
First Aid and Firefighting
equipment
Hazard and risk control
equipment
Psychological conditions
control mechanisms
Environment requirement:
Safe forest practices
Waste management: Disposal, Recycling and Re-use guidelines
Formative Assessment 2.1
Assessor may 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) Task: identification of applicable Occupational Health, Safety
and Environmental (OHSE) requirements
Performance criterion
Proper identification and application of Occupational Health, Safety and
Environmental (OHSE) requirements
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Checklist Score
Yes No
Indicator : Occupational requirementsare properly identified and followed
Organizational policies and procedures about
Manual handling
Machine guarding
Organizational and site guidelines
Own role and responsibility
Quality assurance and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values
Indicator: Health and safety requirements are properly identified and followed
Personal protective equipment and clothing
First Aid and Firefighting equipment
Hazard and risk control equipment
Psychological conditions control mechanisms
Indicator : Environment requirement are properly identified and followed
Safe forest practices
Waste management guidelines
Disposal,
Recycling and
Re-use guidelines
Observation
Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.
Appropriate SHE
standards, regulations
tobe followed, and
tools and materials to
be used:
Use of PPEs
Use of inspection
checklist
o Observation about the need
of appropriate SHE
standards, regulations to be
followed, and tools and
materials to be used
o Group discussion on role of
appropriate SHE standards,
regulations to be followed,
and tools and materials to be
used
- PPEs - Reference books - Work sheet - Markers - Flip charts
Resources Learning activities Content
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o Practical exercises on
following appropriate SHE
standards, regulations, and
using appropriate tools and
materials
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations
Checklist Score
Yes No
Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations
Use of PPEs Use of inspection checklist
Observation
Performance criterion
Appropriate instruction to workers to follow safety best practices and to
enforce health and safety regulations.
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Learning Outcome 2.3: Establish and maintain communication with others in line with SHE requirements
Applyingbasics of effective communinication:
Types of effective communication with others in line with SHE requirements:
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication with others in line with SHE requirements:
Effective oral communication
Effective written communication
Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and
cooperative language Appropriate language
and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
o Group discussion about
communication with others in
line with SHE requirements.
o Role play about effective communication
o Practical exercises of
communication with others in line with SHE requirements
- Public Board notices
- Communication
devices/phones
- Safety signage
Resources Learning activities Content
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etc
Types of questions to be asked during a communication process Close-ended
questions Open-ended
questions
etc
Formative Assessment 2.3
Assessor may 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) Task: Communicate with others in line with SHE
requirements
Checklist Score
Yes No
Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication
Types of workplace effective communication
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication
Effective oral communication
Effective written communication
Techniques of effective oral communication
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
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Active listening
Constructive feedback
Positive, confident and cooperative language
Appropriate language and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
etc
Types of questioning in oral communication
Close-ended questions
Open-ended questions
etc
Observation
Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices
Environmental policy
content :
Compliance, improvement (where
required to reflect) and
prevention Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices
and systems
o Group discussion on content of the environment policy
o Practical exercises on applying environment policy
- Registration documents
- Regulations
- Safety standards
Formative Assessment 2.4
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best
practices
Resources Learning activities Content
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Assessor may 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) Task: Perform tasks in a safe manner and in line with SHE best
practices ( according to their specific trade)
Checklist Score
Yes No
Indicator : Tasks are performed in a safe manner and in line with SHE best practices
Environmental policy content:
Compliance Improvement (where required to reflect) Prevention
Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices and systems
Observation
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Learning unit
LU 3 :Assess and control risks.
3
Learning Outcomes:
1. Analyze work practices and identify areas for improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
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 identify areas for improvement in relation to SHE issues and hazards
Applying Continuous Process Improvement
(CPI) concepts and tools: CPI “Musts” and
Principles:
Stop fixing and start improving
The best practices are the ones you already have
Changing behavior is more important than changing processes
If you aren’t failing, you aren’t trying
CPI Methods: Lean Six Sigma Theory of Constraints Business Process
Reengineering
o Small group discussion about Continuous Process Improvement(CPI) concepts and tools
o Individual workabout 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
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyze of work practices and processes to identify areas
for improvement in relation to SHE issues and hazards
Checklist Score
Yes No
Indicator: Work practices and processes are properly analyzed to identify areas for improvement in relation to SHE issues and hazards
Analysis of Work practices and processes according CPI musts and principles
Analysis of Work practices and processes according CPI Methods
Observation
Performance criterion
Properanalysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
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Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk
Exposure Threshold Develop Risk Mitigation
Option
Principles for Effective Verbal Intervention
Remain calm. Isolate the individual. Watch your body
language. Keep it simple. Use reflective
questioning. Use silence. Watch your preverbal.
Elements of good quality risk
statement Event or condition,
Consequences on program
objectives, and
Cause
o Group work on observing possible risks
o Presentation about risks assessment findings
o Brainstorming on risks awareness
o Role play about effective verbal intervention
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper detection and assessment of risk, and detailed report and
investigation of all incidents/ accidents.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and
investigating all
Checklist Score
Yes No
Indicator: Risks are properly detected, assessed and reported through
Steps of Risk assessment tool
Principles for Effective Verbal Intervention Elements of good quality risk statement
Observation
Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most effective options.
Methods of Hazard control: prevention, handle, isolation, remove or use of PPE
Practical Problem Solving Model (PPSM):
Clarify & Validate the Problem Break Down the Problem/Identify
Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through Confirm Results & Process
o Group discussion about control of hazards
o Practical exercises on Practical Problem Solving Model (PPSM)
o Brainstorming on control of hazards
Procedural manuals
Environmental policy
Reference books
Checklist
Papers
Pens
Internet
Resources Learning activities Content
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Standardize Successful Processes
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area
Checklist Score
Yes No
Indicator: Hazards are properly controlled to make them less dangerous by looking at the most effective options through:
Application of methods of Hazard control
Practical Problem Solving Model (PPSM)
Observation
Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.
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Learning unit
LU 4: Awareness of SHE in working place.
4
Learning Outcomes:
1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
5 Hours
Learning Outcome 4.1: Implement environmental procedures
Definitions Environmentally sustainable work practices
Environmental Sustainability Strategies Recycling Strategy Waste Reduction
Paper Reduction Photocopiers,
Printers, Faxes & Office Equipment
Travel & Meetings Energy Efficiency &
Conservation Lights Computers and
monitors Air Conditioning
Workers & Business
o Brainstorming on
Environmental goals
o Research on Environmental
goals
o Group discussion
Environmental Sustainability
Strategies
- Procedural manuals - Organizational policies
and procedures - Environmental policy
Resources Learning activities Content
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Partner Awareness
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 evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Implementing environmental procedures
Checklist Score
Yes No
Indicator: Environmental procedures are Properly implemented through:
Environmentally sustainable work practices definition
Environmental Sustainability Strategies
Observation
Performance criterion
Proper implementation of environmental procedures
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Learning Outcome 4.2: Provide training to workers on SHE and operational control
Design of OH&S package for training:
Program awareness Specific roles in the safety and
health program Hazard identification and
controls skills
Use of best methods in crosscutting issues training On the job training Off the job training Apprenticeship Training Vestibule or Training Center
Training Training Via Internship
o Brainstorming on types
of trainings
o Group discussion of best
methods of training
o Preparation SHE package
to deliver
- Fire extinguisher - First aid kit - Fire triangle - Personal protective
equipment and clothing
- Safety equipment - First aid equipment - Procedural manuals - Organisational policies
and procedures - Environmental policy
Formative Assessment 4.2
Assessor may 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) Task: Training on operating tools and equipment In line with SHE
requirements
Performance criterion
Adequate training of workers to operate tools and equipments
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Workers are adequately trained to operate tools and equipments through:
Design of OH&S package for training Use of best methods in crosscutting issues training
Observation
Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize or eliminate hazards.
Environmental Impacts awareness: Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
Remedial actions: Workplace waste management
systems Emissions control of greenhouse
gases Use of non-renewable resources
control Chemical use control Supply chain management
o Research on environmental
impact
o Group discussion on work
sustainability
o Brainstorming on measures
for sustainability
- Environmental policy
- Procedural manuals
- Organisational policies and procedures
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proactive inspection of the working area and appropriate remedial action to
be taken to minimize or eliminate hazards.
Resources Learning activities Content
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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
Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards
Environmental Impacts awareness Remedial actions
Observation
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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 BenefitEmployees, the Environmentand
the Bottom Line, Stringer2009. New York
3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN: 9781472419712, Publication Date: 2015
4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009
6. Safety Management a Comprehensive Approach To developing A Sustainable System,ChitramLutchman, 2012, Taylor & Francis Group,NY
7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from
https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/
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Competence
C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This module describes the skills, knowledge and attitudes to be acquiredfor the trainee’s. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explanation and stating facts , use tenses Accurately, write structured factual, descriptive, and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening strategy depending on the listening purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Write factual, descriptive, and
explanatory texts
1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state
facts accurately 1.3 Clear distinction of factual, description and
explanatory paragraphs 1.4 Appropriate writing of well-structured factual,
descriptive, and explanatory texts on a range of topics
1.5 Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace
1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)
2. Apply a range of listening strategies
to understand predictable
messages
2.1 Accurate identification of different listening strategies
2.2 Proper selection of a listening strategy depending on the listening purpose
2.3 Active application of listening strategies while listening to audio messages
2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker
3. Discuss general and trade-related
topics
3.1 Presentations of personal ideas and opinions during discussions selected topics of interest
3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions
3.3 Proper use of functional language to support of
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refute ideas in a debate or discussion 3.4 Convincing building of arguments to support or
refute an opinion (elements and types of an argument
Elements of competency Performance criteria
4. Read medium texts on general and
trade-related topics
4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)
4.2 Proper selection of a reading technique depending on the reading purpose and material
4.3 Active application of reading techniques while reading different texts messages
4.4 Demonstration of the ability to understand the inferences made in a range of medium length texts
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Learning unit
LU 1: Write factual, descriptive, and explanatory texts.
1
Learning Outcomes:
1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a
range of topics 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
10 Hours
Learning Outcome 1.1:Use proper terminology to report facts
Expressing facts
Expressions used in
outlining facts
The fact is that…
The (main) point is
that …
This proves that …
What it comes down to
is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt that …
Comparing and reporting facts
Using comparatives and
superlatives
Quantifiers and modifiers
o Group discussions
o Dialogues
o Role plays
o Short presentations
o Practical writing exercises
o Modelling
Projector
Computer
Flipcharts
Markers
Scenarios
Trainee
manuals
Stationeries
Lesson plans
Reference
books
Written
speeches
Newspaper
reports
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Presentations
Sentence completion
Matching
Writing practice
Task: Using comparatives and superlatives, report key information
facts at your workplace.
Checklist Score
Yes No
Indicator: Expressions are well used in outlining facts
The fact is that…
The (main) point is that …
This proves that …
What it comes down to is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt
Indicator : Comparing and reporting facts are well used
Using comparatives and superlatives
Quantifiers and modifiers
Observation
Performance criterion
Use proper terminology to report facts
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Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Using present tenses to
describe, explain and
state present facts
Using past tenses to
describe, explain and
state past facts
o Dialogues
o Storytelling
o Short presentations
o Practical writing exercises
o Modelling
o Brainstorming
o Vocabulary Games
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Written speeches
Newspaper reports
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
Task: Describe present facts about your career using appropriate
tenses
Checklist Score
Yes No
Indicator : Tenses are well used to describe , to explain and state facts
Present tenses
Past tenses
Observation
Performance criterion
Describe, explain and state facts using tenses accurately
Resources Learning activities Content
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Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs
Factual paragraph Title Introduction Describe in detail Additional info conclusion
Descriptive paragraph Sensory details Precise language Dominant impression Careful organization
Explanatory paragraph Organization Transitions Evidences and examples conclusion
o Group discussions
o Brainstorming
o Group works
-
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
True or false questions
Task: Classify the paragraphs given to you by the teacher according
to their types
Performance criterion
Distinguish factual, description and explanatory paragraphs
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Paragraphs are well classified and distinguished
Factual paragraphs
Descriptive paragraphs
Explanatory paragraphs
Observation
Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a range of topics
Sentence structure
Compound sentences
Coordinative
conjunction
Complex sentences
Main clauses
Subordinate clause
Subordinate
conjunctions
Compound complex
sentences
Structure of narrative,
argumentative, descriptive,
and explanatory texts
Present and past tenses
o Group works
o Pair work
o Jumbled paragraphs
o Gap-fill
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Formative Assessment 1.4
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a
range of topics
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching
Writing practice Presentation Task: Write a short essay describing your career dreams
Checklist Score
Yes No
Indictor: An eassy is well written
Text is well structured
Types of texts is identified
Tense is well used
Observation
Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace
Introduction to business
letters
Parts of a business letter
Introduction to email
correspondence
Parts of an email
Strategies for writing a
good email
o Pair work
o Jumbled paragraphs
o Gap-fill
o Peer feedback
o Practical exercises on email
writing
o Practical exercises on
business letters
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Letter samples
Formative Assessment 1.5
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice Task: Compose an email outlining some of the challenges you
face at work.
Checklist Score
Yes No
Indicator: Parts of an email
Recipient's Address
Cc and Bcc
Subject Line
Body
Sender’s address
Send
Indicator :Parts of letters are well placed and recognized
The heading
Addresses are well placed
The salutation
The body
The complimentary close
The signature
Observation
Performance criterion
Produce correspondence texts (letters, emails) stating, explaining, or
describing facts at the workplace
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Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits, industrial attachments)
Writing small-scale reports
Structure of a formal
report
Layout
Introduction
Body
Conclusion
o Report Writing practice
o Peer feedback
o Group work
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Sample reports
Formative Assessment 1.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Presentation Task: Produce a short report on your recent field visit
Checklist Score
Yes No
Indicator: Formal reports is well structured
Layout
Introduction
Body
Conclusion
Language is well used
Observation
Performance criterion
Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
Resources Learning activities Content
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Learning unit
LU 2: Apply a range of listening strategies to understand predictable messages.
2
Learning Outcomes:
1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening
purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker
7 Hours
Learning Outcome 2.1:Identify different listening strategies
Listening strategies
Listening for details
listening for the gist
note taking
Active listening and
response
Listening for specific
information
predicting
drawing inferences
summarizing
recognizing cognates
recognizing word-
order patterns
o Dialogues
o Role plays
o Short presentations
o Modelling and drilling
o Listening to TV shows
o Listening to radio programs
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Formative Assessment 2.1
Performance criterion
Identify different listening strategies
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: List and explain at least three listening strategies.
Checklist Score
Yes No
Indicator :Listening strategies are explained
Listening for details
listening for the gist
note taking
Active listening and response
Listening for specific information
Summarizing
predicting
drawing inferences
recognizing cognates
recognizing word-order patterns
Observation
Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose
Refer to Learning Outcome 2.1
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.2
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: Which listening strategy would you use to get the main
idea of a recording?
Checklist Score
Yes No
Indicator : Listening strategies are well selected Listening for details listening for the gist note taking Active listening and response Listening for specific information Summarizing predicting drawing inferences recognizing cognates recognizing word-order patterns
Observation
Performance criterion
Select appropriate listening strategy depending on the listening purpose
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Learning Outcome 2.3: Apply listening strategies while listening to audio messages
Refer to Learning Outcome 2.1
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Multiple choice
Listening practice Task: listen to the audioand 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
Performance criterion
Apply listening strategies while listening to audio messages
Resources Learning activities Content
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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
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice Discussions
Audio-visual practice Task: Watch a video shown by the teacher and say what the
speaker’s gestures mean.
Checklist Score
Yes No
Indicator : Non -verbal clues are used to detect the message implied by the speaker Voice clues Body movement Message is fully detected
Observation
Performance criterion
Use non-verbal clues to detect messages implied by the speaker
Resources Learning activities Content
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Learning unit
LU 3 :Discuss general and trade-related topics.
3
Learning Outcomes:
1. Present personal ideas and opinions during discussions on selected topics of interest
2. Use functional language to support or refute ideas in a debate or discussion
3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 7 Hours
Learning Outcome 3.1:Present personal ideas and opinions during discussions on selected topics of interest
Expressing opinion in English
Agreeing with an opinion
Full agreement with an
opinion
Partial agreement with
an opinion
Disagreeing with an opinion
Forms of disagreement
When to disagree
Disagreeing politely
Using functional language in
argument building
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be
refuted
Sequencing ideas
Predicting ideas
o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Trainee manual
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Presentation practice
Writing practice
Discussions Task: Prepare a short presentation on a topic of interest and
share it with your class.
Checklist Score
Yes No
Indicator : Ideas and opinions are well presented during discussions
Agreeing with an opinion
Disagreeing with an opinion
Indicator : Functional language in argument building are well used
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be refuted
Sequencing ideas
Predicting ideas
Observation
Performance criterion
Present personal ideas and opinions during discussions on selected topics of
interest
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Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or discussion
Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Discussions Presentations Task: Following instructions given by your teacher, use
functional language in supporting or refuting ideas in a group discussion
Checklist Score
Yes No
Indicator :Functional language in supporting or refuting ideas in a group discussion are well used Persuasion Asking questions Cause and effect Summarizing ideas to be refuted Sequencing ideas Predicting ideas
Observation
Performance criterion
Use functional language to support of refute ideas in a debate or
discussion
Resources Learning activities Content
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Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions
Dealing with argumentation fallacies Types of Fallacies
Formal Fallacies
Propositional fallacies
Quantification fallacies
Formal syllogistic fallacies
Informal Fallacies
Faulty generalizations
Red herring fallacies Conditional fallacies
Responding to fallacies
o Dialogues
o Role plays
o Modelling and drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and
tell which argumentation fallacies the speaker is using then respond to them.
Performance criterion
Detect and avoid argumentation fallacies in debates and discussions
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Argumentation fallacies are well identified and respond to them during listening Formal Fallacies Informal Fallacies
Observation
Learning Outcome 3.4: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments Deductive Argument Inductive Argument Abductive
o Debates
o Group discussions
o Brainstorming
o Presentations
o Mock speeches
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Lesson plans
Recordings
Reference books
Speech samples
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Discussions Writing practice
Performance criterion
Build convincing arguments to support or refute an opinion
Resources Learning activities Content
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Performance
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 : Elements of an arguments are indicated Claims
Counterclaims
Reasons
Evidence
Indicator : Types of arguments are considered
Deductive Argument
Inductive Argument
Abductive
Observation
.
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Learning unit
LU 4: Read medium texts on general and trade-related topics.
4
Learning Outcomes:
1. Identify different reading techniques
2. Select a reading technique depending on the reading purpose
and material
3. Apply reading techniques while reading different texts
4. Demonstrate ability to understand the inferences made in a
range of medium length texts
6 Hours
Learning Outcome 4.1:Identify different reading techniques
Reading techniques
Skimming
Scanning
Deep reading
Critical reading
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identify different reading techniques
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Differentiate reading techniques
Checklist Score
Yes No
Indicator: Reading techniques are differentiated
Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.2: Select a reading technique depending on the reading purpose and material
Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate training of workers to operate tools and equipment
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Select an appropriate reading strategy based on the
reading task given to you by the teacher.
Checklist Score
Yes No
Indicator: Selection of reading strategy is understood due to its purpose Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.3: Apply reading techniques while reading different texts
Applying reading techniques to
texts
General texts
Trade-related texts
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper
reports
Reading materials
Reference books
Resources Learning activities Content
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Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read a text and apply reading strategy based on the task
given to you by the teacher.
Checklist Score
Yes No
Indicator : Reading strategies are applied according to the purpose Look only for a specific fact or piece of information without reading everything
(scanning)
Looking only for the general or main ideas (skimming) Read a text thoroughly to understand and remember what you’ve read (deep
reading)
Involves analysis, interpretation, and evaluation. (Critical reading)
Observation
Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of medium length texts
Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3
Resources Learning activities Content
Performance criterion
Apply reading techniques while reading different texts
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Formative Assessment 4.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read the text given by the teacher and identify what the
writer implies. How did you come up with such inferences?
Checklist Score
Yes No
Inferences are developed Inferences are justified
Observation
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
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References:
1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-
speeding-up-your-reading/
2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.
2004.
3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),
4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.
Cambridge: Cambridge University Press.
5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:
Heinemann Education.
6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and
Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.
7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy
25 (Winter 1989): 121–139.
8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:
Broadman& Holman Publishers
9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.
10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.
117 | P a g e
Competence
C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA
CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga
Ikiciro: 4 Amasaha ateganijwe
Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Mutarama, 2017
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda; Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika yubahiriza
ifatana n’itandukana ry’amagambo.
118 | P a g e
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda kiboneye
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo
gakondo bufatiye ku
mwuga ashyikirana
n’abandi
1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije
mu ngiro zitandukanye.
1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo
gakondo bufatiye ku mwuga.
1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye
ku mwuga
yubahiriza utwatuzo n’isesekaza.
1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
1.5. Gutarama akoresheje ubuvanganzo bwizwe.
2. Gukoresha Ikinyarwanda
kiboneye agaragaza ibyiza
by’ikoranabuhanga mu
iterambere ry’umwuga no
kugaragaza intego y’izina
mbonera.
2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
2.5. Kumurika ingero zifatika zihamya uruhare
rw’ikoranabuhanga mu iterambere ry’umwuga.
2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.
119 | P a g e
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
3. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
ububi bw’ibiyobyabwenge
mu rubyiruko no
kugaragaza amategeko
y’igenamajwi mu izina
mbonera.
3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi
bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro
zitandukanye.
3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
4. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
uburyo bunyuranye bwo
gufata neza ibidukikije no
gukoresha indangahantu.
4.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko yerekeye
uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro
zitandukanye.
4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
4.3. Gusoma neza umwandiko yubahiriza utwatuzo
n’isesekaza.
4.4. Guhimba no kumurika umwandiko akurikiranya neza
ingingo.
4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
4.6. Gukoresha neza indangahantu.
5. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
akamaro k’ubutabazi
bw’ibanze no kwandika
yubahiriza imyandikire
y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva ikinamico ku nsanganyamatsiko yerekeye akamaro
k’ubutabazi bw’ibanze mu ngiro zitandukanye.
5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.
5.3. Gusoma neza ikinamico yubahiriza uturango twayo.
5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye
avuga ibice n’ingingo by’umubiri.
5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
120 | P a g e
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.
3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.
4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.
5. Gutarama akoresheje ubuvanganzo bwizwe.
Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya
inyunguramagambo ingingo z’umuco
n’amateka inshoza n’uturango
by’Urwenya Ihimbamwandiko
Urwenya
o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu
matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo
o Gutera urwenya baranguruye o Guhuza ibivugwa mu
nshoberane n’indangagaciro o Gusobanura ingingo z’umuco
n’amateka o Gusobanura inshoza
n’uturango by’ urwenya
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
121 | P a g e
Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
(Ibikurikira)
Ubuvanganzo
gakondo bufatiye ku
mwuga
Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza
n’utwatuzo
Igitaramo gishingiye
ku buvanganzo
gakondo
Umwitozo wo gusoma
ubuvanganzo gakondo bufatiye ku
mwuga
o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo
bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.
o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye
o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi
o Gusobanura ingingo z’umuco n’amateka
o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Gutahura isomo ry’ingenzi o Gutarama
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
122 | P a g e
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Ikitabwaho 2:Urwenya:
uwiga yateye urwenya aranguruye
uwiga yateye urwenya ahuza ibivugwa n’indangagaciro
uwiga yateye urwenya asobanura ingingo z’umuco n’amateka
uwiga yateye urwenya anasobanura uturango tw’urwenya
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo
bufatiye ku mwuga.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
123 | P a g e
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga
Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi
Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo
bwitwa”Amasare”
Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku
buvanganzo bwitwa “Ibyidogo”
Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa
“Amahamba”
Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo
Umwanzuro
Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku
mwuga.
124 | P a g e
Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku
mwuga yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko
y’ihinamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga
yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
125 | P a g e
Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibihangano bishingiye ku buvanganzo gakondo mu mwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko
Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi
akurikiza amategeko y’ihimbamwandiko
Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko
y’ihinamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
126 | P a g e
Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo
Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize
Umwanzuro
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
127 | P a g e
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.
2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
Ibimenyetso by’uteze amatwi atarogoye;
Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda
umurimo (umurimo unoze, kubahiriza igihe…);
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.
o Kutarogoya ufite ijambo nta mpamvu;
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;
o Gusoma bucece;
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
128 | P a g e
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya
Uwiga ntiyaciye mu ijambo uvuga
Uwiga yabajije ibibazo ku byavuzwe
Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga niterambere
ry’umwuga
Uwiga yasubije ibibazo ku mwandiko
Uwiga yavumbuye insanganyamatsiko iri mu mwandiko
Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku
nsanganyamatsiko
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
129 | P a g e
Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga
abinyujije mu ngiro zinyuranye. (Ibikurikira).
Isesekaza n’utwatuzo; Ihangamwandiko ku
nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
Intego y’izina mbonera.
o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;
o Gusoma aranguruye agaragaza isesekaza;
o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
o Gukora inshamake y’umwandiko;
o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;
o Kugaragaza intego y’izina mbonera.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
130 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya
Uwiga ntiyaciye mu ijambo uvuga
Uwiga yabajije ibibazo ku byavuzwe
Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere
ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.3 : Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bibazo byo kumva umwandiko
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
131 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga
Uwiga yagaragaje Insanganyamatsiko y’umwandiko
Uwiga yasobanuye amagambo akomeye ari mu
mwandiko(Inyunguramagambo)
Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko
Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko
Umwanzuro
Umusaruro w’inyigisho 2.4 : Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ry’isomwa ry’umwandiko
Ubushobozi busuzumwa
Yasomye umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
132 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
Umusaruro w’inyigisho 2.5 : Guhina no guhimba umwandiko akurikiranya ingingo.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga
Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye
k’ubuvanganzo gakondo kandi akurikiza amategeko y’ihimbamwandiko
Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga
Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza
amategeko y’ihangamwandiko
Umwanzuro
Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Ubushobozi busuzumwa
Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere
ry’umwuga
Imfashanyigisho Ibikorwa by’uwiga
activities
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko y’ibisubizo ku ntêgo y’izina mbonera
Ubushobozi busuzumwa
Yagaragaje intêgo y’izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba
zafatwa mu kubirwanya;
Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge
Ikitabwaho 2:Intego y’izina mbonera
Uwiga yasobanuye icyo izina mbonera ari cyo
Uwiga yagaragaje indomo y’izina mbonera
Uwiga yagaragaje indanganteko y’izina mbonera
Uwiga yagaragaje igicumbi cy’izina mbonera
Umwanzuro
136 | P a g e
Imbumbe
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;
ingingo z’amateka; indangagaciro zo kubaha
ubuzima (kwiyitaho);
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.
o Gusoma bucece.
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Imfashanyigisho Ibikorwa by’uwiga
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Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi
bw’ibiyobyabwenge
Uwiga yasobanuye amagambo akomeye mu
mwandikoInyunguramagambo
Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko
Uwiga yasobanuye ingingo z’amateka
Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
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Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
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Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye
k’ubuvanganzo gakondo kandi akurikiza amategeko
y’ihimbamwandiko
Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”
Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko
y’ihangamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
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Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko
Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge
Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu
rubyiruko
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu
rubyiruko
Imfashanyigisho Ibikorwa by’uwiga
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Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera
Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza
amategeko y’igenamajwi
Umwanzuro
Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi mu izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
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Imbumbe
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora
kwangiza ibidukikije. 6. Gukoresha neza indangahantu
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu
ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ibimenyetso by’uteze amatwi atarogoye.
Inyunguramagambo ku mwandiko uvuga ku bidukikije
Insanganyamatsiko y’umwandiko ushingiye ku bidukikije
Ihimbamwandiko
Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;
o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza
isesekaza. o Gukorera mu matsinda,
bungurana ibitekerezo ngamba
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Amafoto.
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Isesekaza n’utwatuzo;
Indangahantu.
zo kurengera ibidukikije. o Gukora inshamake
y’umwandiko. o Kujya impaka ku ngaruka zo
kwangiza ibidukikije. o Gukoresha neza indangahantu.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije
Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye
Uwiga yagaragaje insanganyamatsiko y’umwandiko
Uwiga yasobanuye amagambo akomeye ari mu mwandiko
Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga
we
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza
ibidukikije mu ngiro zitandukanye
144 | P a g e
Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gusubiza ibibazo ku mwandiko
Uwiga yasubije yasobanuye amagambo akomeye
Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
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Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
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Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko
Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza
ingingo
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
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Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: ihimbamwandiko
Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza
ibidukikije
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
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Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
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Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku mikoreshereze y’indangahantu
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: kumenya no gukoresha indangahantu
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje neza indangahantu
150 | P a g e
Imbumbe
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.
2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;
Ibimenyetso by’uteze amatwi atarogoye;
Inyunguramagambo ku ngeri y’ikinamico;
Amagambo akwiye avuga ibice n’ingingo z’umubiri;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.
Ifatana n’itandukana ry’amagambo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa
baranguruye bigana abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu
- Ibitabo bikubiyemo imyandiko;
- Ibitabo by’ikibonezamvugo ;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
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kaga. o Kubahiriza ifatana n’itandukana
ry’amagambo. o Gutahura no gukosora amakosa
yubahiriza itandukana n’ifatana ry’amagambo.
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze
Uwiga yasomye ikinamico neza
Uwiga yagaragaje uturango tw’ikinamico
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi
bw’ibanze mu ngiro zitandukanye
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Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico
Ingingo z’umuco n’amateka
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku ikinamico
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho uwiga asoma ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico
Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye ikinamico yubahiriza uturango twayo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho n’inyandiko ku ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :ihangakinamico
Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze
Umwanzuro
Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga
ibice n’ingingo by’umubiri.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro
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Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Ikeshamvugo
Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri
Umwanzuro
Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri
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Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda
Uwiga yafatanije amagambo aho bikwiye
Uwiga yatandukanije amagambo aho bikwiye
Umwanzuro
Ubushobozi busuzumwa
Yanditse yubahiriza ifatana n’itandukana ry’amagambo
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Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,
Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,
1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,
Kigali
8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,
Fountain Publishers, Kigali
9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
11. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck
Université, Bruxelles.
12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u
Rwanda, Imfashanyigisho ibanza, Kigali
14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,
Kigali
16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo
mu Cyiciro cya Gatatu, Kigali
17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda , Kigali.
18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
158 | P a g e
Competence
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMBP401 Develop a business plan
REQF Level: 4 Learning hours
Credits: 3
Sector: All 30
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organizational strategic outcomes and facilitates the achievement of service
delivery. The module will allow the learner to identify elements of business plan, develop
business plan in line with the identified elements, establish strategies to monitor, evaluate
and update the business plan (Contingency plan) and present a business plan.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria Learning units describe the essential outcomes of a competency. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance
with identified business idea.
1.2 Appropriate conduct of business feasibility study in line
with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the
identified elements
2.1 Proper description of the business in accordance with
business environment analysis results
2.2 Proper design of business production plan in line with
results from business environment analysis
2.3 Clear design of marketing plan in line with market
feasibility study and business products
2.4 Accurate develop of business staffing requirement plan
in line with business activities
2.5 Proper design of business financial plan in line with
business needs
2. Establish strategies to monitor,
evaluate and update the
business plan- contingency plan
3.1 Clear identification of risk in accordance with business
environment
3.2 Accurate assessment of risk associated to the business
in line with the business plan developed
3.3 Clear explanation of business contingency plan
concepts
3.4 Accurate development of contingency plan in
accordance of assessed risks
4. Present a business plan
4.1 Accurate preparation of business plan presentation in
accordance with business plan Clearly explain Clear
different ways to present the business plan
4.2 Appropriate presentation of a business plan
4.3 Present a business plan
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Learning Outcome 1.1: Analyse business environment in accordance with identified business idea.
Meaning of business environment
Meaning of business situation
Types of business environment.
Internal environment
Financial resources
Assets
Human resources
Technological resources
Externalenvironment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis
template
- Industry trends
analysis
template
Learning unit
LU 1: Identify elements of business plan.
1
Learning Outcomes:
1. Analyze business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Resources Learning activities Content
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Natural environment
Learning Outcome 1.1: Analyse business environment in accordance with identified business idea. (Cont’d)
Current industrial trends analysis:
Industry rivalry (Degree of
competition among existing
firms)
Treat of substitutes (products
or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new
entrants)
SWOT analysis of the business
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis template
- Industry trends analysis
template
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper analysis of business environment in accordance with identified
business idea.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis
Checklist Score
Yes No
Indicator: Business environment in accordance with identified business idea is analyzed
Meaning of business environment explained
Meaning of business situation
Indicator: Types of business environment explained Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
Indicator: Current industrial trends analysis applied
Industry rivalry (Degree of competition among existing firms)
Treat of substitutes (products or services)
Bargaining power of buyers
Bargaining power of suppliers
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Barriers to entry (threat of new entrants)
Indicator: SWOT analysis of the business explained
Observation
Learning Outcome 1.2: Conduct business feasibility study in line with business environment analysis results
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility
study
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Steps involved in feasibility analysis
Step 1. Conduct a preliminary
analysis
Step 2. Prepare a projected income
statement
Step 3. Conduct a market survey
Step 4. Plan business organization
and operations
Step 5. Prepare an opening day
balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
o Brainstorming
o Questions and answers
o Problem solving
o Story telling
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Feasibility study
template
Formative Assessment 1.2
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
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: business feasibility study in line with business environment analysis results are conducted
Meaning of business feasibility study
Purpose of business feasibility study Components of business feasibility study identified
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Performing steps involved in feasibility analysis explained
Steps involved in feasibility analysis
Step 1. Conduct a preliminary analysis
Step 2. Prepare a projected income statement
Step 3. Conduct a market survey
Step 4. Plan business organization and operations
Step 5. Prepare an opening day balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
Observation
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Learning Outcome 1.3:Define elements of business plan
Meaning of the term business plan
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan Internal use External use
Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Risk associated to the business Meaning of business risk Types of risks associated to
the business activities
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Formative Assessment 1.3
Assessor may 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
Performance criterion
Correctly define elements of business plan
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: elements of business plan are defined
Meaning of the term business plan
Importance of the business plan
The needs of the business plan
Internal use
External use
Indicator: Elements of business plan identified
Title/cover Page Executive Summary
Description of the business
Production plan
Marketing plan
Business staff plan Financial plan
Risk associated to the business identified
Meaning of business risk Types of risks associated to the business activities
Observation
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Learning unit
LU 2: Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs
20 Hours
Learning Outcome 2.1: Describe the business
Title Page Business name Business logo Product mark Address Name of person who developed the
business In which month and year plan is
issued.
Executive summary the name and location of the
business Type of business to be done the industry/market of the business the uniqueness of the
products/services and what proprietary rights of the business
the current stage of development for the venture
the legal form of the organization and why
the key management personnel
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Resources Learning activities Content
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and what skills do they have that will help the business
Learning Outcome 2.1: Describe the business (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds
being requested the expected benefits of this
investment to your company funds repayment collateral to be used to secure a
loan the business financial milestones
Description of the business The rationale of the business idea Structure of the business What is the type of the business
(Manufacturing? Services? Construction?
Business mission Business vision Business objectives Competitive advantage of the
business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of the business in accordance with business environment
analysis results
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.
Checklist Score
Yes No
Indicator: business is described
Title Page
Business name
Business logo
Product mark
Address
Name of person who developed the business
In which month and year plan is issued.
Executive summary
the name and location of the business
Type of business to be done
the industry/market of the business
the uniqueness of the products/services and what proprietary rights of the business
the current stage of development for the venture
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
Projection of sales
the break-even
Who is requesting the funds
For what purpose are the funds being requested
the expected benefits of this investment to your company
funds repayment
collateral to be used to secure a loan
the business financial milestones
Description of the business are identified
The rationale of the business idea
Structure of the business
What is the type of the business (Manufacturing? Services? Construction?
Business mission
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Business vision
Business objectives
Competitive advantage of the business
Observation
Learning Outcome 2.2: Design business production plan in line with results from business environment analysis
Product design Branding and Packaging
Business premises and plant location Location and reason of the choice House or land for the production
Equipment and machinery required types, quality and quantity for the
production
Production planning process under which the
production will pass through
Raw materials The amount of raw materials
needed to produce a given quantity of product
Amount of each ingredient that will be needed to formulate a batch/set of product
Competing technologies the technology to be used during
the production process technologies that should be
developed by other and affect your business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
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Learning Outcome 2.2: Design business production plan in line with results from business environment analysis (Cont’d)
Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost
Quality control and ongoing service plan to avoid defects or imperfections
of products Monitoring or inspection that you
intend to build into the production process
strategies will you use to satisfy the customer changing preferences
Labour requirements Types of workers needed during
production process the required skills of each workers
Operations The design of your production
operations
Utilities and office consumables Consumables needed in the
production
Packaging equipment required Types of materials that you will use to
package your product Source of supply and the quantity
needed The terms and conditions of suppliers
Importance of business product
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper designing of business production plan in line with results from
business environment analysis
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.
Checklist Score
Yes No
Indicator : Design business production plan in line with results from business environment analysis are designed
Product design Identification of business premises and plant location Estimation of equipment and machinery required Designing production planning Estimation of raw materials Setting competing technologies Manufacturing and operations Quality control and ongoing service Labour requirements Operations Utilities and office consumables Packaging equipment required Importance of business product
Observation
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products
Market research (Customer description)
Market Analysis Geographical location of the customers The size of the different market
segments? The current and past trends affecting the
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
Resources Learning activities Content
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market you plan to enter
Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats
Target market core customer group of customers that made you to start
your business
Marketing objectives market share The level of sales Market intermediaries
Product description Product positioning the proportions of sales revenue for each
type of product/service Economic value of your products/services
Price of products/services
Place Where will you locate your business and
why At which market will you sell your
product? What is channel of distribution of your
product
Promotion How will you communicate to customers
the availability of your product How will you offer discount to customer
- Reference books
- Case studies
- Business plan
template Including
questions that
guiding trainee to
write a business
plan
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products (Cont’d)
Market Strategies What will be the partners of your
business How will you manage your
customers How will you increase market
share
Ongoing marketing evaluation
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
Resources Learning activities Content
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What methods will you use to track customer satisfaction
What methods will you use to track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Marketing budget What will be the cost of
marketing activities
- Case studies
- Business plan
template Including
questions that guiding
trainee to write a
business plan
Formative Assessment 2.3
Assessor may 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 marketing plan of the business plan.
Checklist Score
Yes No
Indicator: Marketing plan in line with market feasibility study and business products are designed
Market research Target market Marketing objectives Product description Price Place Promotion Market Strategies
Performance criterion
Clearly design marketing plan in line with market feasibility study and
business products
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Ongoing marketing evaluation Marketing budget
Observation
Learning Outcome 2.4: Design business staff in line with business activities
Job analysis What are the business
activities
Job description How each task will be
performed
Job specifications What are the
performance requirements to a specific task
Organizational structure What is the hierarchy of
the staff
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.4
Assessor may 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 developed business staff.
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: business staff in line with business activities are designed
Job analysis designed
Job description designed
Job specifications designed
Organizational structure designed
Observation
Learning Outcome 2.5: Develop business financial plan in line with business needs
Total cost
Start-up requirements plan Cost items (What are the cost
items your business will need in its first year of implementation
Cost : how much each item cost Source of funds: what are the
source of fund: What is the share owner
Projected cash flow statement for the first three years what is the estimated profit in three years?) Details Period of twelve months
Projected Income: Profit & Loss statement for the first three years How your business will vary in
term of income for 3 years
Projected balance sheet for the first three years What will be the financial
position of your business in the first three years
Liquidity ration What is the business ability to
pay its short term obligations
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference
books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
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Debt Equity ratio
Return of investment ratio What is profitability percentages
on business performance How efficiently the company will
use their total assets base to generate sales
Breakeven point At which point your business,
product will become financially viable
Payback period At which period the business
will cover cash invested on its asset
Projected sales plan
Loan payment plan
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
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Checklist Score
Yes No
Indicator: business financial plan in line with business needs are developed Total cost Start-up requirements plan Projected Income (Profit & Loss) statement for the first three years Projected balance sheet for the first three years Projected cash flow statement for the first three years Liquidity ration Debt Equity ratio Return of investment ratio Breakeven point Payback period Projected sales plan Loan payment plan
Observation
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Learning Outcome 3.1: Analyse risk in accordance with business environment
Meaning ofMonitoring, Evaluation and Updating business plan
Important tools used in updating business plan CANVAS model Marketing plan review
Importance of Monitoring and Evaluation
Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification
tools: SWOT Analysis PESTEL Analysis
Estimate risks (Quantitative and Qualitative risk estimation)
Risk estimation tools: Risk impact 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
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).
3
Learning Outcomes:
1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
3 Hours
Resources Learning activities Content
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Probability chart
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
Meaning of monitoring, evaluation and updating business plan
Important tools used in updating business plan
Meaning of risk analysis
Importance of risk analysis
Steps involved in risk analysis
Steps involved in risk analysis
Observation
Performance criterion
Clearly identified risk in accordance with business environment
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Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Factors influencing risks assessment
SWOT analysis
What factors are critical for
the success of your plan?
What risk does your plan
should face?
Analyze the source of the
risk, the probability of it
happening and the effects
What measures can you
take to avoid these risks?
Define operational plan
PESTEL analysis
What factors are critical
for the success of your
plan in relation with
politics, economy, social,
technological,
environment and legal
What measures can you
take to avoid these risks
Define operational plan
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Assess identified risks in accordance with business plan are developed
Factors influencing risks assessment identified
SWOT analysis
What factors are critical for the success of your plan? What risk does your plan should face?
Analyze the source of the risk, the probability of it happening and the effects What measures can you take to avoid these risks?
Define operational plan
PESTEL analysis
What factors are critical for the success of your plan in relation with politics,
economy, social, technological, environment and legal
What measures can you take to avoid these risks
operational plan defined
Observation
Learning Outcome 3.3: Explain business contingency plan concepts
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
o Brainstorming on identifying
meaning of key words
o Oral presentation
o Group discussion
o Questions and answers
o Documentary research
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
Resources Learning activities Content
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o Internet research - Business plan
- Computer
Formative Assessment 3.3
Assessor may 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 Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
Performance criterion
Briefly explain business contingency plan concepts
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Learning Outcome 3.4: Development contingency plan in accordance of assessed risks
Steps involved in contingency plan
Identifying requirements related to
specific contingency plan
Cost Calculation of requirements
identified
Appreciation of company capacity
to cover risks identified
Decide choice to undertake
Adaptation
Complementarity
Abandon
Specific strategies to make the
contingency plan operational
Describe the risk statement
Define the protocol
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Role play scenarios
- Business plan
- Computer
Formative Assessment 3.4
Assessor may 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
Performance criterion
Accurate development of contingency plan in accordance of assessed risks
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: A Development contingency plan in accordance of assessed risks are explained
Steps involved in contingency plan
Identifying requirements related to specific contingency plan
Cost Calculation of requirements identified
Appreciation of company capacity to cover risks identified
Decide choice to undertake
Specific strategies to make the contingency plan operational
the risk statement described
the protocol defined
Observation
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Learning unit
LU 4: Present a business plan
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1: Explain different ways to present the business plan
Purpose of business plan presentation
Financing support Strategic orientation Attracting investors
Types of preparation required Content preparation Material preparation Psychological preparation
Steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the presentation
of business plan. Prepare the body of the business plan to
be presented and anticipate the questions from audience
Prepare the suggestions and conclusion. Practice delivering the presentation of
business plan
Presentation content Business idea Market Marketing strategy
o Brainstorming
o Group discussion
o Questions and answers
o Practical exercise
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- play scenarios
- Computer
Resources Learning activities Content
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Formative Assessment 4.1
Assessor may 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: different ways to present the business plan are explained
Purpose of business plan presentation
Financing support
Strategic orientation
Attracting investors Types of preparation required
Content preparation
Material preparation
Psychological preparation
Steps involved in preparation of business plan presentation Analyze your audience
Select a topic Define the objective of the presentation of business plan
Prepare the body of the business plan to be presented and anticipate the questions from audience
Prepare the suggestions and conclusion.
Practice delivering the presentation of business plan Presentation content explained
Business idea Market
Marketing strategy
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
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Observation
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Learning Outcome 4.2: Explain different ways to present the business plan
The business plan shall be presented
shareholder
stakeholder
Procedures involved in business plan
presentation
Connect with your audience Business like
Simple language
Presentation touch at a
personal level
Paint a picture in your audience’ minds Pick out great images and
visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Graph
o Brainstorming Questions
and answers
o Group discussion
o Role play
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Computer
- Internet
Performance criterion
Clearly explain different ways to present the business plan
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: different ways to present the business plan are explained
The business plan shall be presented Shareholder
stakeholder
Procedures involved in business plan presentation Connect with your audience
Business like
Simple language
Presentation touch at a personal level
Paint a picture in your audience’ minds Pick out great images and visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Observation
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Learning Outcome 4.3: Present a business plan
Techniques to present your business plan Only write key points Don’t read them, speak about
them Use visualization, pictures,
symbols, colours, tables Short, concise, come to the point,
not more than 10 min. React positive to questions Use body language, voice,
appearance Try to convince
Integrating comments, suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration
o Brainstorming o Group discussion o Questions and answers o Role play
o Internet o Reference books o Case studies o scenarios o Computer o Internet
Formative Assessment 4.3
Assessor may 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
Performance criterion
Appropriately present a business plan
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Present a business plan explained Techniques to present your business plan explained
Integrating comments, suggestions and remarks in the business plan explained
Planning to maintain and enforce relationship with stakeholders (audience) for
further collaboration explained
Observation
References:
1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business
institutions, third edition. Uganda: Kyambogo University.
3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education
Limited.
4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html
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Competence
M M D I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
MMDIA401 Integrate workplace
REQF Level: 4 Learning hours
Credits: 30 300
Sector: ALL
Sub-sector: ALL
Issue date: July, 2019
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are
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familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.
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Learning assumed to be in place
All the modules covered at REQF level 3.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply for internship/employment
1.1. Appropriate use of resources in the community or nationwide to find internship/employment information
1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills
2. Demonstrate workplace behavior and attitudes
2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time
effectively 2.3. Efficient management of personal and work lives
3. Respect worker’s and employer’s rights and responsibilities
Respect of universal human rights Respect of worker’s and employer’s obligations according to
the Rwandan Labour code Respect of worker’s rights and responsibilities at the workplace Respect of employer’s rights and responsibilities at the
workplace Appropriate reaction when the labor code is broken
4. Organize and evaluate one’s internship
Appropriate securing of the internship agreement with the enterprise
Adequate outlining of findings and experience Proper writing of the internship report that contains all the
required elements as well as one’s own findings and
experience
Active participation in the assessment of one’s internship
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Learning Outcome 1.1:Identify and use resources to find a job.
Resources to find employment in the community and at national level
Job announcements
Newspapers
advertisements
From recruitment agencies
Internet websites
Identify contact persons
Small group work Panel discussion Large group discussion Speakers
Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…
Formative Assessment 1.1
Learning unit
LU 1: Apply for internship/employment
1
Learning Outcomes:
Identify and use resources to find a job Write a Curriculum Vitae (CV) and an application letter Take part in an interview
10 Hours
Performance criterion
Appropriate use of resources in the community or nationwide to find internship/employment information
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidences Perfomance
Essay
Scenarios
Checklist Score
Yes No
Indicator: Resources to find a job are identified
Job announcements
From recruitment agencies
Newspaper advertisements
Internet websites
Observation
Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.
Differences between a CV and an application letter
Types of application letters Elements of a well written CV Elements of an application letter
Large group discussion Individual work Pair work
Sample CVs and application letters
Format of an application letter
Formative Assessment 1.2
Performance criterion
Proper writing of a basic accurate and neat CV
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Observation checklist
Questions and answers
Checklist Score
Yes No
Indicator: difference between CV and letter is explained
A letter is more concise
A letter express interest
CV gives detailed information
Observation
Learning Outcome 1.3: Take part in an interview.
Main parts of an interview Interviewing tips: what to do
before, during and after the interview
Typical questions asked during an interview
Small group work Interview role plays Large group discussion
Interview observation tool
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper demonstration of effective interviewing skills
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
written
oral
performance
questionnaires and answers
scenarios
True or false questioning
Checklist Score
Yes No
Indicator : Main parts of the interview are identified
The body of the interview
The opening
The closing
Indicator: Typical questions asked during an interview are identified
Tell me about yourself.
Describe a difficult work situation or project and how.
How do you handle stress and pressure?
How do you handle stress and pressure?
How do you handle stress and pressure?
How do you handle stress and pressure?
Why do you want this job?
What are your salary expectations?
Why are you leaving or why have you left your job?
What is your greatest weakness?
What is your greatest strength?
Why should we hire you?
Observation
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Learning unit
LU 2:Demonstrate appropriate workplace behavior and attitudes
2
Learning Outcomes:
1. Identify appropriate workplace behaviors and attitudes 2. Manage time 2. Balance work and personal life
15 Hours
Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.
Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)
Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)
Small group work Large group discussion Brainstorming
Workplace behaviour scenarios
Work habits inventory
Formative Assessment 2.1
Performance criterion
Appropriate application of workplace habits and attitudes
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator1: appropriate workplace behaviors and attitudes are identified
dress code
time management
respect
honesty
integrity
work as a team member
Indicator2: Appropriate working habits are identified
Cooperation
Initiative
Courtesy
Constructive criticism
Supervision, accuracy
Pace of work
Adaptability
Personal appearance
Punctuality
Attendance
Observation
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Learning Outcome 2.2: Manage time.
Importance of task planning and managing time
Strategies to better manage time
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions. Limit multi-tasking. Review your day.
Large group discussion Small group activity (tower building) Reflection Pair sharing
Workplace behaviour scenarios
Work habits inventory
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
pPerformance
Product
Scenarios Different workplace documents
Performance criterion
Adequate implementation of strategies to manage time effectively
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Effective management of time
Plan activities on time
Attend regularly
Promote effective work
Indicator Strategies to better manage time are mentioned
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking.
Review your day.
Observation
Learning Outcome 2.3: Balance work and personal life.
Common situations that make it challenging to balance work & personal life
Tips to manage personal and work lives
Large group discussion Individual work Self-assessment Pair sharing
Scenarios: “did she/he do the right thing?”
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Efficient management of personal and work lives
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Workplace documents
Checklist Score
Yes No
Indicator : Challenging to balance work and personal life are mentioned
Lack of control.
Unrealistic demands.
Unsupportive relationships
Lack of resources.
Unhelpful attitude
High-stress levels.
Indicator : Tips to manage personal and work lives are identified
Prioritize your time
Know your peaks and troughs
Have set work hours and stick to them
Find time for your finances
Manage your time, long term
Make your workspace work for you
Observation
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Learning unit
LU 3: Respect worker’s and employer’s rights and responsibilities
3
Learning Outcomes:
Get familiar with the universal human rights Get familiar with some of the provisions of the Rwandan Labour
Law Identify one’s rights and responsibilities at work Explore one’s personal rights and responsibilities React appropriately when the labour code is broken
5Hours
Learning Outcome 3.1:Get familiar with the universal human rights.
Definition of “right” and “human rights.
Universal Declaration of Human Rights
Small group work Large group discussion
-Universal Declaration of Human Rights - Plain language version
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate of universal human rights
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
written
oral
performance
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator: Universal declaration is explained
know about your right
be informed touniversal declaration human rights
Observation
Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.
Legal obligations of employers Duty to pay worker Plan for work To have managerial skills
Legal obligations of workers Control of the workplace Provide information Take reasonable care
Large group activity Discussion Small group work Observation
Statements and answers for Agree/Disagree game on Rwandan labour law
Articles 47 and 48 of the labour code
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
writtten evidence
oral evidence
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation
Checklist Score
Yes No
Indicator :Legal obligations of employers are identified
Duty to pay worker
Plan for work
To have managerial skills
Indicator : Legal obligations of workers are mentioned
Provide information
Control of the workplace
Take reasonable care
Observation
Learning Outcome 3.3: Identify one’s rights and responsibilities at work.
‘Rights’ (what you can expect your employer to provide)
‘Responsibilities’ (what your employer can expect that you will do)
Large group discussion Small group work Skits
Worksheet on rights and responsibilities at work.
Formative Assessment 3.3
Performance criterion
Appropriate respect of worker’s rights and responsibilities at the workplace
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Perfornce
Questions and answers
Expose
Discussion
Scenarios
Checklist Score
Yes No
Indicator: one’s rights and responsibilities at work are identified.
Understanding the conditions of your employment.
Working in a way that is not harmful to the health and safety of yourself or others
Observation
Learning Outcome 3.4: Explore one’s personal rights and responsibilities.
Definition of “responsibility” Relationship between rights and
responsibilities
Individual work Pair share Large group brainstorming and
discussion
Worksheet on rights and responsibilities at work.
Formative Assessment 3.4
Performance criterion
Appropriate respect of employer’s rights and responsibilities at the workplace
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten evidence
oral evidence
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation
Checklist Score
Yes No
Indicator: Definition of responsibility is well understood
the state or fact of having a duty to deal with something or of having control over
someone.
Indicator: Relationship between rights and responsibilities is indicated.
Right is a freedom that is protected, such as the right to free speech and religion.
A responsibility is a duty or something you should do, such as recycling or doing your
homework.
Voting is both a right and a responsibility
Observation
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Learning Outcome 3.5: React appropriately when the labour code is broken.
Possible solutions or responses in case the labour code is broken
Small group work Scenario analysis Large group discussion
Labour code scenarios
Labour code excerpts
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtten
oral
Perfornce
Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: possible solutions when the labour code is broken are identified
Dismiss the work
Reduction to a lower post
Stoppage of promotion
Suspension without wages
Withholding of increment
Observation
Performance criterion
Appropriate reaction when the labour code is broken
Resources Learning activities Content
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Learning unit
LU 4: Organize and evaluate one’s internship
4
Learning Outcomes:
1. Conclude an internship agreement 2 Outline one’s findings and experience 3. Write and present the report of the internship 4. Participate actively to the assessment of one’s internship
270 Hours
Learning Outcome 4.1:Conclude an internship agreement.
Definition of the concept “internship”
Objectives of the internship Presentation of internship
agreement
Brainstorming Group discussion Presentation by the trainer
Sample internship agreement
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate securing of the internship agreement with the enterprise
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Writtten
Oral
Perfornce
Essay (short responses /extended responses) Role play Questionnaire and answers. Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: Definition of internship is well understood
A structured work experience related to a student's major and/or career goal. An
experience that should enhance a student's academic, career, and personal
development.
Indicator: Objectives of the internship are mentioned
Gain valuable work experience
Explore a career path.
Develop and refine skills.
Receive financial compensation
Network with professionals in the field.
Gain confidence
Transition into a job
Indicator :Presentation of internship agreement is indicated
Number your slides and give them a title
Prepare an Agenda or Table of Contents slide.
Tell a story
Prepare a company logo slide for your presentation
You can add a logo and other graphics to every slide using the slide master feature or by adding them to the footer
Observation
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Learning Outcome 4.2: Outline one’s findings and experience.
Presentation of the logbook Tips to fill in the logbook
Presentation by the trainer Logbook
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Expose
Questions and answers
Checklist Score
Yes No
Indicator: presentation of the logbook is identified
IAP list of competencies to be developed
sheet
IAP agreement
IAP report form
IAP interview form
IAP Evaluation form
Indicator: Tips to fill in the logbook are mentioned
Take Time to Write Your Log.
Use a Rough Book.
Have One Logbook Per Project
Keep a Summary List
Performance criterion
Adequate outlining of findings and experience
Resources Learning activities Content
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Computer Filing
Be Consistent
Write a Conclusion.
Observation
Learning Outcome 4.3: Write and present the report of the internship.
Presentation techniques Contents of the internship report
Group discussion Role play
Sample internship report
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Questions and answers
present
oral questions and their answers
Performance criterion
Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: contents of the internship report
Declaration
Approval
Acknowledgement
Abbreviations and acronyms
General introduction
Presentation of the institution where internship took place
achievements
conclusion and recommendation
Indicator 2: Presentation techniques
Students-centered approach
make a structure
Observation
Learning Outcome 4.4: Participate actively to the assessment of one’s internship.
Internship assessment and self-assessment packages
Group discussion Presentation by the trainer
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Active participation in the assessment of one’s internship
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
writtten
oral
Perfornce
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator:Internship assessment and self-assessment packages are indicated
Internship data
Educational and professional aspects
Relational and management aspects
Future perspective
Observation
Reference books:
Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project
https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities
https://www.slideshare.net/ranobiswas/labour-law-case-solutions
https://fremont.edu/8-benefits-of-an-internship/
https://internsdc.com/internship-opportunities/its-all-in-the-presentation/
https://mef.unimi.it/wp-content/uploads/Non-COSP
https://canadiangis.com
https://www.lifecoach-directory.org.uk
https://www.roche.com/careers/country/
https://www.collinsdictionary.com
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Competence
G E N A M 4 0 1 - BASIC ANALYSIS
GENAM401 Apply Basic Analysis
REQF Level: 4 Learning hours
Credits: 10 100
Sector: All
Sub-sector: All
Issue date: August, 2019
Purpose
statement
This general module describes the knowledge, skills and attitude required to apply basic analysis.
Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday
mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other
fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)
of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply
analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential
functions. This module will be useful to trainee as a means of both measuring and improving their
understanding of Mathematics and he/she will be equipped to perform well in any fields that require
some knowledge of mathematics as well as working in design, demography, solving real problems, good
performance in critical thinking and so on.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Determine and analyze numerical functions
1.1. Accurate determination of the domain and range of numerical function based on existence condition.
1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).
1.3. Perfect determination of limits of a function based on theory of calculating limits.
1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.
2. Apply fundamentals of differentiation
2.1. Proper determination of derivative from given definition.
2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.
2.3. Appropriate application of derivative based on definitions and calculation of derivatives.
2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.
3. Apply natural logarithmic functions
3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.
3.2. Accurate calculation of limits of natural logarithmic functions based on logarithmic properties.
3.3. Appropriate solving of equations involving logarithms based on domain of validity.
3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.
3.5. Accurate curve sketching of logarithmic functions
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based on table of variation.
4. Apply exponential functions
4.1. Accurate determination of the domain of definition of function based on existence condition.
4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.
4.3. Appropriate determination of solutions of exponential equations according to domain of validity.
4.4. Perfect differentiation of exponential functions based on definition of derivative.
4.5. Adequate curve sketching of exponential functions according to the table of variation.
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Learning unit LU 1: Determine and analyze numerical functions
1
Learning Outcomes:
1. Determine the domain and range of numerical function
2. Identify the symmetry of numerical function
3. Determine limits of a function
4. Determine the asymptotes to the rational and polynomial functions 20 Hours
Learning Outcome 1.1: Determine the domain and range of numerical function
Definitions Existence
condition Domain of
definition of a function
Range of a function
Calculations Domain of
definition of a function
Range of a function
o Group discussion on existence condition
o Practical exercises determination of domain and range of a function
o Documentary Research
- Reference Books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 1.1
Performance criterion
Accurate determination of the domain and range of numerical function based on
existence condition
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions Open questions Matching
Checklist Score
Yes No
Indicator: Definition is well given
Concept of existence condition is properly given
Concept of domain of definition (all allowed inputs) is properly given
Concept of range (all possible outcomes) is properly given
Indicator: Calculation is accurately done
Launch of existence condition is appropriately given
Determination of domain of definition is appropriately done
Determination of range is accurately found
Observation
Learning Outcome 1.2:Identify the symmetry of numerical function
Even function
Odd function
o Group discussion symmetry of
numerical function
o Pairing work
o Practical exercises o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - Internet
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function
Checklist Score
Yes No
Indicator: Identification of Parameters that influence symmetry
Definition of even function is well given
Definition of odd function is well given
Identification of even function is correctly done
Identification of odd function is appropriately done
Observation
Learning Outcome 1.3:Determine limits of a function
Finite limits
Infinite limits
Limit at infinity
Indeterminate case
0
0
0
o Group discussion on
calculation of limits
o Pairing work
o Practical exercises on calculation of limits
o Documentary Research
- Reference Books - Hand-out notes - Didactic materials
such as manila paper, …
- Internet
Resources Learning activities Content
Performance criterion
Adequate identification of symmetry (parity) of numerical function based on
definitions of key words (even and odd)
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions Short questions
Checklist Score
Yes No
Indicator: Perfect determination of limit
Finite limits are accurately determined
Infinite limits are accurately determined
Limit at infinity are accurately determined
Indeterminate cases are accurately determined
Indicator: Good performance in Determination of limit for indeterminate case
0
0
0
Observation
Performance criterion
Perfect determination of limits of a function based on theory of calculating limits
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Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial functions
Definitions
Boundaries of
domain of definition
Horizontal
asymptote
Vertical asymptote
Oblique asymptote
Calculations
Horizontal
asymptote
Vertical asymptote
Oblique asymptote
o Pairing work on boundaries of
domain of definition
o Practical exercises on different
types of asymptotes
o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - internet
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Short questions
Performance criterion
Accurate determination of the asymptotes to the rational and irrational
functions based on limits calculation
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Definition is well given
Definition of Boundaries of domain of definition is properly given
Definition of Horizontal asymptote is perfectly given
Definition of Vertical asymptote is perfectly given
Definition of Oblique asymptote is perfectly given
Indicator: Calculation/ determination of related asymptote is accurately done
Determination of Horizontal asymptote is appropriately done
Determination of Vertical asymptote is perfectly done
Determination of Oblique asymptote is appropriately done
Observation
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Learning unit LU 2: Apply fundamentals of differentiation
2
Learning Outcomes:
1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function
20 Hours
Learning Outcome 2.1:Determine derivative of a function
Definition of derivative
Calculation of derivatives Derivative of function at a given point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives
o Group discussion on derivative of function
o Practical exercises o Documentary Research
- Reference Books - Didactic
materials such as manila paper, …
- Hand-out notes - internet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Proper determination of derivative from given definition
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions all based on definition or determination of derivative
Checklist Score
Yes No
Indicator:Definition is given
Definition of derivative is correctly given
Indicator : Calculation is well performed
Calculation of derivative of a function at a given point is accurately done
Calculation of derivative of a polynomial function is accurately done
Calculation of derivative of a rational function is accurately done
Calculation of derivative of an irrational function is accurately done
Calculation of successive derivative is accurately done
Observation
Learning Outcome 2.2 :Interpret derivative of a function
Geometric interpretation of a derivative of a function at a point
Kinematical meaning of a derivative
o Group discussion on derivative function
o Practical exercises o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper, …
- Hand-out notes - Internet
Formative Assessment 2.2
Performance criterion
Adequate interpretation of derivative of a function by illustrating a curve with its
tangent and secant line
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on interpretation of derivative Open questions based on interpretation of derivative
Checklist Score
Yes No
Indicator: Interpretation of derivative is correctly given
Geometric interpretation of a derivative is correctly given
Kinematical meaning of a derivative is correctly given
Observation
Learning Outcome 2.3:Apply derivative
Tangent and normal at a point of a function
Increasing and decreasing function
Maximum and minimum points of a function
Concavity, inflection point on a curve
o Group discussion on differentiation of function
o Practical exercises on different applications of derivative
o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper, …
- Hand-out notes
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Appropriate application of derivative based on definitions and calculation of
derivatives
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator : Application of derivative is accuratelydone
Determination of tangent at a point of a function is properly done
Determination of increasing interval is appropriately done
Determination of decreasing interval is appropriately done
Calculation of Minimum point of a function is accurately done
Calculation of Maximum point of a function is accurately done
Determination of concavity of a curve is appropriately done
Determination of inflexion point on a curve is accurately done
Observation
Learning Outcome 2.4: Sketch an accurate curve of a given function
Parameters required Variation table Additional points
Curve sketching Curve sketching of
polynomial function Curve sketching of rational
function Curve sketching of
irrational function
o Group discussion on different types of function
o Practical exercises on curves sketching
o Documentary Research
- Scientific calculator
- Reference Books - Geometric
instruments (Ruler, T-square,..)
- Didactic materials such as manila paper, …
- Hand-out notes - Internet
Resources Learning activities Content
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Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on derivative Open questions based on derivative and table of variation Curve sketched
Checklist Score
Yes No
Indicator : Parameters that influence curve skecthing are well established
Construction of table of variation is appropriately done
Choice of additional points is appropriately done
Indicator : Curve sketching is accurately done
Curve sketching of polynomial function is properly done
Curve sketching of rational function is properly done
Curve sketching of irrational function is properly done
Observation
Performance criterion
Accurate curve sketching of a numerical function from the table of variation of
the given function
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Learning unit LU 3: Apply natural logarithmic functions
3
Learning Outcomes:
1. Determine the domain of definition of natural logarithmic
functions
2. Calculate limits of natural logarithmic functions
3. Solve equations involving logarithms
4. Differentiate natural logarithmic functions
5. Sketch the curve of logarithmic functions 20 Hours
Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming on existence condition
o Pairing in determining the boundaries of domain of definition
o Group work on determination of domain of definition
- Hand-out notes - Reference books - Didactic materials such as
manila paper, … - Internet
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper determination of the domain of natural logarithmic functions based on
existence conditions
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions related to existence condition
Open questions related to determination of domain of definition of logarithmic functions.
Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Determination of existence conditions is well given
Indicator: Determination of domain is accurate
Determination of boundaries of domain of definition is perfectly done
Deduction of domain of definition is correctly done
Observation
Learning Outcome 3.2: Calculate limit of natural logarithmic functions
Properties of logarithms
Finite limits
Limits at infinity
Deduction of Asymptotes
o Brainstorming on calculation of limits
o Documentary Research o Group work in determining
asymptotes equations
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on logarithmic properties Open questions related to limits calculation of natural
logarithmic function
Performance criterion
Accurate calculation of limit of natural logarithmic functions based on
logarithmic properties
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are well identified
Indicator: Deduction/ Calculation of asymptotes is appropriately done
Vertical asymptotes are appropriately determined
Horizontal asymptotes are appropriately determined
Oblique asymptotes are appropriately determined
Observation
Learning Outcome 3.3: Solve equations involving logarithms
Domain of validity
Solving logarithmic equations
Set of solutions
o Brainstorming on domain of validity and solution set of logarithmic equation
o Group discussion on solving logarithmic equations
o Documentary Research
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Solving equations
Performance criterion
Appropriate solving of equations involving logarithms based on domain of validity
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Application of properties of logarithms is well performed
Application of properties of logarithms is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is accurately done
Indicator: Solving logarithmic equation is well done
Solutions of logarithmic equations are accurately given
Identification of domain of validity and set of solutions is accurately done
Observation
Learning Outcome 3.4: Differentiate natural logarithmic functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming on differentiation o Group discussion on
differentiating natural logarithmic functions
o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Perfect differentiation of natural logarithmic functions according to
differentiation definition
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questio
Checklist Score
Yes No
Indicator: Determination/ calculation is well performed
Calculation of First derivative
Identification of increasing intervals
Identification of decreasing intervals
Determination of maximum points
Determination of minimum points
Calculation of second derivative
Identification of concavity
Determination of inflection points
Observation
Learning Outcome 3.5: Sketch the curve of logarithmic functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming variation table o Group discussion on how to
choose additional points o Pairing work on curve sketching o Documentary Research
- Hand-out notes - Reference books - Geometric instruments
(Ruler, T-square,..) - Didactic materials such as
manila paper, … - Internet
Formative Assessment 3.5
Performance criterion
Accurate curve sketching of logarithmic functions based on table of variation
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Curve sketched
Checklist Score
Yes No
Indicator: Parameters that influence curve sketching are well identified
Presentation of variation table is properly done
Selection of additional points is properly done
Indicator: Curve sketched is accurate
Presentation of asymptotes if any is properly done
Plotting the curve is properly done
Observation
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Learning unit LU 4: Apply exponential functions
4
Learning Outcomes:
1. Determine the domain of exponential functions
2. Calculate limit of exponential functions
3. Solve equations involving exponentials
4. Differentiate exponential functions
5. Sketch the curve of exponential functions 40 Hours
Learning Outcome 4.1: Determine the domain of exponential functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming domain and range of exponential function
o Group work on determination of domain of definition of exponential function
o Documentary Research
- Reference books - Didactic materials such as
manila paper, … - Internet - Hand-out notes
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions related to existence condition Open questions related to determination of domain of definition
of exponential functions.
Performance criterion
Accurate determination of the domain of definition of function based on
existence condition
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Existence conditions are appropriately indicated
Indicator: Determined domain is appropriate
Determination of boundaries of domain of definition is properly done
Deduction of domain of definition is perfectly done
Observation
Learning Outcome 4.2: Calculate limit of exponential functions
Finite limits
Limits at infinity
Deduction/ calculation of Asymptotes
o Brainstorming on calculating limits
o Documentary Research o Group work on determination
of asymptotes
- Hand-out notes - Reference books - Didactic materials such as
manila paper, … - Internet
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Performance criterion
Adequate calculation of limit of exponential functions based on properties of
exponentials
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Limits calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are properly found
Indicator: Deduction/ Calculation of asymptotes is appropriate
Horizontal asymptotes are appropriately determined
Vertical asymptotes are appropriately determined
Oblique asymptotes are accurately determined
Observation
Learning Outcome 4.3: Solve equations involving exponentials
Properties of exponentials
Domain of validity
Solving equations involving exponentials
Set of solutions
o Discussion on domain of validity o Group work on solving
exponential equations o Documentary Research
Hand-out notes
Reference books
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Solving equations
Performance criterion
Appropriate determination of solutions of exponential equations according to
domain of validity
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Application of properties of exponentials is well performed
Application of properties of exponentials is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is appropriately done
Indicator: Solving exponential equation is well done
Solutions of exponential equations are appropriately found
Identification of domain of validity is properly done
Determination of solutions set is appropriately done
Observation
Learning Outcome 4.4: Differentiate exponentials functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming differentiation o Group discussion on increasing
and decreasing intervals o Pairing work on concavity o Documentary Research
Hand-out notes
Reference books
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions related to derivative Open questions related to derivative
Performance criterion
Perfect differentiation of exponential functions based on definition of derivative
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Calculation/determination is well performed
First derivative
Increasing and decreasing intervals
Maximum or minimum points
Second derivative
Concavity
Inflection points
Observation
Learning Outcome 4.5: Sketch the curve of exponential functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming on variation table
o Group discussion on curve sketching
o Documentary Research
Hand-out notes
Reference books
Geometric instruments (Ruler, T-square,..)
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate curve sketching of exponential functions according to the table of
variation
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Open questions related to table of variation Sketching curve
Checklist Score
Yes No
Indicator: Parameters that influence curve sketching are well identified
Presentation of variation table
Selection of additional points
Indicator: Curve sketched is accurate
Presentation of asymptotes if any
Plotting the curve
Observation
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Reference books:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.
2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
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C R P M H 4 0 1 - BASIC KNOWLEDGE OF MECHANIC AND HEAT
CRPMH401 Demonstrate basic knowledge of mechanics and heat
RTQF Level: 4 Learning hours
Credits: 4 40
Sector: Agriculture
Sub-sector: Crop production
Issue date: November, 2014
Purpose statement
This module describes the skills and knowledge required to apply the knowledge of physics
provided for level four. The module will allow the participant to describe, demonstrate and
apply different components of physics as basis of topographical data collection, creates terraces
and other related modules.
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Learning assumed to be in place
Not applicable.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the
learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply basic knowledge on
measurement of physical quantities
1.1 Proper description of physical quantities
1.2 Appropriate differentiation of measuring instruments
1.3 Proper differentiation of errors in measurement
1.4 Proper measurement of physical quantities
2. Apply basic knowledge of kinematics
and dynamics
2.1. Proper characterization of body in motion
2.2.Proper description of relationship between motion and
forces
2.3.Proper calculation of work, energy and power
3. Apply basic knowledge of
calorimetry
3.1. Proper differentiation of heat and temperature
3.2.Adequate description of heat transmission
3.3.Adequate description of thermal expansion
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LU 1: Apply the knowledge on measurement of physical quantities
1 Learning Outcomes:
1. Describe physical quantities 2. Differentiate instruments for physical quantities measurement 3. Differentiate errors for physical quantities measurement 4. Determine physical quantities
10 Hours
Learning Outcome 1.1: Describe physical quantities
Types of physical quantities and their international system unity;
Basic (length, mass, time,angles)
Derived( volume, area, density, force, pressure, speed and acceleration/deceleration, gravity)
o Group discussion on types physical quantities and their international system unity
o Presentation on types of physical quantities and their international system unity
- Reference books - Internet
Formative Assessment 1.1
Performance criterion
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Differentiate instruments for physical quantities measurement
Different instruments for physical quantities
Measuring tape (Length)
Micrometer screw (Diameter)
Verniercaliper (Thickness)
Beam balance (Mass)
Chronometer (Duration)
Burette(Volume)
Barometer, manometer (Density)
Dynamometer (Force )
Pressure gauge (Pressure)
o Practical exercises on differentiation of instruments for physical quantities measurement
- Meter,micrometer screw,Verniercaliper, beam balance,chronometer, Thermometer, Burette,Barometer, manometer, dynamometer, pressure gauge
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3:Differentiate errors for physical quantities measurement
Types of errors and their prevention
Systematic
Accidental
Approximation
Absolute
Relative
Percentage
o Group discussion different errors for physical quantities measurement
o Presentation on different errors for physical quantities measurement
- Reference books - Internet
Resources Learning activities Content
Performance criterion
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.4: Determine physical quantities
Measure/calculate physical quantities
Length
Diameter
Thickness
Mass
Duration
Volume
Area
Density
Force
Pressure
o Group discussion and
presentation on measuring physical quantities
o Exercises on conversion of measurement units
- Meter, micrometer screw, Verniercaliper, beam balance, chronometer, Thermometer, Burette, Barometer, manometer, dynamometer, pressure gauge
- Reference books - Internet
Resources Learning activities Content
Performance criterion
Appropriate application of artificial floor finishes
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate application of artificial floor finishes
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LU 2: Apply the knowledge of kinematics and dynamics
2 Learning Outcomes:
1. Characterize a body in motion 2. Determine relationship between motion and forces 3. Calculate the work, energy and power
15 Hours
Learning Outcome 2.1: Characterize a body in motion
Difference between
uniform rectilinear motion
and uniform rectilinear
motion with uniform
acceleration
Characteristics of a body in
motion
Distance
Time
Speed
Acceleration/Deceleration
Formula for calculating
Distance
Time
Speed
Acceleration/Deceleration
o Group discussion on
characteristics of a body in
uniform rectilinear motion
o Presentation on characteristics
of a body in uniform rectilinear
motion with uniform
acceleration
o Exercises on calculation
distance, time, speed,
acceleration/deceleration
- Reference books
- Projector
- Notebook
Resources Learning activities Content
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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
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Determine relationship between motion and forces
Newton’s law of motion:
First law: Inertia
Second law:
Fundamental principle
of dynamics (F=m *a)
Third law : Action and
reaction
o Group discussion on
Newton’s law of motion
and Friction force
o Presentation on Newton’s
law of motion and Friction
force
- Reference books
- Internet
- Pen
- Projector
- Notebook
Resources Learning activities Content
Performance criterion
Appropriate selection of natural stone floor finishes
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Calculate the work, energy and power
Characteristics of
Work ( force and
distance)
Energy (kinetic,
potential and
mechanical)
Power ( work and time)
Formula for calculating work,
energy and power
o Group discussion and
presentation on Characteristics
of work, energy, power
o Exercises on work, energy and
power calculation
- Reference books - Internet - Stones
Resources Learning activities Content
Performance criterion
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Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Neat application of Natural stone floor finishing
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LU 3: Apply the knowledge of Calorimetry
3 Learning Outcomes:
1. Differentiate heat and temperature 2. Describe the heat transmission 3. Describe thermal expansion
15 Hours
Learning Outcome 3.1: Differentiate heat and temperature
- Difference between heat
and temperature
- Temperature
measurement
- Different temperature
scales ( Celsius, Fahrenheit
and Kelvin scales)
- Heat quantity
measurement
- Group discussion on Difference
between heat and temperature
o Practical work on temperature
measurement
o Exercises on temperature scales
conversion
o Exercises on heat quantity
- Reference books
- Internet
- Thermometer
- Pen
- Heater
- Fridge
- Oven
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Describe the heat transmission
Difference between
conductor and insulator
Different modes of heat
transmission:
Conduction
Convection
Radiation
Transformation
of state of matter
Evaporation
Sublimation
Solidification
Condensation
Fusion
o Practical work on distinction of
modes of heat transmission
- Nail
- Water
- Fire
- Sun rays
- Reference books
- Internet
- Candle
Formative Assessment 3.2
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Describe thermal expansion
Different types of thermal
expansion:
Linear expansion
Superficial expansion
Cubic expansion
Formula on calculating the
thermal expansion
o Group discussion and
presentation on different types
of thermal expansion
o Exercises on thermal expansion
- Pen
- Notebooks
- Books
- DVD
- Heater
- Thermometer
- Piece of metals
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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C R P I O 4 0 1 - BASIC KNOWLEDGE OF ORGANIC AND INORGANIC CHEMISTRY
CRPIO401 Demonstrate basic knowledge of organic and inorganic chemistry
RTQF Level: 4 Learning hours
Credits: 4 40
Sector: Agriculture
Sub-sector: Crop production
Issue date: November, 2014
Purpose statement
This module describes the skills and knowledge required to apply the knowledge of chemistry
provided for level four. The module will allow the participant to describe, demonstrate and
identify different components of chemistry as basis of other related modules
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Learning assumed to be in place
Not applicable.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
Apply the basic knowledge on structure
of atoms and molecules
1.1.Proper description of atom particles
1.2 Proper calculation of atomic mass.
1.3 Appropriate description of chemical elements and
molecules
Apply the basic knowledge of inorganic
chemistry
2.1. Proper simple chemical equilibrium
2.2 Proper differentiation of Acids, Bases and Amphotere.
2.3 Proper description of solution
2.4 Proper calculation of concentration (Morality (C),
Normality, Molality (M), Percentage).
Apply/understand/acquire/ the basic
knowledge on organic chemistry
3.1. Proper classification of Organic compounds (Functional
group).
3.2. Proper simple polymerisation of organic molecules
3.2. Appropriate description of organic products
carbohydrates Proteins, Vitamins and lipids”.
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LU 1: Apply basic knowledge of structure atoms and elements
1
Learning Outcomes:
1. Describe atom particles 2. Calculate the atomic mass. 3. Describe chemical element and molecules
12 Hours
Learning Outcome 1.1: Describe atom particles
Description and structure of atoms Nucleus.
- Protons, - Neutrons
Electrons
o Brainstorming on atoms o Audio visual presentation
on structure of atoms Group discussion on structure
of atom
Reference books DVD players Internet connection
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Identify
Observation
Learning Outcome 1.2: Calculate the atomic mass.
Mass of an atom
Relationship between atomic mass, number of Neutron and number of protons.
Description of isotopes
Brainstorming on atoms
Audio visual presentation on structure of atoms
Group discussion on structure of atoms
Reference books DVD players Internet connection
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Describe chemical element and molecules
Differentiation of chemical elements basing on: Electronic
configuration Symbols Metal and their
properties Non metal and their
properties Groups and periods
Bonding
Description of molecules Classification of
molecules
Calculation of molar mass and mole number
o Brainstorming on chemical elements
o Audio visual presentation on structure on chemical elements
o Group discussion on structure of chemical elements
o Group presentation
Periodic tables Reference books DVD players Internet connection
Formative Assessment 1.3
Performance criterion
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2: Apply basic knowledge of inorganic chemistry
2
Learning Outcomes:
1. Acquire the knowledge of chemical equilibrium 2. Differentiate Acids bases and Amphotere. 3. Describe solution
12 Hours
Learning Outcome 2.1: Acquire the knowledge of chemical equilibrium
Difference between indices and coefficient number
Difference between reactants and products
Types of reaction Reversible irreversible
Methods of equilibrium Algebraic equilibrium
Randomly equilibrium
(Tatonnement)
o Brainstorming on chemical equilibrium
o Group discussion on structure of chemical equilibrium
o Exercises on chemical equilibrium and reaction
o Laboratory activities on chemical equilibrium and reaction
Periodic tables Reference books DVD players Internet connection Laboratory
Resources Learning activities Content
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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
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Differentiate Acids bases and Amphotere.
Properties of acids and bases
PH of solution (Acidic, Neutral and alkaline)
Some examples acids and bases
Citric acid (from citrus fruits and vegetables,)
Ascorbic acid (vitamin C, as from certain fruits)
Acetic acid (Vinegar) Lactic acids (Milk)
Examples of bases Na0H,
KOH.
o Brainstorming on acids, and bases.
o Group discussion on on acids, and bases.
o Practical exercises on PH test o Laboratory activities on acids
and bases differentiation.
Reference books DVD players Internet connection
Laboratory
Resources Learning activities Content
Performance criterion
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Describe solution
Definition of Solution
Properties of solute and solvents
Properties of solution
Some examples of solute, solvents and solution.
Solution preparation
o Brainstorming on solute and solvents
o Group discussion on preparation of solution.
Laboratory activities on
solution preparation
Reference books DVD players Internet connection Laboratory
Resources Learning activities Content
Performance criterion
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Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.4: Calculate the surface and distance on a slope by triangular
measurements Calculate the concentration of solution
Definition of (Morality (C), Normality, Molality (M), Percentage).
Formula used for calculating: Morality(C), Normality, Molality (M), Percentage).
Application of (Morality (C), Normality, Molality (M), Percentage). Solution
Dilution
o Brainstorming on solution concentration.
o Group discussion on solution concentration.
o Practical exercises on solution preparation.
Laboratory activities on
solution preparation
Reference books DVD players Internet connection Laboratory
Resources Learning activities Content
Performance criterion
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Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
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LU 3: Apply basic knowledge of organic chemistry
3
Learning Outcomes:
1. Classify Organic compounds 2. Polymerise organic simple molecules 3. Describe organic products
18 Hours
Learning Outcome 3.1: Classify Organic compounds
(Functional group): Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones
Nomenclature of organic compound
Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones
Function of organic
compound.
o Brainstorming on organic compound.
o Audio visual presentation o Group discussion on organic
compound. Exercises on nomenclature
of organic compound.
Reference books DVD players Internet connection
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Polymerise organic simple molecules
Properties of organic simple molecules (alcohol, Ethylene, acetic acid and ester)
Equilibrium of organic simple molecules Polymerisation of organic
molecules
o Brainstorming on organic molecules.
o Audio visual presentation o Demonstration o Group discussion on organic
molecules. Practical exercises.
Reference books DVD players Internet connection Laboratory
Resources Learning activities Content
Performance criterion
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Describe organic products
Different organic products: carbohydrates Proteins, Vitamins and lipids”.
Importance of
carbohydrates
Proteins, Vitamins
and lipids”.
o Brainstorming on organic products.
o Audio visual presentation of organic products.
o Demonstration of organic products
o Group discussion on organic products. Practical exercises.
Reference books DVD players Internet connection Laboratory
Resources Learning activities Content
Performance criterion
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Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
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F O P F M 4 0 1 - FRESH MILK PROCESSING
FOPFM401 Process fresh milk
RTQF Level: 4 Learning hours
Credits: 8 80
Sector: Agriculture and food processing
Sub-sector: Food processing
Issue date: November 2014
Purpose statement
Milk is a perishable product that needs to be quickly processed. In order to reduce milk losses, extend its shelf-life and protect consumers against adulteration, a competence on fresh milk processing has been designed. At the end of this competence, the learner will be able to Prepare the work area and equipment for fresh milk processing, Prepare raw milk, Make pasteurized milk and UHT milk andPackage and store fresh milk products.
The learner will have marketable hands-on skills in processing fresh milk. This will contribute to the increase of professional fresh milk processors who can support the dairy industry and especially the milk processing SMEs development. This will also improve business competitiveness and innovation on fresh milk processing. To join this module, the learner should have passed Certificate III in food processing and the general competences of Certificate IV.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare Work area, equipment and
utensils
1. Proper selection of cleaning products 2. Proper cleaning of work area 3. Proper selection of equipment and utensils 4. Appropriate checking the functionality of
Equipment and utensils 5. Correct adjustment of equipment
2. Prepare raw milk 1. Proper checking the quality of milk
2. Correct filtration of the milk
3. Appropriate cooling of the milk
3. Make pasteurized milk 1. Correct adjustment of the pasteurizer/homogenizer 2. Appropriate monitoring of pasteurization 3. Proper checking of effectiveness of pasteurization
process 4. Appropriate homogenization of the milk 5. Appropriate cooling of the milk
4. Make UHT milk 1. Appropriate adjustment of the equipment 2. Proper fat adjustment 3. Proper sterilization of the milk 4. Proper homogenization of the sterelized milk 5. Proper cooling of the milk
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LU 1: Prepare work area, equipments, tools and utensils
1
Learning Outcomes:
1. Describe work area
2. Clean work area
3. Prepare the machines
10 Hours
Learning Outcome 1.1 Describe work area
Processing flowchart
Localization of equipments
Identification of critical points
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Teaching slides, picture of flowchart,
Formative Assessment 1.1
Performance criterion
Describe work area
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome1.2 Clean work area
Cleaning products (Types)
Handling the cleaning products (Storage conditions, Safety precautions, shelflife)
Effectiveness of the cleaning products
Cleaning methods/techniques
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection
Materials: Brushes, moppers, buckets, Equipments, PPE, Product manuals Products: Detergents connection
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clean work area
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist
Score
Yes No
Observation
Learning Outcome 1.3: Prepare the machines
• Identifying the machines
• Cleaning products for machines
• Cleaning techniques (CIP (cleaning-in-place, COP (Cleaning-out of-place)
• Calibration (pH-meters) • Adjustment of machines
o • Oral presentation on the work area and cleaning products
o • Viewing of pictures, DVD Cleaning products and work area
o • Demonstration on selection of cleaning products
o • Practical exercises on selection of cleaning products
• Group discussion Cleaning products and work area
Desinfectants, sanitizers
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Prepare the machines
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2: Prepare the raw milk
2
Learning Outcomes:
1. Control milk quality 2. Grade milk (for processing) 3. Cool the milk
25 Hours
Learning Outcome2.1 Control milk quality
Allowed milk acidty ( in terms of pH and titratable acidity)
Milk chemical composition (Water, Fat, Proteins, Total solids)
Microbial state
Physical state
Oral presentation on milk quality control
Viewing of pictures, DVD physical state of the milk
Demonstration on milk quality test in terms of titratable acidity and pH
Practical exercises on milk quality test in terms of titratable acidity and pH
Group discussion on milk quality control
Milk collection centers visits
Materials: PPE, Thermometer, pH-meter, titratable acidity apparatus; lactoscan, Gerber tube, Centrifuge, Water bath, Test tubes,), filter cloth, cotton wool, cooling tanks, Solute gun, Heat exchangers, Products: Milk, NaOH, Sulfuric acid, Amyl alcohol, Resazurin, Phenolphtalein
Formative Assessment 2.1
Performance criterion
Control milk quality
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Grade milk (for processing)
Grade milk according to fresh milk specifications in terms of:
Microbial state Fat content Physical state
.
o • Oral presentation on milk quality control
o • Viewing of pictures, DVD physical state of the milk
o • Demonstration on milk quality test in terms of titratable acidity and pH
o • Practical exercises on milk quality test in terms of titratable acidity and pH
o • Group discussion on milk quality control
• Milk collection centers visits
Materials: PPE, Thermometer, pH-meter, titratable acidity apparatus; lactoscan, Gerber tube, Centrifuge, Water bath, Test tubes,), filter cloth, cotton wool, cooling tanks, Solute gun, Heat exchangers, Products: Milk, NaOH, Sulfuric acid, Amyl alcohol, Resazurin, Phenolphtalein
Formative Assessment 2.2
Performance criterion
Grade milk (for processing)
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Cool the milk
Cooling systems (double jacket, heat plate exchangers)
Cooling conditions (Temperature, Time)
o Oral presentation on milk cooling
o Viewing DVD and picture on cooling systems and cooling conditions
o Demonstration in monitoring the cooling conditions such as temperature and time
o • Practical exercises on monitoring the cooling conditions such as temperature and time
o • Group discussion on milk cooling conditions
o • Milk plant visit
Phenolphtalein
Resources Learning activities Content
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Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Cool the milk
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LU 3: Make pasteurized milk
3
Learning Outcomes:
1. Adjust the equipment 2. Adjust fat content (optional) 3. Pasteurize the milk 4. Homogenize the pasteurized milk 5. Check the pasteurized milk
15 Hours
Learning Outcome 3.1 Adjust the equipment
Pasteurizer types (Batch, Plate heat exchanger)
Separator
Temperature adjustment
.
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o .
Materials: Pasteurizers, Separator , phosphatase test kit Products: Milk, Heating and cooling media
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Adjust fat content (optional)
Purpose
Techniques of separation
Conditions of separation
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and
Materials: Pasteurizers, Separator , phosphatase test kit Products: Milk, Heating and cooling media
Resources Learning activities Content
Performance criterion
Adjust the equipment
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pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o
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
Performance criterion
Adjust fat content (optional)
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Learning Outcome 3.3: Pasteurize the milk
Pasteurization purpose
Pasteurizer working mechanisms
Pasteurization temperatures
Pasteurization holding times
Check pasteurization effectiveness (alkaline Phosphatase test)
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o .
Materials: Pasteurizers, Separator , phosphatase test kit Products: Milk, Heating and cooling media
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
Performance criterion
Pasteurize the milk
Resources Learning activities Content
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Learning Outcome 3.4 Homogenize the pasteurized milk
Homogenization purpose
Homogenization mechanism
Homogenization parameters; Time
Pressure
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o
Materials: Homogenizer
Products: Heat treated milk
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Homogenize the pasteurized milk
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 3.5Check the pasteurized milk
Organoleptic properties Chemical composition Microbial state (pathogens)
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o .
Materials: Gerber
tube,Centrifuge, Water
bath, Lactoscan, Petri
dishes, incubator
Product: Heat treated milk, Sulfuric acid, Amyl alcohol
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Check the pasteurized milk
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 4: Make UHT milk
4
Learning Outcomes:
1.Adjust the equipment 2. Adjust fat content (optional) 3.Sterilize the milk 4.Homogenize the sterilized milk 5.Check the UHT milk
20 Hours
Learning Outcome 4.1.Adjust the equipment
UHT machines
Separator
Temperature adjustment
Oral presentation UHT milk processing
Viewing of pictures, DVD on separation, sterilization and homogenization
Demonstration DVD on separation, sterilization and homogenization
Practical exercises DVD on separation, sterilization and homogenization
Group discussion DVD on separation, sterilization and homogenization
Milk plant visits
Materials: UHT machine, separator, Autoclave Products: Milk, Heating and cooling media
Resources Learning activities Content
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Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.2Adjust fat content (optional)
Purpose
Techniques of separation
Conditions of separation
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and
Materials: Pasteurizers, Separator , phosphatase test kit Products: Milk, Heating and cooling media
Resources Learning activities Content
Performance criterion
Adjust the equipment
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pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o
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
Checklist Score
Yes No
Observation
Performance criterion
Adjust fat content (optional)
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Learning Outcome 4.3: Sterilize the milk
Sterilization purpose
UHT machine working mechanisms
UHT temperature and holding time
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o .
Materials: Pasteurizers, Separator , phosphatase test kit Products: Milk, Heating and cooling media
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
Performance criterion
Sterilize the milk
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 4 4.Homogenize the sterilized milk
Homogenization purpose
Homogenization mechanism
Homogenization parameters; Time
Pressure
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o
Materials: Homogenizer
Products: Heat treated milk
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Homogenize the sterilized milk
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4. 5.Check the UHT milk
Organoleptic properties Chemical composition Microbial state (pathogens)
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o .
Materials: Gerber
tube,Centrifuge, Water
bath, Lactoscan, Petri
dishes, incubator
Product: Heat treated milk, Sulfuric acid, Amyl alcohol
Resources Learning activities Content
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Formative Assessment 4.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Check the UHT milk
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LU 5: Package and store fresh milk
5
Learning Outcomes:
1. Package and label the fresh milk 2. Store fresh milk
10 Hours
Learning Outcome 5.1 Package and label the fresh milk
Types of packaging materials (for fresh milk)
Packaging material handling
Material quality and utility
The packaging machines and their working mechanisms
Packaging hygienic conditions
Label (label elements, shelf life)
Oral presentation on packaging and storage conditions
Viewing of pictures, DVD packaging and labelling process
Demonstration packaging and labeling process
Practical exercises packaging and labelling process
Group discussion storage conditions
Milk plant visits
Materials: PPE, Packaging materials, Packing machine, Labels Products: Fresh milk
Formative Assessment 5.1
Performance criterion
Package and label the fresh milk
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 5.2 Store fresh milk
• Storage conditions (temperature, environment)
• Store room monitoring (pests, temperature)
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits o
Materials: Refrigerators, Thermometer
Resources Learning activities Content
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Formative Assessment 5.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Store fresh milk
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Summative Assessment
Integrated situation Resources
One cup of milk per child is a program initiated by the government of Rwanda to fight malnutrition in children through milk feeding. As part of the implementation of the program, Nyanza District needs fresh milk to feed primary school pupils. The in charge of the program in the district has consulted Nyanza dairy to provide good quality fresh milk in three different forms:
- 100 liters of whole pasteurized milk, - 50 liters of skimmed milk (≤0.5%) - 100 liters of whole sterilized milk
- The fresh milk products should be packaged in 500 ml
packages - The products should be delivered in optimum storage
conditions - The above quantities should be processed within 5 hours
The Nyanza dairy management has ordered the milk processor to process the above products respecting the conditions. Process milk into whole pasteurized milk, process milk into skimmed milk (≤0.5%) and Process milk into whole sterilized milk
Products: Milk, NaOH, Liquid soaps, Nitrite acid, Boiled water, Hydrogen peroxide, Alcohol; Chlorine, HCl
Materials and equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment, Thermometer, titratable acidity apparatus, Gerber tube, Centrifuge, filter cloth, cotton wool, cooling tanks, Solute gun, Sulfuric acid, Amyl alcohol, Resazurin, Phenolphtalein, Balance, pasteurizer, homogenizer, lactoscan, autoclave, Waterbath, glassware, Bunsen burner, pH meters, lactometers, phosphatase test kit, Operational manual, Clock, Packaging materials, Labels, Standard manuals, Packaging machine, cooling van
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicators:
Equipment are well selected
Raw material (milk) is well selected (pH: C, Fat content: C, Density:T)
Heating process is well conducted (Absence of alkaline phosphatase: C,
Homogenization is well conducted (Consistency: T, Absence of fat separation:C)
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Cooling (to packaging temperature)
Packaging is well conducted (No leakages, No exposure to light)
Labelling is well conducted
Observation
Assesment Criterion 2: Quality of Product
Checklist Score
Yes No
Indicators:
The Homogeneity is respected
The taste is respected
The color is respected
The odor is respected
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicators:
Fresh milk types are respected
Fat content is respected
The package size is respected
Fresh milk is well preserved (Optimum storage temperature)
Observation
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Assesment Criterion 4: Food safety
Checklist Score
Yes No
Indicators:
Personal hygiene is practiced
Work area is clean
Materials and equipments are clean
Absence of Hazards
Observation
Reference books:
1. G. Smit, 2003. Dairy Processing. Woodhead Publishing Ltd. ISBN: 1-85573-676-4
2. E. H. Marth & J. L. Steele, 2001. Applied Dairy Microbiology, 2nd Ed. revised and expanded.
Marcel Dekker inc. ISBN: 0-8247-0536-X
3. P. Walstra, J.T.M. Wouters and T.J. Geurts, 2006. Dairy Science and Technology, 2nd Ed. CR Taylor
and Francis Group. ISBN-10: 0-8247-2763-0
4. Gregory D., Miller, Judith K. & Lois D., 2000. Dairy Foods and Nutrition, 2nd Ed.National Dairy
Council. ISBN: 0-8493-8731-0
5. Marshall R.T. 1992. Standard Methods for the determination of Dairy Products, 16th Ed. Publ.
American Public Health Association.
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F O P M F 4 0 1 - FERMENTED MILK MAKING
FOPMF401 Make Fermented Milk
RTQF Level: 4 Learning hours
Credits: 9 90
Sector: Agriculture and food processing
Sub-sector: Food processing
Issue date: November, 2014
Purpose statement
Fermented milk processing is an important
sub-sector in food processing industry in Rwanda where the demand of these product is high on
the market. However, there is insufficient fermented milk processing plants as well as skilled
personnel. The competence of fermented milk focuses on equipping the learners with hands-on
experience in making fermented milk products, thereafter the learner can work in milk
processing plants or be self employed. This competence is intended for learners who have
successfully completed the certificate IV. At the end of this competence, learners will be able to
prepare the work area and equipment, and processing raw milk into ikivuguto and yogurt.
Learners will work in dairy industry performing a range of tasks related to fermented milk with
high degree of efficiency and effectiveness, under minimum supervision. Basic knowledge of
Chemistry (groups of organic minerals, titrations), biochemistry (bio-molecules: basics in
carbohydrates, lipids, proteins, vitamins and minerals ) microbiology (classification
and identification of microorganisms, notions in fermentation)
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare Work area,
equipment and utensils
1. Proper selection of cleaning products 2. Proper cleaning of work area 3. Proper selection of equipments and utensils 4. Appropriate checking the functionality of Equipment
and utensils 5. Correct adjustment of equipment
2. Prepare raw milk 4. Proper checking of the quality of milk
5. Correct filtration of the milk
6. Appropriate cooling of the milk
3. Make Ikivuguto 6. Correct adjustment of the pasteurizer/homogenizer 7. Appropriate pasteurization of the milk 8. Appropriate homogenization of the milk 9. Appropriate cooling of the milk 10. Appropriate selection of starter culture 11. Correct Inoculation 12. Correct incubation of the milk 13. Proper checking for effectiveness
4. Make stirred yoghurt 1. Correct adjustment of the pasteurizer/homogenizer 2. Proper addition of sugar 3. Appropriate pasteurization of the milk 4. Appropriate homogenization of the milk 5. Appropriate cooling of the milk 6. Appropriate selection of starter culture 7. Correct Inoculation 8. Correct incubation of the milk 9. Proper addition of flavours 10. Proper checking for effectiveness 11. Appropriate cooling of the yoghurt 12. Appropriate packaging and labelling
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LU 1: Prepare work area, equipments, tools and utensils
1
Learning Outcomes:
1. Describe work area 2. Clean work area 3. Prepare the machines
10 Hours
Learning Outcome 1.1 Describe work area
Processing flowchart
Localization of equipments
Identification of critical points
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
• Materials: Brush, sprayers, Bucket, Napkins , wipes , mopers basin, P.P.E, Product manuals, machines’ manuals • Products: Detergents: Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide),
Formative Assessment 1.1
Performance criterion
Describe work area
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome1.2 Clean work area
Cleaning products (Types)
Handling the cleaning products (Storage conditions, Safety precautions, shelflife)
Effectiveness of the cleaning products
Cleaning methods/techniques
o Oral presentation on the work area and cleaning products
o Viewing of pictures, DVD Cleaning products and work area
o Demonstration on selection of cleaning products
o Practical exercises on selection of cleaning products
o Group discussion Cleaning products and work area
- Materials: Brush, sprayers,
- Bucket, Napkins , wipes , mopers
- basin, P.P.E, Product manuals, machines’ manuals
- Products: Detergents: Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide)
Formative Assessment 1.2
Performance criterion
Clean work area
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist
Score
Yes No
Observation
Learning Outcome 1.3: Prepare the machines
1. Identifying the machines 2. Cleaning products for
machines 3. Cleaning techniques (CIP
(cleaning-in-place, COP (Cleaning-out of-place)
4. Calibration (pH-meters) 5. Adjustment of machines
6. Oral presentation on the work area and cleaning products
7. Viewing of pictures, DVD Cleaning products and work area
8. Demonstration on selection of cleaning products
9. Practical exercises on selection of cleaning products
10. Group discussion Cleaning products and work area
- Materials: Brush, sprayers, Bucket, Napkins , wipes , mopers basin, P.P.E, Product manuals, machines’ manuals
- Products: Detergents: Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide)
Formative Assessment 1.3
Performance criterion
Prepare the machines
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2: Make Ikivuguto
2
Learning Outcomes:
1. Pasteurize raw milk 2. Ferment milk 3. Check the quality of Ikivuguto 4. Package and label ikivuguto 5. Store ikivuguto
30 Hours
Learning Outcome2.1 Pasteurize raw milk
Pasteurization conditions for Ikivuguto(time and temperature) Homogenization (pressure and time) Cooling to optimum Ikivuguto fermentation temperature
Oral presentation on milk quality control
Viewing of pictures, DVD physical state of the milk
Demonstration on milk quality test in terms of titratable acidity and pH
Practical exercises on milk quality test in terms of titratable acidity and pH
Group discussion on milk quality control
Milk collection centers visits
Materials: PPE, Thermometer, pH-meter, titratable acidity apparatus; lactoscan, Gerber tube, Centrifuge, Water bath, Test tubes,), filter cloth, cotton wool, cooling tanks, Solute gun, Heat exchangers, Products: Milk, NaOH, Sulfuric acid, Amyl alcohol, Resazurin, Phenolphtalein
Formative Assessment 2.1
Performance criterion
Pasteurize raw milk
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2Ferment milk
Principle of fermentation
Select ion of starter culture(Mesophilic cultures)
Temperature monitoring (optimum temperature for mesophiles)
Inoculation techniques and hygiene
Incubation conditions(Temperature and time)
Incubation system (vat, packages)
Checking the effectiveness(pH, taste)
Cooling (Slowing down fermentation)
o Oral presentation pasteurization, fermentation and homogenization of the milk and quality control parameters of Ikivuguto
o Viewing of pictures, DVD on fermentation, homogenization and pasteurization
o Demonstration on fermentation, homogenization, pasteurization
o Practical exercises on fermentation, homogenization and pasteurization
o Group discussion on fermentation, homogenization, pasteurization and quality control parameters of Ikivuguto
o Milk plant visits
- Materials: - Pasteurizer with a - (Thermometer and - Clock ) - Homogenizer with a - A barometer and Clock - Thermometers - pH meter - Clock - Cooler - Mixer - PPE - Packaging materials - Packaging machine - Labels - Standard manuals - Products: Milk, Starter
cultures
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3 Check the quality of Ikivuguto
Principle of fermentation
Select ion of starter culture(Mesophilic cultures)
Temperature monitoring (optimum temperature for mesophiles)
Inoculation techniques and hygiene
Incubation conditions(Temperature and time)
Incubation system (vat,
o Oral presentation pasteurization, fermentation and homogenization of the milk and quality control parameters of Ikivuguto
o Viewing of pictures, DVD on fermentation, homogenization and pasteurization
o Demonstration on fermentation, homogenization,
- Materials: - Pasteurizer with a - (Thermometer and - Clock ) - Homogenizer with a - A barometer and Clock - Thermometers - pH meter - Clock - Cooler - Mixer - PPE - Packaging materials
Resources Learning activities Content
Performance criterion
Ferment milk
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packages)
Checking the effectiveness(pH, taste)
Cooling (Slowing down fermentation)
Oganoleptic quality Texture Viscosity Taste
pasteurization o Practical exercises on
fermentation, homogenization and pasteurization
o Group discussion on fermentation, homogenization, pasteurization and quality control parameters of Ikivuguto
o Milk plant visits
Packaging machine Labels Standard manuals Products: Milk, Starter cultures
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
Checklist Score
Yes No
Observation
Performance criterion
Check the quality of Ikivuguto
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Learning Outcome 2. 4.Package and label ikivuguto
Selection of packaging materials
Packaging material handling
Packaging machine and its working mechanism
Packaging conditions(hygiene, head space)
Labeling techniques and specifications (Shelflife)
Random sampling for further analyses
Oral presentation on packaging and storage conditions
Viewing of pictures, DVD packaging and labelling process
Demonstration packaging and labeling process
Practical exercises packaging and labelling process
Group discussion storage conditions
Milk plant visits
Materials: Pasteurizer with a (Thermometer and Clock ) Homogenizer with a A barometer and Clock Thermometers pH meter Clock Cooler Mixer PPE Packaging materials Packaging machine Labels Standard manuals Products: Milk, Starter cultures
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Package and label ikivuguto
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 2. 5.Store ikivuguto
Storage Principle
Storage conditions • (temperature)
Oral presentation pasteurization, fermentation and homogenization of the milk and quality control parameters of Ikivuguto
Viewing of pictures, DVD on fermentation, homogenization and pasteurization
Demonstration on fermentation, homogenization, pasteurization
Practical exercises on fermentation, homogenization and pasteurization
Group discussion on fermentation, homogenization, pasteurization and quality control parameters of Ikivuguto
Milk plant visits
Materials: Pasteurizer with a (Thermometer and Clock ) Homogenizer with a A barometer and Clock Thermometers pH meter Clock Cooler Mixer PPE Packaging materials Packaging machine Labels Standard manuals Products: Milk, Starter cultures
Formative Assessment 2.5
Performance criterion
Store ikivuguto
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 3: Make Yoghurt
3
Learning Outcomes:
1. Pasteurise raw Milk 2. Ferment milk 3. Add ingredients (optional) 4. Check the quality of Yoghurt 5. Package and label the yoghourt 6. Store the yoghourt 30 Hours
Learning Outcome 3. 1. Pasteurise raw Milk
• Principle of pasteurization • Addition of sugar (optional) • Pasteurization conditions for yoghurt (time and temperature ) • Homogenization (Pressure, time) • Effectiveness test (phosphatase test) • Cooling to optimum yoghurt fermentation temperature
Oral presentation pasteurization, fermentation and homogenization of the milk, role of ingredients quality control parameters of Yoghurt
Viewing of pictures, DVD on fermentation, homogenization, ingredients treatment and pasteurization
11. Demonstration on fermentation, homogenization, pasteurization and ing.
Materials: Pasteurizer with a (Thermometer and Clock ) Homogenizer with a A barometer and Clock standard manual Thermometers pH meter Clock Cooler Mixer
Formative Assessment 3.1
Performance criterion
Pasteurise raw Milk
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Ferment milk
Principle of fermentation
Select ion of starter culture(Thermophilic)
Temperature adjustment (optimum temperature for thermophiles)
Inoculation techniques, (hygiene
Incubation conditions(Temperature and time)
Checking the effectiveness(pH, taste)
Cooling (Slowing down fermentation)
treatment
Practical exercises on fermentation, homogenization, pasteurization ingredients treatment
Group discussion on fermentation, homogenization, pasteurization and quality control parameters of Yoghurt, types of ingredients
Milk plant visits
PPE Starter cultures Fermentation vat Pasteurized Milk Thermometers pH meter
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3. 3 Add ingredients (optional)
Types of yoghurt flavours(natural/artificial)
Ingredients (fruits, fruit concentrates, Vanilla)
Techniques of adding the ingredients
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits
PPE Starter cultures Fermentation vat Pasteurized Milk Thermometers pH meter
Resources Learning activities Content
Performance criterion
Ferment milk
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Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3. 4 Check the quality of Yoghurt
Oganoleptic quality parameters Texture Viscosity Appearance: Flavour (odour, taste) pH
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits 12.
Packaging materials Packaging machine Labels Standard manuals Products: Milk, Starter cultures, ingredients
Resources Learning activities Content
Performance criterion
Add ingredients (optional)
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Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3. 5Package and label the yoghourt
Selection of packaging materials
Packaging material handling
Packaging conditions(hygiene, head space)
Packaging machine and its working mechanism
Labeling (labeling elements,
Random sampling for further analysis
o
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and
Materials: Gerber
tube,Centrifuge, Water
bath, Lactoscan, Petri
dishes, incubator
Product: Heat treated milk, Sulfuric acid, Amyl alcohol
Resources Learning activities Content
Performance criterion
Check the quality of Yoghurt
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pasteurization
Milk plant visits 13. .
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.6 Store the yoghourt
Storage Principle o Storage conditions
(temperature
Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization
Demonstration on separation, homogenization and pasteurization
Materials: Gerber
tube,Centrifuge, Water
bath, Lactoscan, Petri
dishes, incubator
Product: Heat treated milk, Sulfuric acid, Amyl alcohol
Resources Learning activities Content
Performance criterion
Package and label the yoghourt
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Practical exercises on separation, homogenization and pasteurization
Group discussion on separation, homogenization and pasteurization
Milk plant visits
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
Checklist Score
Yes No
Observation
Performance criterion
Store the yoghourt
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Summative Assessment
Integrated situation Resources
Cactus restaurant which is located in Nyarugenge district needs a re-supply in fermented milk products to sell on Christmas day. The restaurant has ordered from Masaka farm the following products: - 20 cups of plain yoghurt, 250 ml each, - 30 cups of flavoured yoghurt, 250 ml each - 10 cartons of Ikivuguto, 500 ml each The ordered products should fulfil the following conditions: - The Flavours (in flavoured yoghurt) should be pineapple in 15 cups and mango in the 15 remaining cups - The plain yoghurt should be of set type - The pH of the products should range between 4 and 4.6 The Masaka Farm management has ordered you as the fermented milk maker to make the above products respecting the conditions within four hours for youghurts and 20 hours for Ikivuguto
Make plain yoghurt, make flavoured yoghurt and make Ikivuguto
Products: Milk, thermophilic cultures NaOH, Liquid soaps, Nitrite acid, Boiled water, Hydrogen peroxide, Alcohol; Chlorine, HCl
Materials and equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment, Thermometer, cotton wool, cooling tanks, Balance, incubation tanks, autoclave, glassware, Bunsen burner, pasteurizer, homogenizer, pH meters, Operational manual, Clock, Packaging materials, Labels, Standard manuals, refrigerator, Packaging machine.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicators:
Personal hygiene is practiced
Work area is clean
Indicator: Materials and equipments are clean
Absence of Hazards
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicators:
Equipment are well selected
Heating process is well conducted (Absence of alkaline phosphatase
Ingredients are well prepared (cultures: C, flavours: C)
Cooling to optimum fermentation temperature is well done
Fermentation is well conducted (pH: C, Texture: T)
Flavouring (for flavoured yoghurt) is well conducted (Taste, Odor, Color, Homogeneity of flavours)
Packaging is well conducted (No leakages)
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicators:
Fermented milk types are respected
The products specifications are respected (pH, Texture, ingredients, shelf life)
The package size is respected
Preservation conditions are respected
Observation
Reference books:
- Ramesh C. Chandan;Charles H. White ;Arun Kilara Manufacturing Yogurt and
Fermented Milks; Wiley-Blackwell; 1 edition (February 13, 2006)
- Adam Tamime;Richard Robinson Yoghurt: Science and Technology; Woodhead
Publishing; Second Edition edition (July 28, 1999)
- Fatih Yildiz; Development and Manufacture of Yogurt and Other Functional Dairy
Products ; CRC Press; 1 edition (November 24, 2009)
- Par Crocker; The Yogurt Bible ; Robert Rose (July 22, 2010)
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F O P C B 4 0 1 - CREAM AND BUTTER MAKING
FOPCB401 Make cream and Butter
RTQF Level: 4 Learning hours
Credits: 7 70
Sector: Agriculture and food processing
Sub-sector: Crop production
Issue date: June 2014
Purpose statement
Milk fat products such as cream and butter are still unpopular to the Rwandan market. Most of such products are imported often at very high prices. Therefore skills are needed in milk fat product processing. A competence in cream and butter making has been designed. At the end of the competence the learner will be able to Prepare the work area and equipments for cream and butter making, Prepare the raw milk for cream and butter making, Make cream and Make butter. The learner will have marketable hands-on skills in making cream and butter. He will be qualifying for employment in the dairy industry or be self-employed and create jobs. He will contribute to the development of cream and butter industry and to the value addition of milk. This will also help in the diversification of milk products. To join this module, the learner should have passed Certificate III in food processing and the
general competences of Certificate IV.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare Work area, equipment and
utensils
2. Proper selection of cleaning products 3. Proper cleaning of work area 4. Proper selection of equipments and utensils 5. Appropriate checking the functionality of Equipment
and utensils 6. Correct adjustment of equipment
2. Prepare raw milk 7. Proper checking the quality of milk
8. Correct filtration of the milk
9. Appropriate cooling of the milk
3. Make cream 14. Correct adjustment of the pasteurizer/homogenizer 15. Appropriate pasteurization of the milk 16. Proper separation of cream from milk 17. Proper packaging and labelling
4. Make butter 1. Proper fermentation of the cream
2. Proper adjustment of the churn
3. Proper Churning of the cream
4. Correct draining of the crude butter
5. Correct washing of the crude butter
6. Proper Salting of the butter ( Optional)
7. Correct kneading of the butter
8. Appropriate packaging and labelling
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LU 1: Apply basic knowledge of structure atoms and elements
1
Learning Outcomes:
1. Describe the work area
2. Clean work area
3. Prepare the machines
10 Hours
Learning Outcome 1.1 Describe the work area
Processing flowchart
Localization/Emplacement of equipments
Identification of critical points
o Oral presentation on the work area and cleaning products
o Viewing of pictures, DVD Cleaning products and work area
o Demonstration on selection of cleaning products
o Practical exercises on selection of cleaning products
o Group discussion Cleaning products and work area
- Materials: Brush, sprayers,
- Bucket, Serviettes, torchon,
- basin, P.P.E, Product manuals, machines’ manuals
- Products: Detergents: Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide)
Formative Assessment 1.1
Performance criterion
Describe the work area
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome1.2 Clean work area
Cleaning products (Types)
Handling the cleaning products (Storage conditions, Safety precautions, shelflife)
Effectiveness of the cleaning products
Cleaning methods/techniques
o Oral presentation on the work area and cleaning products
o Viewing of pictures, DVD Cleaning products and work area
o Demonstration on selection of cleaning products
o Practical exercises on selection of cleaning products
o Group discussion Cleaning products and work area
- Materials: Brush, sprayers,
- Bucket, Serviettes, torchon,
- basin, P.P.E, Product manuals, machines’ manuals
- Products: Detergents:
Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide)
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist
Score
Yes No
Observation
Learning Outcome 1.3 Prepare the machines
Cleaning products for machines
Cleaning the machines (CIP, COP)
Adjustment
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E, Product manuals, machines’ manuals
Products: Detergents: Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide)
Resources Learning activities Content
Performance criterion
Clean work area
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Prepare the machines
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LU 2: Make cream
2
Learning Outcomes:
1. Separate the milk 2. Package and store cream
20 Hours
Learning Outcome2. 1.Separate the milk
Pasteurization ;
Separation techniques
Types of Cream and Skimmed milk
Homogenization conditions
Fat content
Organoleptic parameters
Cream pasteurization (Optional)
Oral presentation on separation and packaging conditions
Viewing of pictures, DVD on separation and pasteurization
Demonstration on separation and pasteurization
Practical exercises on separation and pasteurization
Group discussion on separation and pasteurization
Milk plant visits
Materials: Pasteurizers,
Separator, Gerber tubes,
Centrifuge, water bath, pH-
meter), receiving tanks for
cream and skim milk,
Products: Milk, Sulfuric acid, Amyl alcohol,
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Separate the milk
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2 Package and store cream
Packaging materials Packaging conditions Labelling (label elements) Storage conditions
(temperature, relative humidity)
Storage environment (pests)
Random sampling for further analysis
Oral presentation on packaging and storage conditions
Viewing of pictures, DVD packaging and labelling process
Demonstration packaging and labeling process
Practical exercises packaging and labelling process
Group discussion storage conditions
Milk plant visits
packing machine, packaging
materials, PPE, Label papers
Refrigerators, Thermometer,
Products: Cream
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Package and store cream
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 3: Make butter
3
Learning Outcomes:
1. Separate the milk for butter making 2. Ferment the cream (Optional) 3. Churn the cream 4. Knead/ Blend the butter 5. Check the quality 6. Package and Store 40 Hours
Learning Outcome 3.1 Separate the milk for butter making
Cream specifications for butter making
Cream fat content
Cream’s Organoleptic parameters
Oral presentation on separation, fermentation, churning, kneading process, packaging and storage conditions
Viewing of pictures, DVD on separation, fermentation, Packaging process churning and kneading process
Demonstration on separation, fermentation, churning and kneading process
Practical exercises on separation, fermentation, churning, kneading process and packaging process
Group discussion on separation, fermentation, churning, kneading process, and packaging process
Dairy plant visits
Materials: Separator, churning
machine, blender, packaging
machine, packaging materials,
PPE, Label papers, , Containers,
pH-meter, mixing materials,
Tank, agitators, PPE,
Refrigerators, Thermometer,
cold room
Protocols
Products: Milk , Cold water, Starter culture, Salt,
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Ferment the cream (Optional)
Starter cultures Inoculation techniques Incubation
conditions (Temperature, Time);
Cooling techniques
Oral presentation on separation, fermentation, churning, kneading process, packaging and storage conditions
Viewing of pictures, DVD on separation, fermentation, Packaging process churning and kneading process
Demonstration on separation, fermentation, churning and kneading process
Practical exercises on separation, fermentation, churning, kneading process and
Materials: Separator, churning
machine, blender, packaging
machine, packaging materials,
PPE, Label papers, , Containers,
pH-meter, mixing materials,
Tank, agitators, PPE,
Refrigerators, Thermometer,
cold room
Protocols
Products: Milk , Cold water, Starter culture, Salt,
Resources Learning activities Content
Performance criterion
Separate the milk for butter making
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packaging process
Group discussion on separation, fermentation, churning, kneading process, and packaging process
Dairy plant visits
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 Churn the cream
Churning techniques Washing techniques Butter organoleptic
properties o
Oral presentation on separation, fermentation, churning, kneading process, packaging and storage conditions
Viewing of pictures, DVD on separation, fermentation,
Materials: Separator, churning
machine, blender, packaging
machine, packaging materials,
PPE, Label papers, , Containers,
pH-meter, mixing materials,
Tank, agitators, PPE,
Resources Learning activities Content
Performance criterion
Ferment the cream (Optional)
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Packaging process churning and kneading process
Demonstration on separation, fermentation, churning and kneading process
Practical exercises on separation, fermentation, churning, kneading process and packaging process
Group discussion on separation, fermentation, churning, kneading process, and packaging process
Dairy plant visits
Refrigerators, Thermometer,
cold room
Protocols
Products: Milk , Cold water, Starter culture, Salt,
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
Performance criterion
Churn the cream
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Learning Outcome 3. 4.Knead/ Blend the butter
Kneading/blending techniques
Addition of salt (Optional): Types of salt Salting techniques
Oral presentation on separation, fermentation, churning, kneading process, packaging and storage conditions
Viewing of pictures, DVD on separation, fermentation, Packaging process churning and kneading process
Demonstration on separation, fermentation, churning and kneading process
Practical exercises on separation, fermentation, churning, kneading process and packaging process
Group discussion on separation, fermentation, churning, kneading process, and packaging process
Dairy plant visits
Materials: Separator, churning
machine, blender, packaging
machine, packaging materials,
PPE, Label papers, , Containers,
pH-meter, mixing materials,
Tank, agitators, PPE,
Refrigerators, Thermometer,
cold room
Protocols
Products: Milk , Cold water, Starter culture, Salt,
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Knead/ Blend the butter
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 3. 5.Check the quality
Fat content
Moisture content
Organoleptic properties(texture, flavor,taste, appearance, color, odor)
Oral presentation on separation, fermentation, churning, kneading process, packaging and storage conditions
Viewing of pictures, DVD on separation, fermentation, Packaging process churning and kneading process
Demonstration on separation, fermentation, churning and kneading process
Practical exercises on separation, fermentation, churning, kneading process and packaging process
Group discussion on separation, fermentation, churning, kneading process, and packaging process
Dairy plant visits
Materials: Separator, churning
machine, blender, packaging
machine, packaging materials,
PPE, Label papers, , Containers,
pH-meter, mixing materials,
Tank, agitators, PPE,
Refrigerators, Thermometer,
cold room
Protocols
Products: Milk , Cold water, Starter culture, Salt,
Formative Assessment 3.5
Performance criterion
Check the quality
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.6 Package and Store
Packaging materials Packaging material handling Packaging conditions (label
elements) Storage conditions
(temperature, relative humidity)
Storage monitoring (pests, temperature)
Random sampling for further analysis
Oral presentation on separation, fermentation, churning, kneading process, packaging and storage conditions
Viewing of pictures, DVD on separation, fermentation, Packaging process churning and kneading process
Demonstration on separation, fermentation, churning and kneading process
Practical exercises on separation, fermentation, churning, kneading process and packaging process
Group discussion on separation, fermentation, churning, kneading process, and packaging process
Dairy plant visits
Materials: Separator, churning
machine, blender, packaging
machine, packaging materials,
PPE, Label papers, , Containers,
pH-meter, mixing materials,
Tank, agitators, PPE,
Refrigerators, Thermometer,
cold room
Protocols
Products: Milk , Cold water, Starter culture, Salt,
Resources Learning activities Content
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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
Checklist Score
Yes No
Observation
Performance criterion
Package and Store
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Summative Assessment
Integrated situation Resources
The Nakumatt supermarket situated in Kigali city center needs to satisfy the clients’ needs in Coffee cream, Sweet butter and Sour butter. For this reason it has ordered 5, 3, 2 Kgs of butter, salted butter and sour butter respectively from Giramata cooperative which specializes in cream and butter making.
- - The products should have standard body, texture, flavour, and
appearance - The products should be well preserved - The above products should be made within the following
timeline: Butter 8 hours, salted butter 8 hours, then sour butter 24 hours (including fermentation time)
To make butter, make salted butter and make sour butter
Products: Milk, NaOH, Liquid soaps, Nitrite acid, Boiled water, Hydrogen peroxide, Alcohol; Chlorine, HCl
Materials and equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment, Thermometer, titratable acidity apparatus, pHmeter, Gerber tube, Centrifuge, water bath filter cloth, cooling tanks, Sulfuric acid, Amyl alcohol, Balance, pasteurizer, separator homogenizer, separator, autoclave, glassware, Bunsen burner, lactometers, phosphatase test kit, Operational manual, Clock, Packaging materials,
Labels, Standard manuals, Packaging machine, cooling van
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Safety
Checklist Score
Indicators:
personal hygiene is practiced
work area is clean
Materials and equipments are clean
Absence of Hazards
Observation
Assesmen Safety t Criterion 1: Quality of Process
Checklist Score
Yes No
Indicators:
Equipment are well selected
Raw material (milk) is well selected (pH:C, Fat content: C, Density:T)
Heating process is well conducted (Absence of alkaline phosphatise: C
Temperature is adjusted for separation
Separation is well conducted (Fat content of cream for butter making: T, Fat content of skimmed milk: T)
Fermentation is well conducted for sour butter (pH: C, Texture: T, Color: T, odor: T)
Churning is well conducted (butter grains: T, Fat content of butter: C)
Kneading is well conducted (Texture: T)
Salting is well conducted for salted butter (Taste)
Packaging is well conducted (No leakages, No exposure to light)
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicators:
The texture is respected
The taste is respected
The color is respected
The odor is respected
The pH is respected
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicators:
Product types are respected
Fat content is respected
The weight is respected
Observation
Reference books:
1. Tamime a. Y., Dairy fats and Related Products, 2009. Blackwell Publishing
2. Robert L. B., Butter technology, 2009. Blackwell Pub Professional. ISBN-10: 0813812518
3. G. Smit, 2003. Dairy Processing. Woodhead Publishing Ltd. ISBN: 1-85573-676-4
4. P. Walstra, J.T.M. Wouters and T.J. Geurts, 2006. Dairy Science and Technology, 2nd Ed. CR Taylor
and Francis Group. ISBN-10: 0-8247-2763-0
5. Marshall R.T. 1992. Standard Methods for the determination of Dairy Products, 16th Ed. Publ.
American Public Health Association.
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F O P C M 4 0 1 - CHEESE MAKING
FOPCM401 Make cheese
RTQF Level: 4 Learning hours
Credits: 9 90
Sector: Agriculture and food processing
Sub-sector: Crop production
Issue date: June 2014
Purpose statement
The milk production in Rwanda is increasing due to the government policy on dairy farming
intensification programs. To conserve such high quantities of milk, milk products such as cheese
need to be developed in the Rwandan Dairy sector. Therefore a competence on semi-hard and
hard cheese making has been designed. At the end of the competence on cheese making, the
learner will be able to prepare the work area and equipments for semi-hard and hard cheese
making, make semi-hard cheese and make hard cheese. The learner will have marketable
hands-on skills in cheese making. He will be qualified to be employed in the dairy industry or
self-employed and create jobs. He will contribute to the satisfaction of the market demand in
cheese products and to the value addition of milk. This will also help in milk product
diversification. To join this module, the learner should have passed Certificate III in food
processing and the general competences of Certificate IV
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare the work area 1. Proper Selection of cleaning products 2. Proper Cleaning of work area 3. Proper checking the cleanliness of the work area
2. Prepare the equipment and utensils
1.6. Proper selection of utensils and equipment 1.7. Proper calibration of equipment 1.8. Accurate installation of equipment 1.9. Adequate utilization of equipment
3. Make fresh , semi hard and hard gouda cheese (Make curd)
1. Proper pasteurization of the milk 2. Proper cooling of the milk 3. Proper fermentation of the milk 4. Appropriate addition of ingredients 5. Proper renneting of pre fermented milk 6. Proper drainage of curd 7. Proper washing of the curd 8. Appropriate pressing of the curd 9. Proper salting of the cheese after press 10. Appropriate dewatering of the cheese 11. Appropriate maturation/ripenning of the cheese 12. Proper packaging and labelling of the cheese
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LU 1: prepare work area
1
Learning Outcomes:
1. Select cleaning products
2. .Clean work area
10 Hours
Learning Outcome 1.1 Select cleaning products
Types of cleaning products (food grades)
Safety precautions of the products and effect on;
User Equipment Product
Shelf life of the products
Preparation of cleaning solution
Efficiency of the product
o Oral presentation o Viewing of pictures, DVD o Demonstration o Practical exercises o Group discussion o Simulation
- Materials: - Brush, - sprayers, - Bucket, - Serviettes, - torchon, - basin, - Equipment - P.P.E - Cheese vat - Moulds - Cheese press - Products: - Detergents; - ,alkaline cleaning
agents:NaOH, Liquid soaps,
- acidic cleaning agents: Nitric acid
- Disinfectants;(Boiled water, Hydrogen peroxide, alcohol; chlorine)
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome1.2 Clean work area
Identification of the area,
Cleaning techniques
o Oral presentation o Viewing of pictures, DVD o Demonstration o Practical exercises o Group discussion o Simulation
- Materials: - Brush, - sprayers, - Bucket, - Serviettes, - torchon, - basin, - Equipment - P.P.E - Cheese vat - Moulds - Cheese press - Products: - Detergents;
Resources Learning activities Content
Performance criterion
Select cleaning products
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- ,alkaline cleaning agents:NaOH, Liquid soaps,
- acidic cleaning agents: Nitric acid
- Disinfectants;(Boiled water, Hydrogen peroxide, alcohol; chlorine)
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
Performance criterion
Clean work area
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LU:2 Prepare equipment and utensils
2
Learning Outcomes:
1. Select equipment and utensils 2. Clean the equipments and utensils 3. Adjust equipment and utensils
10 Hours
Learning Outcome2.1 . Select equipment and utensils
Types of equipments, tools and utensils(stainless steel, aluminium)
Use of equipments, tools and utensils
Working principles
Oral presentation selection of equipment and utensils and cleaning process
Viewing of pictures, DVD of equipment and utensils and cleaning process
Demonstration on selection and cleaning of equipment and utensils
Practical exercises on selection and cleaning process
Group discussion on selection and cleaning process
Visit of cheese plant
Practical exercises of adjustment
Equipments: Balance, Tanks, coolers, pasturizer, homogenizer,
incubator lactoscans autoclaves, Water bath
Tools: Glassware, Bunsen burner,
Instruments: pH meters, lactometers, solute guns, thermometers
Resources Learning activities Content
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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
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Clean the equipments and utensils
Identification of the equipments, tools and utensils
Safety precautions
Cleaning techniques CIP COP
.
Oral presentation selection of equipment and utensils and cleaning process
Viewing of pictures, DVD of equipment and utensils and cleaning process
Demonstration on selection and cleaning of equipment and utensils
Practical exercises on selection and cleaning process
Group discussion on selection and cleaning process
Equipments: Balance, Tanks, coolers, pasturizer, homogenizer,
incubator lactoscans autoclaves, Water bath
Tools: Glassware, Bunsen burner,
Resources Learning activities Content
Performance criterion
Select equipment and utensils
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Visit of cheese plant
Practical exercises of adjustment
Instruments: pH meters, lactometers, solute guns, thermometers
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
Checklist Score
Yes No
Observation
Performance criterion
Clean the equipments and utensils
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Learning Outcome 2.3 Adjust equipment and utensils
Working conditions of equipments, tools and utensils
Standard operating procedures
Oral presentation selection of equipment and utensils and cleaning process
Viewing of pictures, DVD of equipment and utensils and cleaning process
Demonstration on selection and cleaning of equipment and utensils
Practical exercises on selection and cleaning process
Group discussion on selection and cleaning process
Visit of cheese plant
Practical exercises of adjustment
Operation manual
Operation manual
Equipments: incubator lacto scans, autoclaves, Water bath Balance, coolers, pasteurizer, homogenizer cheese vats
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Adjust equipment and utensils
Resources Learning activities Content
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Checklist Score
Yes No
Observation
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LU 3: Make fresh, semi-hard and hard gouda cheese
3
Learning Outcomes:
1. Make curd 2. Treat the curd 3. Drain the whey 4. Press the curd 5. Salt the cheese 6. Pre-check the quality of cheese 7. Package/coat the cheese 8. Ripen/Age the cheese
70 Hours
Learning Outcome 3.1 Make curd
Principle of fermentation
Temperature adjustment (optimum temperature for mesophiles)
Selection of starter culture: Mesophilic for hard ( cheddar, Montazio) and semi-hard cheese(Gouda)
Cheese additives
Inoculation and Incubation practices
hygiene, Temperature and
time control
rennetting
Oral presentation on curd making
Viewing of DVD on the process of curd making
Demonstration on the process of curd making
Practical exercises on the process of curd making
Visit of Cheese plant
Materials : Thermometers PPE pH meter Clock cheese vat
Products: Mesophilic cultures CaCl2 Colors (Annatto) Rennet Thermophilic cultures
(soft cheese) Salpetre (KNO3) Pasteurized milk
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Treat the curd
Washing techniques of the curd for Gouda
Oral presentation on curd making
Viewing of DVD on the process of curd making
Demonstration on the process of curd making
Practical exercises on the process of curd making
Visit of Cheese plant
Materials : Thermometers PPE pH meter Clock cheese vat
Products: Mesophilic cultures CaCl2 Colors (Annatto) Rennet
Resources Learning activities Content
Performance criterion
Make curd
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Thermophilic cultures (soft cheese)
Salpetre (KNO3) Pasteurized milk
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
Performance criterion
Treat the curd
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Learning Outcome 3.3: Drain the whey
Cutting techniques
Stirring
Washing o
Oral presentation on curd making
Viewing of DVD on the process of curd making
Demonstration on the process of curd making
Practical exercises on the process of curd making
Visit of Cheese plant
Cheese vat
Cutting knives
Stirrers
Coagulum
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
Performance criterion
Drain the whey
Resources Learning activities Content
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Learning Outcome 3. 4 Press the curd
Pre-press purpose
Pre-press techniques
Moulding utility, types of moulds moulding techniques
Pressing (for hard cheese) Pressing methods Pressing conditions
(time, pressure)
Oral presentation on curd pressing
Viewing of pictures, DVD on curd pressing
Demonstration
Practical exercises on curd pressing, organoleptic test on cheese and coating
Visit of Cheese plant
Materials: Press PPE Moulds Curd
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
Press the curd
Resources Learning activities Content
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Learning Outcome 3.5 Salt the cheese
Brining conditions
Dosage
Water treatments
pH standards
Brine solution
density
Dry salting
Oral presentation on curd pressing
Viewing of pictures, DVD on curd pressing
Demonstration
Practical exercises on curd pressing, organoleptic test on cheese and coating
Visit of Cheese plant
Materials: Brine vat Lactometer pH meter
Products Salt Water CaCl2
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Salt the cheese
Resources Learning activities Content
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Learning Outcome 3 6.Pre-check the quality of cheese
Organoleptic test: texture, appearance, taste
o pH of cheese
Oral presentation on curd pressing
Viewing of pictures, DVD on curd pressing
Demonstration
Practical exercises on curd pressing, organoleptic test on cheese and coating
Visit of Cheese plant
Test room
PH meter
Salt meters
Densimeter
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
Checklist Score
Yes No
Observation
Performance criterion
Pre-check the quality of cheese
Resources Learning activities Content
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Learning Outcome 3. 7.Package/coat the cheese
Utility of packaging
packaging material handling
Packaging techniques
Labeling techniques and specifications
Oral presentation on curd pressing
Viewing of pictures, DVD on curd pressing
Demonstration
Practical exercises on curd pressing, organoleptic test on cheese and coating
Visit of Cheese plant
Materials: Packaging machine Packaging materials Labels Standard manuals Ripening room Packaging material
samples
Formative Assessment 3.7
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
Package/coat the cheese
Resources Learning activities Content
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Learning Outcome 3. 8.Ripen/Age the cheese
Utility of ripening/ ageing
Ripening room conditions ( for hard cheese and semi-hard cheese
Temperature Relative humidity
Monitoring ageing process
Ripening time Mold development
Random sampling for further analysis
Sample handling
Oral presentation on curd pressing
Viewing of pictures, DVD on curd pressing
Demonstration
Practical exercises on curd pressing, organoleptic test on cheese and coating
Visit of Cheese plant
* Ageing room * Thermometers Hygrometers
Formative Assessment 3.8
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
Ripen/Age the cheese
Resources Learning activities Content
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Summative Assessment
Integrated situation Resources
Following an urgent East African community meeting that has to take place at Lemigo Hotel, the Marketing department has ordered 3, 2 and 1 Kgs of fresh Gouda, semi hard Gouda and hard Gouda cheese respectively from Fromagerie la Reine to serve its clients. It is in this regard that Fromagerie la Reine’s CEO has ordered you as the cheese maker to make the fresh Gouda within 5 hours, semi hard (young) gouda within 3 weeks and hard (aged) Gouda within three months with the following conditions: - The cheeses are to be delivered respecting the cold chain (4 to 7ºC) and in 1 kg-packages;
To process fresh Gouda cheese To process semi-hard Gouda cheese To Process hard gouda cheese
Products: Whey, citric acid, Salt, Water, NaOH, Liquid soaps, Nitrite acid, Boiled water, Hydrogen peroxide, Alcohol; Chlorine, HCl
Materials and equipments Materials: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment), titratable acidity apparatus, Gerber tube, Centrifuge, filter cloth, cotton wool, cooling tanks, Solute gun, Sulfuric acid, Amyl alcohol, Resazurin, Phenolphtalein, Balance, pasteurizer, homogenizer, incubator, lactoscan, autoclave, Waterbath, glassware, Bunsen burner, pH meters, lactometers, densimeter, solute guns, thermometers, phosphatase test kit , Operational manual, Clock, Packaging materials Labels, Standard manuals, Shelves, Coagulation vats, Cheese cloths, sieves, Packaging machine, Conditioners, Cutting knives
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Assesment Criterion 1: Safety
Checklist Score
Yes No
Indicator : personal hygiene is practiced
Indicator : work area is clean
Indicator: Materials and equipments are clean
Indicator: Absence of Hazards
Observation
Assesment Criterion 2: Quality of Process
Checklist Score
Yes No
Indicator: Equipment are well selected
Indicator: Ingredients are well prepared (addition of additives: T)
Indicator: Milk curdling is well done (pH: C, Texture: T)
Indicator: Curd treatment is well conducted (Grain size: T, Texture: C, pH: C, Whey color: T)
Indicator: The curd is well pressed (Texture: C, pH: C)
Indicator: The cheese is well salted (Taste, brine density, complete soaking, Time of soaking, Texture, pH)
Indicator: Equipment are well selected
Indicator: Packaging and ripening are well conducted (Molds absence: C, weight stability: T, Ageing time: T,Temperature:T, Relative Humidity: T)
Observation
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Assesment Criterion 3: Quality of Product
Checklist Score
Yes No
Indicator: The texture is respected
Indicator: The taste is respected
Indicator: The color is respected
Indicator: The odor is respected
Indicator: The pH is respected
Indicator: The shape is respected
Observation
Assesment Criterion 4: Relevance
Checklist Score
Yes No
Indicator: Cheese types are respected (Gouda, Mozarella, Ricotta)
Indicator: Weight is respected
Preservation conditions are respected (4-7ºC)
Observation
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Reference books:
1. P.L.H. McSweeney, 2007. Cheese problems solved. Woodhead Publishing Ltd. ISBN: 978-1-
84569-060-1
2. Ed Anderson. Artisan Cheese Making at Home: Techniques & Recipes for Mastering World-Class
Cheeses. Ten speed press
3. Barry A. Law and A. Y. Tamime, 2010. Technology of Cheese making, 2nd Ed. Wiley-Blackwell
4. Patrick F. Fox, Paul L. H. McSweeney, Timothy M. Cogan
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F O P P M 4 0 1 - PASTRY MAKING
FOPPM401 Make pastry
RTQF Level: 4 Learning hours
Credits: 8 80
Sector: Agriculture and food processing
Sub-sector: Crop production
Issue date: January 2014
Purpose statement
Many Rwandeses consume pastry products every day, therefore many pastry processing units
are focusing on satisfying the demand. The pastries add value to raw material found in Rwanda
by processing flour into cakes, biscuits and doughnuts. Pastries still lack skilled staff, thus
equipping learners with pastry skills is a great opportunity to increase employment. The
competence is for learners who have completed successfully the certificate III. At the end of the
competence, learners will be able to make pastry products such as cake, biscuits and
doughnuts. Learners will work in pastry industry performing tasks including preparation of the
work area and equipment, and processing the dough into cakes, biscuits and doughnuts. They
are expected to perform these tasks respecting food quality and safety standards under
minimum supervision.
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Learning assumed to be in place
Prerequisite: The learner should have successfully passed make dough
Basic knowledge of Chemistry (groups of organic minerals, titrations), biochemistry ( bio-
molecules: basics in carbohydrates, lipids, proteins, vitamins and minerals ) microbiology
(classification and identification of microorganisms), and physics (Heat transfer: techniques of
separation calorimetry, electricity conduction, convection, energy)
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 the work area 1.1 Proper selection of cleaning products
1.2 Proper cleaning of work area
1.3 Proper checking the cleanness of the work area
2. Prepare materials and equipment 1.Proper selection of equipment
2. Appropriate cleaning of the materials and equipment
3.Proper calibration of the equipment
4..Accurate installation of the equipment
5..Adequate utilization of equipment
3. Process the dough into cake/biscuits 1. Appropriate moulding of the dough
2. Proper baking of the dough
3. Proper cooling the cake/biscuits
4. proper packaging of the cake/biscuits
4. Process the dough into doughnuts 1.Appropriate moulding of the dough
2.Proper leavening of the dough
3.Proper frying of the dough
4.Proper cooling of the douhgnuts
5.Appropriate packaging of the doughnuts
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LU 1: Prepare the work area for processing pastry
1
Learning Outcomes:
1. Describe work area
2. Select cleaning products
3. Clean the work area
4. Check the work place
10 Hours
Learning Outcome 1.1 Describe work area
Processing flowchart
Localization of equipment
Identification of critical points
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, towel, dishtowel, basin, P.P.E Products: Detergents; soaps, Disinfectants
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Describe work area
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2 Select cleaning products.
Processing flowchart
Localization of equipment
Identification of critical points
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, towel, dishtowel, basin, P.P.E Products: Detergents; soaps, Disinfectants
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Select cleaning products.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist
Score
Yes No
Observation
Learning Outcome 1.3: Clean the work area
Different cleaning techniques
Standard operating procedures (SOPs) for cleaning
Hygienic precautions to avoid the contamination
Equipment and materials arrangement
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, towel, dishtowel, basin, P.P.E Products: Detergents; soaps, Disinfectants
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clean the work area
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.4: Check the work place
Parameters for visual inspection
Effective use of the chemicals and materials
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, towel, dishtowel, basin, P.P.E Products: Detergents; soaps, Disinfectants
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Check the work place
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2: Prepare Materials and Equipment for pastry products
2
Learning Outcomes:
1.Select materials and equipment 2.Clean the equipment 3..Use equipment 4.Check the equipment
10 Hours
Learning Outcome2.1 . Select materials and equipment
Types of equipment for the processing (technical specification)
o Oral presentation on selection of materials and equipment
o Viewing of pictures, DVD on equipment, their installation and functionality
o Demonstration on installation, functionality of equipment
o Practical exercises on selection, installation, and functionality of equipment
o Group discussion on equipment o Pastry unit visits
Products: Soaps, sanitizers, Disenfectants
Moulders
Ovens.
Pastry Brushes Waxy Paper Pans Cooling Racks Cake Boards Long Serrated Knife Revolving Cake Stand Pastry Triangle Comb
Pastry Bag Pastry Pin Marble Board Rollers Cutters Cake Boxes Balance Stainless steel Tables Hygrometer
Resources Learning activities Content
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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
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Clean the equipment
Cleaning products
Cleaning techniques (CIP, COP)
Oral presentation on selection of materials and equipment
Viewing of pictures, DVD on equipment, their installation and functionality
Demonstration on installation, functionality of equipment
Practical exercises on selection, installation, and functionality of equipment
Group discussion on equipment
Pastry unit visits
Products: Soaps, sanitizers, Disenfectants
Moulders
Ovens.
Pastry Brushes Waxy Paper Pans Cooling Racks Cake Boards Long Serrated Knife Revolving Cake Stand Pastry Triangle Comb
Pastry Bag Pastry Pin Marble Board
Resources Learning activities Content
Performance criterion
Select materials and equipment
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Rollers Cutters Cake Boxes Balance Stainless steel Tables Hygrometer
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
Checklist Score
Yes No
Observation
Performance criterion
Clean the equipment
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Learning Outcome 2 .3 Use equipment
Installation procedures of the equipment
SOPs(standard operation procedures) for each equipment
Maintenance and adjustment
Effectiveness of the equipments (types ovens, types of proofers…)
Safety and health precautions
Oral presentation on selection of materials and equipment
Viewing of pictures, DVD on equipment, their installation and functionality
Demonstration on installation, functionality of equipment
Practical exercises on selection, installation, and functionality of equipment
Group discussion on equipment
Pastry unit visits
Products: Soaps, sanitizers, Disenfectants
Moulders
Ovens.
Pastry Brushes Waxy Paper Pans Cooling Racks Cake Boards Long Serrated Knife Revolving Cake Stand Pastry Triangle Comb
Pastry Bag Pastry Pin Marble Board Rollers Cutters Cake Boxes Balance Stainless steel Tables Hygrometer
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Use equipment
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 2.4 Check the equipment
Functionality Parameters of visual
inspection Effective use of the
equipments and materials
14. Brainstorming on solution concentration.
15. Group discussion on solution concentration.
16. Practical exercises on solution preparation.
17. Laboratory activities on solution preparation
Reference books DVD players Internet connection Laboratory
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Check the equipment
Resources Learning activities Content
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Checklist Score
Yes No
Observation
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LU 3 Process the dough into cake
3
Learning Outcomes:
1. Mould the dough
2. .Bake the cake
3. Pack and store the cake
20 Hours
Learning Outcome 3.1 Mould the dough
Selection of the dough for cake
Mould specifications
Techniques of coating the moulds
o Oral presentation on dough moulding and baking
o Viewing of pictures, DVDs on dough moulding and baking
o Practical exercises on dough moulding and baking
o Group discussion on dough moulding and baking
o Pastry unit visits
- Moulders - Ovens. - Pastry Brushes - Waxy Paper - Pans - Cooling Racks - Cake Boards - Long Serrated Knife - Revolving Cake Stand - Pastry Triangle Comb
Pastry Bag - Pastry Pin - Marble Board - Rollers - Cutters - Cake Boxes - Balance - Stainless steel Tables - Hygrometer - Dough
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Bake the cake
Selection of the dough for cake
Mould specifications
Techniques of coating the moulds
o Oral presentation on dough
moulding and baking
o Viewing of pictures, DVDs on dough moulding and baking
o Practical exercises on dough moulding and baking
o Group discussion on dough moulding and baking
o Pastry unit visits
- Moulders - Ovens. - Pastry Brushes - Waxy Paper - Pans - Cooling Racks - Cake Boards - Long Serrated Knife - Revolving Cake Stand - Pastry Triangle Comb
Pastry Bag - Pastry Pin - Marble Board - Rollers
Resources Learning activities Content
Performance criterion
Mould the dough
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- Cutters - Cake Boxes - Balance - Stainless steel Tables - Hygrometer - Dough
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
Performance criterion
Bake the cake
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Learning Outcome 3.3:. Pack and store the cake
Packaging Techniques
Packaging materials(Nature and quality)
Techniques of labelling
Storage conditions and monitoring
Safety measures during packaging and storage
Oral presentation on packaging materials packaging techniques, labelling and storage conditions
Viewing of pictures, DVD of different packaging machines
Practical exercises on packaging, storing and labelling Group discussion on packaging, labeling and storing the cake
Paper packages (sizes, materials)
Polyethylene bags.
Sealer
Labels
Hygrometer
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
Performance criterion
Pack and store the cake
Resources Learning activities Content
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LU 4: Process the dough into biscuits
4
Learning Outcomes:
1.Mould the batter 2.Bake the biscuits 3. Pack and store the biscuit
20 Hours
Learning Outcome 4.1 Mould the batter
Selection of the batter for biscuits
Mould specifications
Techniques of coating the moulds
Oral presentation on batter moulding and baking
Viewing of pictures, DVDs on batter moulding and baking
Practical exercises on batter moulding and baking
Group discussion on batter moulding and baking
Pastry unit visits
moulds
Ovens
Wax & Parchment Paper
Pans Cooling Racks Long Serrated Knife Marble Board Rollers Cutters Trays Basins Batter
Resources Learning activities Content
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Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.2 Bake the biscuits
Selection of the batter for biscuits
Mould specifications
Techniques of coating the moulds
Oral presentation on batter moulding and baking
Viewing of pictures, DVDs on batter moulding and baking
Practical exercises on batter moulding and baking
Group discussion on batter moulding and baking
Pastry unit visits
moulds
Ovens Wax & Parchment
Paper Pans Cooling Racks Long Serrated Knife Marble Board Rollers Cutters Trays Basins
Resources Learning activities Content
Performance criterion
Mould the batter
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Batter
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
Checklist Score
Yes No
Observation
Learning Outcome4.3 Pack and store the biscuit
Packaging Techniques
Packaging materials(Nature and quality)
Techniques of labelling
Storage conditions and monitoring
Oral presentation on packaging materials packaging techniques, labelling and storage conditions
Viewing of pictures, DVD of different packaging machines
Practical exercises on packaging, storing and labelling Group discussion on packaging, labeling and storing the cake
Paper packages (sizes, materials)
Polyethylene bags.
Sealer
Labels
Hygrometer
Resources Learning activities Content
Performance criterion
Bake the biscuits
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Safety measures during packaging and storage
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
Checklist Score
Yes No
Observation
Performance criterion
Pack and store the biscuit
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LU 5: Process the dough into doughnuts
5
Learning Outcomes:
1.Mould the dough 2.Leaven the dough 3.Fry the dough 4. Pack and store the doughnuts
20 Hours
Learning Outcome5.1 Mould the dough
Selection of the dough for doughnuts
Mould specifications
Techniques of coating the moulds
Oral presentation on dough moulding, leavening and frying
Viewing of pictures, DVDs on dough moulding, leavening and frying
Practical exercises on on dough moulding, leavening and frying
Group discussion on dough moulding, leavening and frying
Pastry unit visits
Moulds
Fryer,
Pastry Brushes
Wax Paper Pans Cooling Racks Long Serrated Knife Doughnouts Stand Pastry Pin Marble Board Rollers Cutters Trays Tables Frying oil Dough
Resources Learning activities Content
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Formative Assessment 5.1
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 5.2 Leaven the dough
Monitoring of leavening
Oral presentation on batter moulding and baking
Viewing of pictures, DVDs on batter moulding and baking
Practical exercises on batter moulding and baking
Group discussion on batter moulding and baking
Pastry unit visits
Moulds
Fryer,
Pastry Brushes
Wax Paper Pans Cooling Racks Long Serrated Knife Doughnouts Stand Pastry Pin Marble Board Rollers Cutters Trays
Resources Learning activities Content
Performance criterion
Mould the dough
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Tables Frying oil Dough
Formative Assessment 5.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 5.3 Fry the dough
Quality and quantity of oil Time and temperature
monitoring Cooling techniques Quality parameters of the
doughnuts: Organoleptic tests Physical tests
Oral presentation on dough moulding, leavening and frying
Viewing of pictures, DVDs on dough moulding, leavening and frying
Practical exercises on on dough moulding, leavening and frying
Group discussion on dough
Moulds
Fryer,
Pastry Brushes
Wax Paper Pans Cooling Racks Long Serrated Knife
Resources Learning activities Content
Performance criterion
Leaven the dough
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Random sampling for further analysis
moulding, leavening and frying Pastry unit visits
Doughnouts Stand Pastry Pin Marble Board Rollers Cutters Trays Tables Frying oil Dough
Formative Assessment 5.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Fry the dough
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Learning Outcome 5.4 Pack and store the doughnuts
Packaging Techniques
Packaging materials (Nature and quality)
Techniques of labelling
Storage conditions and monitoring
Safety measures during packaging and storage
Oral presentation on packaging materials packaging techniques, labelling and storage conditions
Viewing of pictures, DVD of different packaging machines
Practical exercises on packaging, storing and labelling
Group discussion on packaging, labeling and storing the doughnuts
Paper packages (sizes, materials)
Polyethylene bags
Sealer
Labels
Hygrometer
Formative Assessment 5.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Pack and store the doughnuts
Resources Learning activities Content
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Summative Assessment
Integrated situation Resources
Simba supermarket is one of the biggest supermarkets in Kigali. It retails diverse products including pastry products. The supermarket has found a strong demand of three pastry products. The manager decided to make doughnuts: 50 pieces each has 100 gms, round shape , containing milk. 1 boxes of crispy biscuits, the box should have 500 gms, and contains 12 packages. Cakes: 50 pieces each having 100 gms, round with spongy texture. The manager hopes these products will satisfy the customer’s needs. The manager of the supermarket requested the production manager to make these products within one day.
To make doughnuts
To make biscuit
To make cake
Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E, detergents; soaps, disinfectants, dough, molders, Ovens., Pastry Brushes, Waxy Paper, Pans, Cooling Racks, Cake Boards, Long Serrated Knife, Revolving Cake Stand, Pastry Triangle Comb Pastry Bag, Pastry Pin, Marble Board, Rollers, Cutters, Cake Boxes, Balance, Stainless steel Tables, Hygrometer dough, Thermometer, Tables (coated with aluminium foils) or stainless still tables, Woods, Paper packages (sizes, materials), Polyethylene bags, Sealer, Labels, Hygrometer.
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Work area is well prepared
Indicator: Equipment are well selected
Indicator: Safety and health conditions are respected
Indicator: Dough/batter is well molded
Indicator: The leavening (dough nuts) of the dough is achieved (Temperature: 42-45C: C, RH: C, optimum swelling: T)
Indicator: Frying/ baking conditions are well respected (Temperature: 220 C: C, Time: 20 min: C, Ventilation: T, oil quality: C)
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The product color is achieved (brownness: C)
Indicator: The texture of the product is achieved (sponginess: C: Crispiness:C hardness)
Indicator: The flavour is achieved
Indicator: The moisture content is respected
Observation
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Checklist Score
Yes No
Indicator: Absence of physical contaminants
Indicator: Hygiene conditions are respected
Indicator: Employees are healthy
Indicator: Standards of additives and preservatives are respected
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The right raw materials are selected
Indicator: Ratio of ingredients are respected
Indicator: The appropriate package is used
Observation
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Reference books:
No Author Title Publisher
1. Paula I. Figoni How Baking Works: Exploring the
Fundamentals of Baking Science
Wiley; 3 edition
(November 9, 2010)
2. Christophe Felder
Patisserie: Mastering the Fundamentals of
French Pastry
Rizzoli (February 26,
2013)
3. Michel Suas (Author)
Advanced Bread and Pastry
Cengage Learning; 1
edition (April 4, 2008)
4. French Culinary
Institute; Judith
Choate
The Fundamental Techniques of Classic
Pastry Arts
Stewart, Tabori & Chang;
1 edition (November 1,
2009)
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F O P T W 4 0 1 - TROPICAL WINE MAKING
FOPTW401 Make tropical wine
RTQF Level: 4 Learning hours
Credits: 8 80
Sector: Agriculture and food processing
Sub-sector: Crop production
Issue date: January 2014
Purpose statement
There has been an increasing demand of tropical wine both locally and internationally.
Additionally, raw materials for processing tropical wine are available. This resulted in creation
of wineries that need many skilled personnel. This module is for learners who have successfully
completed the certificate III. These learners will be equipped with skill necessary to work in
wineries or fruits processing cooperatives that produce wine. Upon completion of the
competence, the learner will be able to process tropical wine from crude juice of different
fruits. While processing the tropical wine, the learner will be able to perform tasks with high
level of efficiency assuring food quality and safety measures.
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Learning assumed to be in place
Prerequisites: The learner should have completed make juice competence, basics of chemistry,
biochemistry and microbiology
Basic knowledge of Chemistry (groups of organic minerals, titrations), biochemistry ( bio-
molecules: basics in carbohydrates, lipids, proteins, vitamins and minerals ) microbiology
(classification and identification of microorganisms), and physics (Heat transfer: techniques of
separation calorimetry, electricity conduction, convection, energy)
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 the work area 4. Proper Selection of cleaning products
1. Proper Cleaning of work area
2. Proper checking the cleanness of the work area
2. prepare the materials and equipment 1. Proper selection of materials and equipment
2. Proper calibration of the equipment
3. Accurate installation of the equipment
4. Adequate utilization of equipment
3. Process wine 1.Proper addition of ingredients into crude juice
2. Proper pasteurization of juice
3. Proper selection of ferments
4. Proper fermentation of the must
5. Proper filtration of the wine
6. Proper stabilization of the wine
7. proper clarification of the wine
8.Accurate checking the quality of the wine
4. Packaging and labelling 1. Appropriate identification of packaging materials
2.Proper packaging of the wine
3.Appropriate labelling of the wine is performed
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LU 1: Prepare the work area for processing wine
1
Learning Outcomes:
1. Describe atom particles
2. Calculate the atomic mass.
3. Describe chemical element and molecules
10 Hours
Learning Outcome 1.1 Describe work area
Processing flowchart
Localization of equipments
Identification of critical points
Oral presentation on cleaning
products
Viewing of pictures, DVD on Cleaning procedure
Demonstration of cleaning procedure
Practical exercises on Cleaning the work area
Group discussion on Cleaning the work area
Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E,Water Products: Detergents; soaps, Disinfectants; catalogue, manuels, notice specified standard
Formative Assessment 1.1
Performance criterion
Describe work area
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome1. 2.Select cleaning products
Types of cleaning products (food grades)
Dosage of cleaning products
Safety and health precautions
Efficiency of the cleaning product
Oral presentation on cleaning
products
Viewing of pictures, DVD on Cleaning procedure
Demonstration of cleaning procedure
Practical exercises on Cleaning the work area
Group discussion on Cleaning the work area
Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E,Water Products: Detergents; soaps, Disinfectants; catalogue, manuels, notice specified standard
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Select cleaning products
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist
Score
Yes No
Observation
Learning Outcome 1.3: Clean the work area
Different cleaning techniques
Standard operating procedures (SOPs) for cleaning
Hygienic precautions to avoid the contamination
Equipment and materials arrangement
Oral presentation on cleaning
products
Viewing of pictures, DVD on Cleaning procedure
Demonstration of cleaning procedure
Practical exercises on Cleaning the work area
Group discussion on Cleaning the work area
Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E Products: Detergents; soaps, Disinfectants;
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clean the work area
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.4 Check the work place
Parameters for visual inspection
Effective use of the chemicals and materials
Group discussion on Cleaning the work area
Viewing of pictures, DVD on Cleaning procedure
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
Performance criterion
Check the work place
Resources Learning activities Content
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Checklist Score
Yes No
Observation
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LU 2: Prepare materials and equipment
2
Learning Outcomes:
1.Select equipments and materials 2.Use equipment 3.Check the equipment
10 Hours
Learning Outcome2.1 . Select equipments and materials
Types of equipment for processing(technical specifications)
Oral presentation on equipment
for processing
Viewing of pictures, DVD of equipment for processing
Demonstration of equipment for processing
Practical exercises on selection of equipment and materials
Group discussion on selection of equipment and materials
brew barrels
brew bucket
racking
pails
stirring spoon
bottle
washing brush syphon
bottler with check valve
alcohol meter
Bottles
Hydrometer
Refractometer
Tanks
Formative Assessment 2.1
Performance criterion
Select equipments and materials
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2 Use equipment
Installation techniques of the equipment
SOPs(standard operating procedures) for each equipment
Maintenance and adjustment
Effectiveness of the equipment (types ovens, types of proofers…)
Safety precautions of the equipments(effect on the user and product)
Oral presentation on the use of
equipment
Viewing of pictures, DVD Installation of the equipment
Demonstration Installation of the equipment
Practical exercises Installation of the equipment
Group discussion Installation of the equipment
Visits of food processing plants
SOP manuals
Formative Assessment 2.2
Performance criterion
Use equipment
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3 Check the equipment
Functionality Parameters of visual
inspection Effective use of the
equipments and materials
Oral presentation on checking of
equipment
Demonstration of functionality
Practical exercises functionality
Group discussion functionality
SOP manuals
Formative Assessment 2.3
Performance criterion
Check the equipment
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 3: Process the crude juice into traditional wine
3
Learning Outcomes:
1.Add ingredients 2.Pasteurise the mixture 3.Ferment the juice 5.Filtrate the wine 6. Stabilize the wine 7.Package the wine 8. Store and age the wine
60 Hours
Learning Outcome 3.1 Add ingredients
Types of ingredients
Ratio of ingredients
Techniques of adding ingredients
Measurement of crude juice brix
Brix standardization
Oral presentation on addition of
ingredients
Demonstration pasteurization process
Practical exercises on pasteurization and fermentation process
Group discussion on ingredients, pasteurization process and fermentation
Ingredients: Crude juice, Sugar
Equipments: -Balance - Refractometer
Formative Assessment 3.1
Performance criterion
Add ingredients
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Pasteurise the mixture
Techniques of pasteurization of juice
Pasteurization conditions (Time and temperature)
Cooling to the optimum wine fermentation temperature
Oral presentation on addition of
ingredients
Demonstration pasteurization process
Practical exercises on pasteurization and fermentation process
Group discussion on ingredients, pasteurization process and fermentation
Pasteurizer
Thermometer
Chronometer
Tanks
Formative Assessment 3.2
Performance criterion
Pasteurise the mixture
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Ferment the juice
Types of ferments Techniques of fermentation Safety and quality of
ferment Parameters for monitoring
the fermentation o
18. Ferments: - yeasts
Equipments:
- Fermenter - Alcoholmeter - Thermometer - Timer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Ferment the juice
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4 Filtrate the wine
Filtration process Visual inspection
(parameters) Clarification techniques
Oral presentation
Viewing of pictures, DVD on Filtration process
Demonstration on filtration process
Practical exercises on Filtration
Group discussion on Filtration Simulation of filtration process
Equipments:
-Tanks
-Filters or filtration system
- Pectin analyze kit
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Filtrate the wine
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.5 Stabilize the wine
Purpose of stabilization Types of stabilizers
Decantation Pasteurization Use of stabilizers
Parameters of quality control: Organoleptic test Alcohol content Acidity
Oral presentation on wine
stabilization
Demonstration on stabilization method
Practical exercises on stabilization method
Group discussion stabilization method
Wine processing plant
Equipments:
-Balance
-Thermometer
-Timer
-Alcohometer
-pH-meter
-Pasteurizer
-Sieves
-Filter cloths
-Containers
Ingredients:
-stabilizers
Wine
Formative Assessment 3.5
Performance criterion
Stabilize the wine
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.6 Package the wine
Types of packaging materials Control and handling of
packing materials Packaging techniques Labeling techniques Random sampling for further
analysis
Oral presentation on packaging
Viewing of pictures, DVD packaging the wine
Demonstration labeling, packaging techniques
Practical exercises packaging the wine
Group discussion packaging the wine
Visit of wine plant
Simulation on packaging
Materials:
-Bottles
-Sealer
-Packaging machine
- Label-wooden stopper
Formative Assessment 3.3
Performance criterion
Package the wine
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.7 Store and age the wine
Storage conditions Ageing
Oral presentation
Viewing of pictures, DVD on storage conditions
Demonstration on storage conditions
Practical exercises on storage conditions
Group discussion storage conditions
Equipments:
Thermometer
Timer
Formative Assessment 3.7
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Store and age the wine
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Integrated situation Resources
Cooperative COVAFGA based in Gakenke district is known for the delicious juices and wines products. It has received the order to produce 60l of tropical wine for the wedding of NKUBIRI son. The production manager ordered to the wine maker to produce 20l of pineapple wine, 20l of banana wine, and 20l of gooseberry wine within one month. The alcohol volume of those three products should be at 14% with standard colour. The wine should be delivered 2 months after production.
To produce pineapple wine
To produce banana wine
To produce gooseberry wine
brushes, containers, washing tanks, washing machine, chlorine based detergents water, detergents, towels, sponges, quaternary ammonium based detergents, stainless steel fruit juice pasteurizer machine, bottles, saucepan, wooden spoon for stirring, Sieves, Tables, a sharp, jugs , cups, yeast, Spoons , Proper compressors, Basins and Beakers, Pans ,Utility trays, , Refractometer, pHmeter, Utensils, Electronic balance, tanks, Mechanic balance, labels machine, Measuring cylinder, Scales. Pineapple crude juice, sugar,
water, , potassium sorbate
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Containers are well cleaned(Absence off odor, dryness)
Indicator : Mixing of ingredients is respected
Indicator: Heat process is well conducted (above 80oc
Indicator: Conditioning is performed
Indicator: Fermentation is well done(temperature, time, alcohol)
Indicator Filtration and Decantation are well done
Indicator: Stabilisation is well done(pasteurization at 50oC )
Indicator: The Brix is respected
Alcohol content is respected
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Clarity is achieved
Indicator: Flavour is related
Indicator: The colour is achieved
Indicator: Dose of ingredients are respected
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Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Products specifications are respected
Indicator: Ratios are respected
Indicator: Packaging and labelling are well done
Indicator: Packaging and labelling are well done
Observation
Assesment Criterion 4: Health and safety
Checklist
Score
Indicator: PPE are respected
Indicator: Health of employees is good
Indicator: Hygiene conditions are respected
Indicator: Absence of physical hazards
Indicator: Equipments and materials are well selected and cleaned
Observation
Reference books:
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No Authors Title Publisher
1. Jancis Robinson
The Oxford Companion to Wine, 3rd Edition
Oxford University Press, USA; 3rd edition (October 1, 2006)
2. David Bird
Understanding Wine Technology, 3rd Edition
Wine Appreciation Guild; Revised and Updated 3rd Edition edition (April 29, 2011)
3. Yair Margalit Concepts in Wine Technology: Small Winery Operations, 3rd Edition
Wine Appreciation Guild; 3rd edition edition (September 3, 2012)
4. James Halliday ;Hugh Johnson
The Art and Science of Wine
Firefly Books; Revised and updated edition (February 16, 2007)
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F O P S M 4 0 1 - SAUSAGE MAKING
FOPSM401 Make sausage
RTQF Level: 4 Learning hours
Credits: 8 80
Sector: Agriculture and food processing
Sub-sector: Crop production
Issue date: January 2014
Purpose statement
Sausage making is a food processing sub-sector that focuses on adding value to meat. It is
gaining importance in Rwanda in terms of income generation for meat processors. The
competence of making sausage is for learners who have successfully completed the certificate
III. The learner will be equipped with skills in making dried, smoked and cooked sausages. At the
end of the module, the learner will be able to prepare work area and equipment, and process
meat into dried, smoked and cooked sausage. The learners will be able to work in sausage
processing units, supermarkets that have meat processing section and other meat processing
plants with high level of efficiency and effectiveness under minimum supervision.
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Learning assumed to be in place
Prerequisites: The leaner should have successfully competed slaughtering and butcher meat
competences.+ basics of physics (drying)
Basic knowledge of Chemistry (groups of organic minerals, titrations), biochemistry ( bio-
molecules: basics in carbohydrates, lipids, proteins, vitamins and minerals ) microbiology
(classification and identification of microorganisms), and physics (Heat transfer: techniques of
separation calorimetry, electricity conduction, convection, energy, drying )
Prerequisites: The learner should have completed make juice competence, basics of chemistry,
biochemistry and microbiology
Basic knowledge of Chemistry (groups of organic minerals, titrations), biochemistry ( bio-
molecules: basics in carbohydrates, lipids, proteins, vitamins and minerals ) microbiology
(classification and identification of microorganisms), and physics (Heat transfer: techniques of
separation calorimetry, electricity conduction, convection, energy)
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 the work area 1.1 Proper Selection of cleaning products
1.2.Proper Cleaning of work area
1.3.Proper checking the cleanliness of the work area
2.Prepare materials and equipment 2.1 Proper selection of equipment
2.2 Proper cleaning of the equipment
2.3 Proper calibration of the equipment
2.4 Accurate installation of the equipment
2.5 Adequate utilization of equipment
3. Make smoked, cooked and dried
sausage
1.Proper preparation of ingredients
2. Accurate mixing of ingredients with the meat
3. Proper grinding of the mixture
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4. proper stuffing of sausage
5. proper smoking/cooking/drying of sausage
6. proper checking the quality
7. Proper packaging of the sausage
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LU 1: Prepare the work area for processing the sausage
1
Learning Outcomes:
1. Describe the work area
2. Select cleaning products
3. Clean the work area
10 Hours
Learning Outcome 1.1 Describe work area
Processing flowchart
Localization of equipments
Identification of critical points
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E Products: Detergents; soaps, Disinfectants.
Formative Assessment 1.1
Performance criterion
Describe work area
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome1. 2.Select cleaning products
Types of cleaning products (food grades)
Dosage of cleaning products
Safety and health precautions
Efficiency of the cleaning product
Oral presentation on cleaning
products
Viewing of pictures, DVD on Cleaning procedure
Demonstration of cleaning procedure
Practical exercises on Cleaning the work area
Group discussion on Cleaning the work area
Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E,Water Products: Detergents; soaps, Disinfectants; catalogue, manuels, notice specified standard
Formative Assessment 1.2
Performance criterion
Select cleaning products
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist
Score
Yes No
Observation
Learning Outcome 1.3: Clean the work area
Different cleaning techniques
Standard operating procedures (SOPs) for cleaning
Hygienic precautions to avoid the contamination
Equipment and materials arrangement
Oral presentation on cleaning
products
Viewing of pictures, DVD on Cleaning procedure
Demonstration of cleaning procedure
Practical exercises on Cleaning the work area
Group discussion on Cleaning the work area
Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E, dustbean Products: Detergents; liquid soap, Disinfectants Hot water system.
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clean the work area
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2: Prepare materials and equipment equipment for processing
2
Learning Outcomes:
1.Select equipment and materials 2.Clean the equipment 3.Use equipment
10 Hours
Learning Outcome2.1 . Select equipment and materials
Types of equipment for processing(technical specifications)
Oral presentation on equipment
for processing
Viewing of pictures, DVD of equipment for processing
Demonstration of equipment for processing
Practical exercises on selection of equipment and materials
Group discussion on selection of equipment and materials
brew barrels
brew bucket
racking
pails
stirring spoon
bottle
washing brush syphon
bottler with check valve
alcohol meter
Bottles
Hydrometer
Refractometer
Tanks
Formative Assessment 2.1
Performance criterion
Select equipment and materials
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2 Clean the equipment.
Cleaning techniques Cleaning products
Oral presentation on the use of
equipment
Viewing of pictures, DVD Installation of the equipment
Demonstration Installation of the equipment
Practical exercises Installation of the equipment
Group discussion Installation of the equipment
Visits of food processing plants
Equipment:
Grinder
Mixer
Meat tenderizer
Stuffer
Vaccum packer
Deep freezer
Cooking vat
Glass fridge
Smokehouse
Drying chamber
Dryers Materials and instruments:
Containers
pH meter
Balance (electric, normal)
Thermometer
Trays
Stainless steel tables
Resources Learning activities Content
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Knives
Stainless steel plates
Knives sharper Bio-degradable plastic
packages
Cutter
Casings: Natural and artificial (Nalo top, Nalo faser)
Products: Soaps, detergents, disinfectants, sanitizers
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
Checklist Score
Yes No
Observation
Performance criterion
Clean the equipment
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Learning Outcome 2.3 Use equipment
Installation procedures of the equipment
SOPs(standard operating procedures) for each equipment
Maintenance and adjustment
Safety and health precautions of the equipments
Functionality
o Oral presentation on the use of equipment
o Viewing of pictures, DVD on installation, functionality of equipment
o Demonstration on installation, functionality of equipment
o Practical exercises on installation, functionality of equipment
o Group discussion o Sausage unit visits
Equipment:
Grinder
Mixer
Meat tenderizer
Stuffer
Vaccum packer
Deep freezer
Cooking vat
Glass fridge
Smokehouse
Drying chamber
Dryers Materials and instruments:
Containers
pH meter
Balance (electric, normal)
Thermometer
Trays
Stainless steel tables
Knives
Stainless steel plates
Knives sharper Bio-degradable plastic
packages
Cutter
Casings: Natural and artificial (Nalo top, Nalo faser)
Products: Soaps, detergents, disinfectants, sanitizers
Resources Learning activities Content
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Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Use equipment
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LU 3: Make smoked, cooked and dried sausage
3
Learning Outcomes:
1. Prepare ingredients
2. Grind mixture
3. Stuff the sausage (Fresh sausage)
4. Smoke the sausage 5. Cook the sausage 6. Dry the sausage 7. Check the quality 8. Package and store the sausage
60 Hours
Learning Outcome 3.1 Prepare ingredients
Selection of Ingredients and preservatives:
Weighing and dosage
Mixing techniques
o Oral presentation on preparation of ingredients
o Viewing of pictures, DVD on preparation of ingredients
o Demonstration on preparation of ingredients
o Practical exercises on preparation of ingredients
o Group discussion on preparation of ingredients
o Sausage unit visits
Ingredients: - Salt - Cardamom - White or black pepper - Spices : Muscade, Macis or
mixture of both - Garlic powder - Ice - phosphate, use curing
agent (nitrite), and chilli powder
- paprika powder or cream, poivron
- Fat - Meat - Sugar - Milk powder Equipment :
- Mixer
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Grind mixture
Size requirement
Grinding techniques
Mixing techniques (meat and ingredients)
Oral presentation on grinding the mixture
Viewing of pictures, DVD on grinding the mixture
Demonstration on grinding the mixture
Practical exercises on grinding the mixture
Group discussion on size requirement and aspect of the mixture
Equipment:
Grinder Materials and instruments:
Containers
pHmeter
Balance (electric, normal)
Thermometer
Resources Learning activities Content
Performance criterion
Prepare ingredients
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Stuff the sausage (Fresh sausage)
Preparation of casings (Washing techniques)
Natural and artificial casings
Stuffing techniques
Twisting of sausage
Weighing
Oral presentation on stuffing the sausage
Viewing of pictures, DVD on stuffing the sausage
Demonstration on stuffing the sausage
Practical exercises on stuffing the sausage
Group discussion on stuffing the sausage
Sausage unit visits
Equipment:
Stuffer Materials:
Casings: Natural and artificial (Nalo top, Nalo faser)
Balance (electric, normal)
Resources Learning activities Content
Performance criterion
Grind mixture
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Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4 Smoke the sausage
Purpose of smoking
Source of smoke
Smoking techniques of sausage
Cooling techniques
Oral presentation on smoking the sausage
Viewing of pictures, DVD on smoking the sausage
Demonstration on smoking the sausage
Practical exercises on smoking the sausage
Group discussion on smoking the sausage
Sausage unit visits
Smoke house
Hanging racks
Wood
Fresh sausage
Sawdust
Coolers
Resources Learning activities Content
Performance criterion
Stuff the sausage
(Fresh sausage)
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Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.5 Cook the sausage
Purpose of cooking
Sausage Cooking techniques
Cooling the sausages
Oral presentation on sausage cooking
Viewing of pictures, DVD on cooking the sausage
Demonstration on cooking the sausage
Practical exercises on cooking the sausage
Group discussion on cooking the sausage
Sausage unit visits
Cooking Vat
Fresh sausage
Frying pans
Oil
Oven
Resources Learning activities Content
Performance criterion
Smoke the sausage
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Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.6 . Dry the sausage
Purpose of drying suasage
Drying techniques of sausage
Oral presentation on drying the sausage
Viewing of pictures, DVD on drying the sausage
Demonstration on drying the sausage
Practical exercises on drying the sausage
Group discussion on drying the sausage
Sausage unit visits
Fresh sausage
Hanging racks
Drying chambers
Thermometer
Hygrometer
Resources Learning activities Content
Performance criterion
Cook the sausage
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Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.7 Check the quality
Organoleptic
pH
Moisture content
Sampling and handling of sausage for further analysis
Oral presentation on quality parameters
Viewing of pictures, DVD on different samples of sausages
Practical exercises tasting
Group discussion quality parameters
Refrigerator
Thermometer
Hygrometer
pH meter
Deeper freezer
Resources Learning activities Content
Performance criterion
Dry the sausage
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Formative Assessment 3.7
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. 8 Package and store the sausag
Packaging Techniques
Packaging materials (Nature and quality)
Techniques of labelling
Storage conditions and monitoring
Safety measures during packaging and storage
Oral presentation on packaging materials packaging techniques, labelling and storage conditions
Viewing of pictures, DVD of different packaging machines
Practical exercises on packaging, storing and labelling
Group discussion on packaging, labeling and storing the sausages
Containers
Wrapper
Aluminum foils
Biodegradable plastic bags
Labels
Sealer
Hygrometer
Refrigerator
Deep freezer
Storage chambers
Resources Learning activities Content
Performance criterion
Check the quality
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Formative Assessment 3.8
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
Package and store the sausag
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Summative Assessment
Integrated situation Resources
KIST meat processing unit located at Remera wants to make sausages to present at the national agriculture show. The chief officer ordered you as sausage maker to make smoked, dried and cooked sausage, 10 kg each. All sausages should be made from beef meat. Each sausage should be 80 to 100 gms by weight and 20 cm long. In addition, all casings should be natural, and the sausages should be made within 6 hours.
To make smoked sausage
To make dried sausage
To make cooked sausage
Brush, sprayers, Bucket,
Serviettes, torchon, basin,
P.P.E, Detergents; soaps,
Disinfectants, liquid soap,
Disinfectants
Hot water system.
Grinder, Mixer, Meat
tenderizer
,Stuffer, Vaccum packer,
Deep freezer
Cooking vat, Glass fridge,
Smokehouse
Containers , pH meter,
Balance (electric, normal),
Thermometer, Trays,
Stainless steel tables, Knives ,
Stainless steel plates, Knives
sharper, Bio-degradable
plastic
, packages, Cutter, beef
meat, Natural casings, Salt
, Cardamom, White or black
pepper, Spices : Muscade,
Macis or mixture of both,
Garlic powder, Ice,
phosphate, use curing agent
(nitrite), and chilli powder,
paprika powder or cream,
poivron, Fat, Meat, Sugar,
Milk powder, Smoke house
, Hanging racks, Wood , Fresh
sausage
, Sawdust,Coolers.
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Assesment Criterion 1: Quality of Process
Checklist
Score
Indicator: Work area is well prepared
Indicator: Equipment are well selected
Indicator: Safety conditions are respected
Indicator: Absence of physical hazards
I Indicator: ngredients and preservatives are well prepared
Indicator: Mixing of ingredients is well done
Indicator: Grinding is well done (Size T: 4 to 8 mm)
Indicator: Stuffing is well done (casing preparation T, twisting is well done C )
Indicator: Smoking/drying/cooking is well done (Temperature C, Time C, airflow T, RH C)
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The sausage color is achieved (Browness: C)
Indicator: The sausage texture is achieved (Coarse: C)
Indicator: The sausage flavour is achieved
Indicator: Uniformity of products is achieved
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The right meat type is selected
Indicator: Ratios of ingredients are respected
Indicator: The dimensions specification are well selected (Weight: T, Length: T)
Indicator: Appropriate packages is used
Indicator: Product specifications are respected
Observation
Assesment Criterion 4: Health and safety
Checklist Score
Yes No
Indicator: Absence of contaminants (Physical C)
Indicator: Hygiene conditions are respected
Indicator: Employees are healthy
Indicator: Standards of additives and preservatives are respected
Observation
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Reference books:
No Authors Title Publisher
1. The Culinary Institute
of America; John
Kowalski
The Art of Charcuterie Wiley; 1 edition
(December 7, 2010)
2. Joshua Applestone;
Jessica Applestone
The Butcher's Guide to Well-Raised Meat:
How to Buy, Cut, and Cook Great Beef,
Lamb, Pork, Poultry, and More
Clarkson Potter (June 7,
2011)
3. Kari Underly The Art of Beef Cutting: A Meat
Professional's Guide to Butchering and
Merchandising
Wiley; 1 edition (August
16, 2011)
4. Michael Ruhlman;
Brian Polcyn;
Thomas Keller
Charcuterie: The Craft of Salting, Smoking,
and Curing
W. W. Norton &
Company; First Edition
edition (November 21,
2005)
5. Fidel Toldr Handbook of Meat Processing Wiley-Blackwell; 1
edition (April 20, 2010)
6. Rodrigo Tarté Ingredients in Meat Products: Properties,
Functionality and Applications
Springer; 2009 edition
(December 10, 2008)
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F O P B M 4 0 1 - BREAD MAKING
FOPBM401 Make bread
RTQF Level: 4 Learning hours
Credits: 6 60
Sector: Agriculture and food processing
Sub-sector: Crop production
Issue date: January 2014
Purpose statement
The Rwandan cereal industry is developing at an accelerated rate. Therefore it will soon need
technicians in cereal flour processing. It is in this context that a competence on bread making
has been developed. At the end of the competence, the learner will be able to prepare the
work area and equipment for bread making and process dough into bread. The learner will have
marketable hands-on skills in bread making. He may be employed in the bakeries or self-
employed and create jobs. He will contribute to the development of new high quality bread
products on the market and to the value addition of cereals. This will also help in bread product
diversification.
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Learning assumed to be in place
To join this module, the learner should have passed Certificate III in food processing and the
general competences of Certificate IV.
Prerequisite: successful completion of certificate III, dough making
Basics in Chemistry (groups of organic minerals, titrations), biochemistry ( bio-molecules: basics
in carbohydrates, lipids, proteins, vitamins and minerals ) microbiology (classification and
identification of microorganisms), and physics (Heat transfer: calorimetry, electricity
conduction, convection, energy)
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 the work area 1.Proper selection of cleaning products
2.Proper cleaning of work area
3.Proper checking the cleanliness of the work area
2. prepare materials and equipment 1.Proper selection of equipment
2. Proper cleaning of equipment
3.Proper calibration of the equipment
4.Accurate installation of the equipment
5Adequate utilization of equipment
3. Process the dough into bread 1.Appropriate molding of the dough
2. Appropriate proofing of the dough
3. Proper baking of the bread
4. proper packaging of the bread
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LU 1: Prepare the work area for processing bread
1
Learning Outcomes:
1. Describe the work area
2. Select cleaning products
3. Clean the work area
4. Check the work place
10 Hours
Learning Outcome 1.1 Describe the work area
Processing flowchart
Localization of equipments
Identification of critical points
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, napkin, wipe, basin, P.P.E Products: Detergents; soaps, Desinfectants
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome1.2 Select cleaning products
Types of cleaning products (food grades)
Dosage of cleaning products
Safety and health precautions
Efficiency of the cleaning product
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, napkin, wipe, basin, P.P.E Products: Detergents; soaps, Desinfectants
Resources Learning activities Content
Performance criterion
Describe the work area
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist
Score
Yes No
Observation
Learning Outcome 1. 3 Clean the work area
Different cleaning techniques
Standard operating procedures (SOPs) for cleaning
Hygienic precautions to avoid the contamination Equipment and materials arrangement
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, napkin, wipe, basin, P.P.E Products: Detergents; soaps, Desinfectants
Resources Learning activities Content
Performance criterion
Select cleaning products
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1. 4 Check the work place
Parameters for visual
inspection Effective use of the chemicals and materials
Oral presentation on the work area and cleaning products
Viewing of pictures, DVD Cleaning products and work area
Demonstration on selection of cleaning products
Practical exercises on selection of cleaning products
Group discussion Cleaning products and work area
Materials: Brush, sprayers, Bucket, napkin, wipe, basin, P.P.E Products: Detergents; soaps, Desinfectants
Resources Learning activities Content
Performance criterion
Clean the work area
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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
Check the work place
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LU 2: Prepare Materials and equipment
2
Learning Outcomes:
1. Select materials and equipment 2. Clean the equipment 3. Use equipment 4. .Check the equipment
10 Hours
Learning Outcome2. 1. Select materials and equipment
Types of equipment for the processing (technical specification)
o Oral presentation on selection of materials and equipment
o Viewing of pictures, DVD on equipment, their installation and functionality
o Demonstration on installation, functionality of equipment
o Practical exercises on selection, installation, and functionality of equipment
o Group discussion on equipment o Bakery visits
Products: - Detergents; soaps, - Desinfectants - Molders - Ovens, - Slicer, - Proofer, - Rollers - Cutters - Electrical balance - Analytical balance - Craft papers - Wax Papers - Pans - Cooling Racks - Long Serrated Knife - Baking trays - PPE
Resources Learning activities Content
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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
Checklist Score
Yes No
Observation
Learning Outcome 2.2 Clean the equipment
Cleaning products
Cleaning techniques (CIP, COP)
Oral presentation on selection of materials and equipment
Viewing of pictures, DVD on equipment, their installation and functionality
Demonstration on installation, functionality of equipment
Practical exercises on selection, installation, and functionality of equipment
Group discussion on equipment
Bakery visits
Products:
Detergents; soaps,
Desinfectants
Molders
Ovens,
Slicer,
Proofer,
Rollers
Cutters
Electrical balance
Analytical balance
Craft papers
Resources Learning activities Content
Performance criterion
Select materials and equipment
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Wax Papers Pans Cooling Racks Long Serrated Knife Baking trays PPE
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
Checklist Score
Yes No
Observation
Performance criterion
Clean the equipment
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Learning Outcome2.3 Use equipment
Installation procedures of the equipment
SOPs(standard operation procedures) for each equipment
Maintenance and adjustment
Effectiveness of the equipments (types ovens, types of proofers…)
Safety and health precautions
o Oral presentation on selection of materials and equipment
o Viewing of pictures, DVD on equipment, their installation and functionality
o Demonstration on installation, functionality of equipment
o Practical exercises on selection, installation, and functionality of equipment
o Group discussion on equipment o Bakery visits
Products: - Detergents; soaps, - Desinfectants - Molders - Ovens, - Slicer, - Proofer, - Rollers - Cutters - Electrical balance - Analytical balance - Craft papersWax
Papers - Pans - Cooling Racks - Long Serrated Knife - Baking trays - PPE
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Use equipment
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 2.4 Check the equipment
Functionality Parameters of visual
inspection Effective use of the
equipments and materials
Oral presentation on selection of materials and equipment
Viewing of pictures, DVD on equipment, their installation and functionality
Demonstration on installation, functionality of equipment
Practical exercises on selection, installation, and functionality of equipment
Group discussion on equipment
Bakery visits
Products:
Detergents; soaps,
Desinfectants
Molders
Ovens,
Slicer,
Proofer,
Rollers
Cutters
Electrical balance
Analytical balance
Craft papers
Wax Papers Pans Cooling Racks Long Serrated Knife Baking trays PPE
Resources Learning activities Content
457 | 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
Checklist Score
Yes No
Observation
Performance criterion
Check the equipment
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LU 3: Process the dough into bread
3
Learning Outcomes:
1. Mould the dough 2. Proof the dough for bread 3. Bake the bread 4. Pack and store the bread
40 Hours
Learning Outcome 3.1 Mould the dough
Selection of the dough for bread
Mould specifications
Techniques of coating the moulds
Oral presentation on dough
moulding, proofing and baking
Viewing of pictures, DVDs on dough moulding, proofing and baking
Practical exercises on dough moulding, proofing and baking
Group discussion on dough moulding, proofing and baking
Bakery visits
molders,
ovens
Slicers,
Proofer
Cooling Racks Long Serrated Knife Cutters Baking trays Thermometer
Formative Assessment 3.1
Performance criterion
Mould the dough
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Proof the dough for bread
Methods of dough fermentation (Straight and sponge)
Fermentation conditions (Time, temperature and amount of yeasts)
Oral presentation on dough
moulding, proofing and baking
Viewing of pictures, DVDs on dough moulding, proofing and baking
Practical exercises on dough moulding, proofing and baking
Group discussion on dough moulding, proofing and baking
Bakery visits
molders,
ovens
Slicers,
Proofer
Cooling Racks Long Serrated Knife Cutters Baking trays Thermometer
Formative Assessment 3.2
Performance criterion
Proof the dough for bread
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3 Bake the bread
Adjustment of the equipment parameters
pre- heat the oven Monitoring baking
parameters (time, temperature, ventilation)
Colors, volume of well baked bread)
Cooling techniques
Quality parameters of the breads:
Organoleptic tests Physical tests(volume,
texture, density, moisture content)
Random sampling for further analysis
Oral presentation on dough
moulding, proofing and baking
Viewing of pictures, DVDs on dough moulding, proofing and baking
Practical exercises on dough moulding, proofing and baking
Group discussion on dough moulding, proofing and baking
Bakery visits
Oven Cooling Racks Long Serrated Knife Slicers Cutters Baking trays Thermometer Tables (coated with
aluminium foils) or stainless still tables
Woods
Resources Learning activities Content
461 | 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
Checklist Score
Yes No
Observation
Learning Outcome 3. 4. Pack and store the bread
Packaging Techniques
Packaging materials(Nature and quality)
Techniques of labelling
Storage conditions and monitoring
Safety measures during packaging and storage
Oral presentation on packaging materials packaging techniques, labelling and storage conditions
Viewing of pictures, DVD of different packaging machines
Practical exercises on packaging, storing and labelling
Group discussion on packaging, labeling and storing the bread
Paper packages (sizes, materials)
Polyethylene bags
Sealer
Labels
Hygrometer
Resources Learning activities Content
Performance criterion
Bake the bread
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Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Pack and store the bread
463 | P a g e
Summative Assessment
Integrated situation Resources
The Lagalette has a command to supply three kinds of bread to sky hotel:
Sandwich: 6 packages, 500 gm. Pain coupe: 6 packages, 500 gms each. Baguette: 6 baguettes (pain francais), 0.5 m with 800 gm each.The three products should have a spongy texture, standard bread color and made from white wheat flour. The chief of the bakery requested you to make these products within 6 hours
To make sandwitch bread To make pain-coupe bread To make baguettes (pain francais)
Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E, detergents; soaps, desinfectants, dough, molders for French bread, Ovens, slicers, Proofer,Rollers CuttersElectrical balance, Analytical balance, Craft papers, Wax Papers, Pans, Cooling Racks, Long Serrated Knife, Baking trays, Oven, Slicers, Cutters, Baking trays, Thermometer, Tables (coated with aluminium foils) or stainless still tables, Woods, Paper packages (sizes, materials), Polyethylene bags, Sealer, Labels, Hygrometer.
Assesmen Safety t Criterion 1: Quality of Process
Checklist Score
Yes No
Indicators:
Work area is well prepared
Equipment are well selected
Safety and health conditions are respected
Dough is well molded
Proofing is well done (Temperature: 42-450C: C, RH: C, optimum swelling: T)
Baking conditions are well respected (Temperature: 220 C: C, Time: 20 min: C, Ventilation: T)
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicators:
The bread color is achieved (Browness: C)
The texture is achieved (spongy: C)
The bread flavour is achieved
The moisture content is respected
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicators:
The right dough has been selected
Ratio of ingredients are respected
The molders specification are well selected
Appropriate packages is used
Product specifications are respected (Weight: C, Length: C)
Observation
Assesment Criterion 4: Safety
Checklist Score
Indicators:
Absence of contaminants (Physical C)
Hygiene conditions are respected
Employees are healthy
Standards of additives and preservatives are respected
Observation
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Reference books:
1. K. Kulp & K. Lorenz, 2003. Handbook of Dough Fermentations. Marcel Dekker Inc. ISBN: 0-8247-
4264-8
2. Y. H. Hui et al., 2006. Bakery Products Science and Technology, 1st Ed., Blackwell Publishing.
ISBN: 0-8138-0187-7
3. S. Cauvain & L. Young, 2001. Baking Problems Solved, 1st Ed., Woodhead Publishing Ltd. ISBN: 0-
8493-1221-3
4. G. Owens, 2001. Cereals processing technology. Woodhead Publishing Ltd. ISBN: 1-85573-561-X
.
Note:
GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment.
Competency standards are made up of units of
competency, which are themselves made up of
elements of competency, together with
performance criteria, a range of variables, and
an evidence guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure
to the tasks and series of training allowing one
to perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many
cases competency at a level will involve core
modules plus optional or specialization
modules. Core competencies are normally
those central to work in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a
course in recognition of having achieved
particular knowledge, skills or competencies;
successful completion of an apprenticeship or
traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships
to other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving
learners greater choice of when, where and
how they learn. Flexible delivery may involve
distance education, mixed-mode delivery,
online education, self-paced learning, self-
directed learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally
common to several tasks and transferable to
many work situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for
people to participate effectively in the
workforce. Key competencies apply to work
generally, rather than being specific to work in a
particular occupation or industry. The following
are key areas of competency which were
developed into seven key competencies:
collecting, analyzing and organizing
information; communicating ideas and
information; planning and organizing activities;
working with others and in teams; using
mathematical ideas and techniques; solving
problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study.
In CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that
can be developed during lesson planning and
activity preparation. The choice of learning
activities must be tailored according to group
size, available material resources and
communication tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity