tvet certificate v in food and beverage service...cv curriculum vitae es ecole secondaire ......

5

TVET CERTIFICATE V in

FOOD AND BEVERAGE SERVICE

CODE

HOTFBS5001

Kigali December, 2014

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HOTFBS5001-TVET CERTIFICATE V

Food and Beverage Service

REQF Level 5 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:

December, 2014

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

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

accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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 6

2.4 Job related information 6

2.5 Employability skills and life skills 6

2.6 Information about competencies 8

3 . T R A I N I N G P A C K A G E 9

3.1 Course structure 9

3.2Competencies chart 9

4 . A S S E S S M E N T G U I D E L I N E S 1 2

4.1 Assessment Methodology 12

4.2 Portfolio 12

C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 2

LU1:Conduct OSH (occupational safety and health) monitoring 14

LU 2: Collect and analyze Occupational health, safety incidents report 18

LU 3:Train all staff on occupational health and safety matters 24

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

LU 1:Prepare document Layout 33

LU 2: Apply basic computer operations 38

LU 3:Manage Data 44

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

LU 1: Communicate orally in social and professional situations with ease 53

LU 2:Read correctly a range of materials 58

LU 3:Listen to audio messages with different English accents to get the intended message 63

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LU 4:Produce a variety of medium texts on professional and general topics 69

C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 7 8

LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 81

LU 2:Gukoresha Ikinyarwanda k'intyoza agaragazauburyobwo bunyuranye gukemura amakimbirane

no gukoresha ibinyazina binyuranye. 88

LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 98

LU 4:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no

gukoresha ibinyazina binyuranye 107

LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire

y’Ikinyarwanda. 117

C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 2 7

LU 1:Identify Activities To Be Accomplished For Real Business 129

LU 2: Create a productive working environment 137

LU 3:Run real business operation 146

LU 4: Monitor and evaluate the business 154

C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 6 0

LU 1: Communicate with customers and colleagues from diverse backgrounds 162

LU 2:Address cross-cultural misunderstandings 167

C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 7 2

LU 1:Apply human values 174

LU 2:Respect engineering ethics 181

L U 3:Apply safety 186

C C M F T 5 0 1 - T E C H N I Q U E S D ’ E X P R E S S I O N O R A L E E T E C R I T E E N F R A N C A I S 1 9 3

LU 1: Ecrire en respectant l’orthographe courante 195

LU 2: Employer le vocabulaire technique dans différents écrits 200

LU 3: Présider des débats et des discussions 205

LU 4: Conduire des réunions 209

LU 5 :Rédiger et présenter un exposé 213

C C M K K 5 0 1 - M A W A S I L I A N O M B A L I M B A L I Y A K I O F I S I K A T I K A K I S W A H I L I 2 1 7

LU 1: Kutunga hati za mawasiliano mbalimbali za kiofisi. 219

LU 2: Kuchambua hati za mawasiliano mbalimbali za kiofisi 224

LU 3: Kupanga mbinu za uwasilishaji wa hati mbalimbali. 228

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G E N A M 5 0 1 - A D V A N C E D A N A L Y S I S A N D S T A T I S T I C S 1

LU 1: Apply fundamentals of integrals 3

LU 2: Identify measures of dispersion and interpret bivariate data 7

G E N G C 5 0 1 - G E N E R A L C H E M I S T R Y 1 2

LU 1: Describe the transition metals 14

LU 2: Perform chemical titration 19

LU 3: Perform electrochemical cell reactions 25

LU 4: Describe polymerization 30

F B S F T 5 0 1 - P R O C E S S I N G F I N A N C I A L T R A N S A C T I O N S 3 6

LU 1: Record and balance petty cash transactions 38

LU 2: Balance all transaction 45

F B S M S 5 0 1 - M A N A G I N G T H E S A L E A N D S E R V I C E O F W I N E S 5 1

LU 1:Research and select wines to meet business objectives 54

LU 2:Monitor wine management systems 61

LU 3:Develop and extend wine skills and knowledge for self and others 69

Summative Assessment 74

F B S P C 5 0 1 - P L A N N I N G F O R C A T E R I N G F O R A N E V E N T O R F U N C T I O N 7 7

LU 1:Identify purpose and scope of the event 79

LU 2: Prepare catering proposal for event or function 84

LU 3: Prepare and implement operational plan for the catering of an event or function 91


F B S P D 5 0 1 - P L A N N I N G , P R E P A R I N G A N D D I S P L A Y I N G B U F F E T S E T T I N G A N D

S E R V I C E 1 0 9

LU 1: Plan and design buffet setting 112

LU 2:Prepare for the buffet setting 122

LU 3: Ensure display food items 132

LU 4:Ensure the buffet presentation is safe and hygienic 138


F B S P S B 3 0 1 - P R O V I D I N G A N D S U P E R V I S I N G Q U A L I T Y C U S T O M E R S E R V I C E 1 7 9

LU 1: Develop approaches to enhance quality customer service 181

LU 2: Manage the delivery of quality service 191

LU 3: Monitor and adjust customer service 198

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F B S M S 5 0 1 - M A N A G I N G T H E S A L E A N D S E R V I C E O F C O F F E E 2 0 5

LU 1: Plan coffee service 208

LU 2:Provide professional advice on coffee and coffee service 213

LU 2:Maintain and store cleaning equipment and chemicals. 221

LU 2:Monitor machinery and equipment 236

G L O S S A R Y a

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List of abbreviations

AQA Accreditation and quality assurance unit

BRC British retail consortium

CDU Curriculum development unit

CE Certification and examination unit

CV Curriculum vitae

ES Ecole secondaire

ILO International labour organization

ISCO International standard classification of occupations

RTQF Rwanda TVET Qualification Framework

OHS Occupational health and safety

PPE Personal protective equipment

QA Quality assurance

RDB Rwanda Development board

ToT Training of trainers unit

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

MUHIRE JMV, CDU-WDA

Facilitators

NTAHONTUYE Félix, CDU-WDA

Aimable RWAMASIRABO, CDU-WDA

Emmanuel Asher Mutijima, UTB

Curriculum Development Team

NAMES FUNCTIONS INSTITUTION

Alex MUNYANEZA Trainer F&B RHA Furaha NSENKUYE F&B Supervisor Beausejour Landuard GAHONZIRE F&B Supervisor Kigali view Jean Bosco HAGENIMANA F&B Service Umubano Hotel Jean Pierre MUKUNGIRWA F&B trainer RHA Lucie MUKESHIMANA F&B supervisor Sport View Hotel Deogratias KABENGA F&B Teacher Ecole St Patrick Eugene MUNYANZIZA Trainer IPRC-Musanze Tuyisenge Theodore F&B SUPERVISOR NANDO’Z Restaurant Olivier Kanyabikali Operator supervisor PHS Alphonse Tuyizere Trainer Club Hotek TVET school Clemence Uwicyeza Trainer ESSJT Lina shima Data Manager and Format Editor Digital Ring MUSAFIRI Ernest Instructor IPRC NGOMA

MUSONI Jean Claude Trainer Nyabihu TVET School

UWERA Marceline Socio-linguistics Officer RALC

MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

MATATA Jean Bosco Teacher College Ami des Enfants

GASIMBA François Xavier Lecturer UR/College of Education

KAMBARI Vincent Teacher GS St Marcel/Kayonza

MUREGO Yves Quality Assurance Officer WDA

BUCYENSENGE Vincent Instructor IPRC KARONGI

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GASANA Vedaste Lecturer INES

FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi

NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School NIYODUSENGA Patrick Physics teacher Ecole des sciences de

Nyanza UWINEZA Patrice Sciences trainer Nyamata TVET School UMUGABEKAZI Yvette Chemist ADM-IBTC

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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 Restaurant Supervisor. It is designed

with an approach that takes into account the training needs, the work

situation, as well as the goals and the means to implement training.

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

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

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

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

and the course structure.

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

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

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

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

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

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

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

Section

1

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Section

2 2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes for a learner to be

competent in tasks and activities that

require the application of practical skills in a

defined context. Work would be

undertaken in various hospitality

enterprises where food and beverages are

prepared and served, including restaurants,

hotels, catering operations, clubs, pubs,

cafes, cafeterias and coffee shops. Learners

may work with minimum supervision.

At the end of this qualification, qualified

learners will be able to:

1. Describe the occupation and learning

process

2. Monitor occupational SHE at workplace

3. Maintain professional conversation in

upper-intermediate English

4. Gukoresha ikinyarwanda cy’intyoza

5. Kujadili Mawasiliano mbali mbali ya

Kiofisi katika Kiswahili

6. Pratiquer les techniques d’expression

orale et écrite

7. Work in a socially diverse environment

8. Use ICT at workplace

9. Organize a business

10. Apply professional ethics

11. Integrate workplace

12. Apply Advanced analysis and Statistics

13. Process financial transactions

14. Providing and Managing quality

customer service

15. Use property management system in

F&B service

16. Plan catering for an event or function

17. Manage the sale and service of wines

18. Manage the sale and service of coffee

19. Plan, prepare and display a buffet

setting and service

2.2 Minimum entry requirements

TVET Certificate IV in food and beverage service

or other relevant qualifications or through

Recognition of Prior Learning.

Title: TVET CertificateV inFOOD AND BEVERAGE SERVICE

Level: REQF Level 5

Credits: 121

Sector: HOSPITALITY

Sub-sector: Food and Beverage

Issue date: November,2014

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the Hospitality sector with the professionalization of

Restraurant Supervisor; this qualification again offers the opportunity to execute the works as

Restraurant Supervisor in Local and Central Government Institutions, Local and International Non-

Government organizations, and ensure that safety and security regulations are respected.

2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Writing and presenting reports

Possible jobs related to this qualification

Restraurant Supervisor

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification after

achieving TVET Certificate IV in food

and beverage service or other

relevant qualifications or through

Recognition of Prior Learning

Progression route of candidates achieving

this qualification include:

Candidates exiting this qualification are able to enter TVET Diploma in Hospitality

Pathways into the qualification

Pathways from the qualification

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Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

Preparing feasibility reports that take into account project scope, time, cost, quality,

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

working according to the Rwandan Computer Society Code of Ethics regarding security, legal,

moral and ethical issues

Technology

Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 19 Core competencies: 10 Complementary competencies: 9 The total number of Credits: 121

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMMS501 Monitor occupational SHE at workplace 3

2 CCMUE501 Maintain professional conversation in upper-intermediate English 3

3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

4 CCMFT501 Pratiquer les techniques d’expression orale et écrite 3

5 CCMMK501 Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili 3

6 CCMSE501 Work in a socially diverse environment 3

7 CCMIW501 Use ICT at workplace 3

8 CCMBO501 Organize a business 3

9 CCMPE501 Apply professional ethics 3

Total 27

No Code Core competencies Credit

1. GENGC501 Apply General chemistry 6

GEN

ERA

L

2. GENAM501 Apply Advanced Analysis and Statistics 8

3. 1 FBSPS501 Provide and supervise quality customer service 6

4. 2 FBSFT501 Process financial transaction 4

SPEC

IFIC

5. 3 FBSPM501 Use property management system of a restaurent 6 6. 4 FBSMW501 Manage the sale and service of wines 8 7. 5 FBSMC501 Manage the sale and service of coffee 10

8. 6 FBSPD501 Plan,prepare and display buffet setting and service 7

9. 7 FBSPC501 Plan for catering for an event or function 9 10. CCMIA501 Integrate workplace 30 Total 94

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2Competencies chart

The competencies chart is a table that presents an overview of the specific competencies, the

general competencies, the work process and the time allocated to each competency. This table

provides an overall view of the competencies of the training program and allows identification

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

competencies that are particular to the occupation, as well as the key stages of the work

process. It shows the links between the elements in the horizontal axis and those in the vertical

axis. The symbol (ο) marks a relationship between a general competency and specific

competency. The symbol (∆) indicates a relationship between a specific competency and a step

in the process of work. When the symbols are darkened, it indicates that the link is taken into

account in the description of the specific competency.

The competencies chart allows the trainer to consider the complexity of the competencies in

the organization of the progress of learning. Therefore, the vertical axis shows the specific

competencies in the order they should be acquired.

This is the starting point of the presentation of the competencies in the flowchart presented in

the following pages.

Section

3

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RESTAURANT SUPERVISOR

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

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2

3

4

5

6

7

8

9

10

11

12

13

Duration (510 Hrs) 30

30

30

30

30

30

30

30

30

60

60

80

40

1

Use property management system of a restaurent 60

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2 Manage the sale and service of wines 80

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

3 Manage the sale and service of coffee 100

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

4

Planning,preparing and displaying buffet setting and service 70

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

5

Planning for catering for an event or function 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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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.

General chemistry 6

Figure 2: Flowchart

Techniques d'expression orale et ecrite en francais 3

Masawasiliano mbali ya kiofisi katika kiswahili 3

Advanced Analysis and Statistics 8

Providing and supervising quality customer service

6 Processing financial transaction 4

Use property management system of a restaurent

6 Managing the sale and service of

wines 8

Managing the sale and service of coffee

10 Planning,preparing and displaying buffet

setting and service 7

Planning for catering for an event or function

9

Industrial Attachment Program (IAP) 30

Monitoring of occupational she at workplace 3

Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Professional ethcics 3

Business organisation 3

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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 M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE

FBSFT201 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: August, 2019

Purpose statement

This module describes the skills, knowledge and attitudes required to perform OSHE monitoring

systems taken as instruments used for measurement and analysis in the area of occupational

safety and health. They are commonly used to inform and guide government policy. Typically,

these systems are used to give an indication of the number of work accidents or occupational

diseases, or they might record information about places of work, or about the activities of the

organizations involved in ensuring good working conditions. Moreover, the module describes

the skills, knowledge and attitudes required to monitor occupational safety, health and security

policies and procedures. Finally, the learner learns how to advice and train all employees on

health and safety matters.

13 | P a g e

Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

1. Conduct OSHE ( occupational safety

and health) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best

practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors

on OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

14 | P a g e

Learning unit LU1:Conduct OSH (occupational safety and health) monitoring

1 Learning Outcomes:

1. Check if SHE policies, procedures and regulations are

applied

2. Monitor use of PPEs

3. Monitor compliance of OSHE best practice

10 Hours

Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied

SHE policies in accordance with the

discipline

SHE regulations; Safety roles of employees

Responsibility of

administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in

workplace

Equipment and machinery

Emergency response plans

SHE standards;

Responsibility in working

place

Hazard identification and

risk Control

Making the working area

safe

o Brainstorming

o Documentary research

o Group discussion

˗ Flipcharts

˗ Markers

˗ Flipcharts stand

˗ Internet

Resources Learning activities Content

15 | P a g e

Formative Assessment 1.1

The assessor may collect any of the following evidences and make judgements if the performance

criterion has been achieved.

Types of evidence Portfolio assessment tools

Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are

applied

Checklist Score

Yes No

OSHE policies are checked

OSHE regulations are checked

OSHE standards are checked

Observation

Personnel protective

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

procedures

Performance criterion

Proper checking of application of OSHE policies, procedures and regulations

16 | P a g e

Learning Outcome 1.2: Monitor use of PPEs

Types of PPEs to be used

according to the trade

Physical verification of PPEs

Cleaning and storage of

materials, tools and

equipment

o Group discussion

o Practical exercise

˗ Checklist

˗ PPEs

˗ Brushes

˗ Store

˗ Shelter

˗ Shelves

˗ Pen





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs

Checklist Score

Yes No

List of PPEs to be used according to the trade is checked

Physical verification of PPEs is done

Cleaning and storage of materials, tools and equipments are checked

Observation


Proper monitoring of the use of PPEs


17 | P a g e

Learning Outcome 1.3: Monitor compliance of OSHE best practice

OSHE best practice

regulations

standards

Standards checklist to be

evaluated according to the

specific trade

o Brainstorming o Group discussion o Group work





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice

Checklist Score

Yes No

OSHE best practices are checked

List of standards to be evaluated according to the specific trade is checked

Observation


Proper monitoring the compliance of OSHE best practice


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Learning unit LU 2: Collect and analyze Occupational health, safety incidents report


1. Collect data regarding OSHE incidents

2. Analyze OSHE data collected

3. Elaborate compiled incident reports

4. Recommend safest way to do the job

30Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; 1. Consulting of incident

report documents 2. Talk to people involved or

witnesses to the event 3. Site visit

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

o Small group discussions o Pair discussion o Brainstorming

- Reference books - Internet - Hand-outs - Didactic materials



Proper collection of data regarding OSHE incidents


19 | P a g e




Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,




20 | P a g e

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents Social impact

loss of manpower medical expenses

Economic impact poor production, closer of the company compensation repairs

Physical effects permanent injuries, loss of ability to handle

materials, persistent pain headaches

Psychological effects anxiety, depression





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected


Proper analysis of OSHE data collected

21 | P a g e

Checklist Score

Yes No

Identification of root and causes of incident

Identification of impact of incidents

Observation

Learning Outcome 2.3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

Template of incidents







Adequate elaboration of a compiled incident reports


22 | P a g e


Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports

Checklist Score

Yes No

Types of incident reports are identified

Categories of incidents are identified

Template of incidents is well filled

Observation

Learning Outcome 2. 4: Recommend safest way to do the job

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees





Proper recommendation of safest way to do the job


23 | P a g e




Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job

Checklist Score

Yes No

Use of adequate PPEs is recommended

Emergency Preparedness Procedures is recommended

Hazard Identification And Risk Control is recommended

Making The Working Area Safe is recommended

Reporting Of Incidents And Accidents is recommended

Training of employees is recommended

Observation

24 | P a g e

Learning unit LU 3:Train all staff on occupational health and safety matters


1. Provide information and instructions

2. Train all employees and supervisors on OSHE

standards/regulations

3. Evaluate trained OSHE programs

10Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of:

An occupational health and safety

(OH&S) program

A policy statement

The program elements

Individual responsibility

Joint occupational health and

safety committee

Health and safety rules

Correct work procedures

Employee orientation

Training

Workplace inspections

Reporting and investigating

accidents/incidents

Emergency procedures

Medical and first aid

Health and safety promotion

Workplace specific items

Responsibilities of the staff:

Responsibilities of workers

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


25 | P a g e

Using personal protection

and safety equipment as

required by the employer.

Following safe work

procedures

Knowing and complying with

all regulations.

Reporting any injury or

illness immediately

Reporting unsafe acts and

unsafe conditions

Participating in joint health

and safety committees or as

the representative

Responsibilities of supervisor

Instructing workers to

follow safe work practices.

Enforcing health and safety

regulations.

Correcting unsafe acts and

unsafe conditions.

Ensuring that only

authorized, adequately

trained workers operate

equipment.

Reporting and investigating

all accidents/incidents.

Inspecting own area and

taking remedial action to

minimize or eliminate

hazards.

Ensuring equipment is

properly maintained

Promoting safety

awareness in workers

Responsibilities of management

Providing a safe and healthful

workplace.

Establishing and maintaining a

health and safety program.

Ensuring workers are trained

or certified as required.

26 | P a g e

Reporting accidents/incidents

and cases of occupational

disease to the appropriate

authority

Providing medical and first aid

facilities

Ensuring personal protective

equipment is available

Providing workers with health

and safety information

Supporting supervisors in their

health and safety activities

Evaluating health and safety

performance of supervisors





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health

and safety matters


Appropriate provision of information and instructions

27 | P a g e

Checklist Score

Yes No

A brief description of an occupational health and safety (OH&S) program is provided

A brief description of A policy statement is provided

A brief description of the program elements is provided

Responsibilities of the staff are described (workers, supervisor, Management staff)

Observation

Learning Outcome 3.2: Train all employees and supervisors on OSHE


Training on SHE regulations

Safety roles of employees

Responsibility of administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in workplace

Equipment and machinery

Emergency response plans

Training on SHE standards

Responsibility in working place

Hazard identification and risk

control

Making the working area safe

Personnel protective

equipment

o Brainstorming

o Group work

o Discussion

- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


28 | P a g e





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

Procedures


Appropriate training to all employees and supervisors on OSHE


29 | P a g e

Learning Outcome 3.3: Evaluate trained OSHE programs

Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment

o Brainstorming o Group work o Discussion

- Reference books - Internet - Hand-outs - Stories and

pictures





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program

Checklist Score

Yes No

Evaluation forms are well developed

Learning assessment (Questions and responses, topic of discussion…) is well developed

Training impact assessment is well developed

Observation


Proper evaluation of trained OSHE programs


30 | P a g e

Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:

9781472419712, Publication Date: 2015

2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.

(Author, Editor)

3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication

Date: 2009

4. G:\\Basic OH&S Program Elements OSH Answers.htm

5. https://www.rospa.com/occupational-safety/advice/training-matters/

6. https://www.3tonline.fi/incident-reporting

7. http://www.safety.uwa.edu.au/topics/plant/inspection

8. http://www.hse.gov.uk/statistics/causdis/index.htm

9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776https://ecu.on.worldcat.org/oclc/271786642?databaseList=638https://www.rospa.com/occupational-safety/advice/training-matters/https://www.3tonline.fi/incident-reportinghttp://www.safety.uwa.edu.au/topics/plant/inspectionhttp://www.hse.gov.uk/statistics/causdis/index.htmhttps://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

Competence

C C M I W 5 0 1 - ICT AT WORKPLACE

CCMIW501 Use ICT at workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

This course focuses on providing skills, experience and confidence for those learners who struggle to

make the most of technology to demonstrate creative thinking, problem solving and knowledge

construction. It focuses on completing workplace tasks, such as researching and creating documents

with text, graphics and numerical information using commonly used tools such as: Microsoft Office –

(Word, Excel and PowerPoint), Email, and The Internet

Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,

Communicate and collaborate, Locate, use and synthesize information found using technology and

Develop skills necessary to function in this century.


Not applicable







1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual

ones in their correct reading order. 1.3 Proper use of special effects

2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network

3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication

removal and Conditional formatting 3.5 Appropriate application of data protection

Learning unit LU 1:Prepare document Layout


1. Set up a grid structure

2. Arrange text zones and non-textual ones

3. Use special effects

10 Hours

Learning Outcome1.1:Set up a grid structure

Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))

Use asymmetrical grids to add interest to your design.

Work with margins, row and column gaps (Placement of intentional whitespace).

Usage of mixed grids.

o Practical exercise on designing a cover page of a given document

˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal


Assessor may collect among the following evidences and make judgements on whether the

performance criterion has been achieved.


Proper set up of a grid structure



Written evidence

Oral evidence

Performance evidence

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

Checklist Score

Yes No

Indicator: Basic grid structures for page layout a are well identified

Indicator: Asymmetrical grids is well detected

Indicator:Working with margins are well described

Observation

Learning Outcome 1.2:Arrange text zones and non-textual ones.

Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads

Size and position of images and figures and work with image captions

Pull quotes and nut graphs which might be added out of

o Practical exercise on editing and arrange a given document

˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal


course or to make a short story fit the layout

Box outs and sidebars, which present information as asides from the main text flow

Page headers and page footers, the contents of which are usually uniform across content pages.

Table of contents

Notes like footnotes and end notes; bibliography





Written evidence

Oral evidence


Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)

Checklist Score

Yes No

Indicator:Work with Stylesare well identified

Indicator: Size and position of images is well detected

Indicator:Pull quotes and nut graphs is well detected

Indicator:Box outs and sidebars are well identified

Indicator:Page headers are well described

Observation


Proper arrangement of text zones and non-textual ones in their correct reading

order

Learning Outcome 1.3: Use special effects

Methods of overlaying text on an image for readability

Position the Text Appropriately

Increase the Contrast Use a Transparent

Overlay Drop Shadow

Runaround and intrusions, or bleeding an image over the page margin

o Practical exercise on adding special effects in a given document

- Computer - Applications - Trainer manual - Flipcharts - Markers - Flipcharts stand - Computer Lab - Sample of journal





Written evidence

Oral evidence


Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)

Checklist Score


Proper use of special effects


Yes No

Indicator: Methods of overlaying text on an image are well identified

Insert text appropriately

Increase the contrast

Use a transparent overlay

Drop shadow

Indicator: Runaround and intrusions is well detected

Observation

Learning unit LU 2: Apply basic computer operations


1. Import, Export, and Convert Data Files

2. Use storage media

3. Apply printer settings

4. Connect computer to the network

10Hours

Learning Outcome 2.1:Import, Export, and Convert Data Files

Variety of different file formats Formats Typical Extension

Data Import techniques

Data Export techniques

Compress a file

File Conversion

o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,

Export and Import of files o Appropriate use of storage

media o Appropriate application of

Printer settings o Connect Computer to the

network

˗ Projector ˗ White Board ˗ Computer Lab





Appropriate Conversion, Export and Import of files



Written evidence

Oral evidence


Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions

Checklist Score

Yes No

Indicator:Variety of different are well identified

Formats

Typical Extension

Indicator: Data Import techniquesis well detected

Indicator:Data Export techniquesare well described

Indicator: Compress a fileare well identified

Indicator: File Conversionare well described

Observation

Learning Outcome 2.2:Use of storage media

Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive or Flash Drive

o Brainstorming on storage types

o Practical exercises on disk formatting

˗ Projector ˗ White Board ˗ Computer Lab ˗ Storage devices


Optical Drive (CD/ DVD discs) Cloud Storage.

Storage capacity Description of units of data

Disk formatting Partitioning Erase data





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Different types of storageare well identified

External removable hard drive

Solid state drive

Network attached storage

USB thumb drive

Cloud storage

Optical drive

Indicator:Storage capacityis well detected

Unit of data

Indicator:Disk formattingare well described

Partitioning

Erase data

Observation


Appropriate use of storage media

Learning Outcome 2.3:Apply printer settings

Page setup Print preview Print dialog box

Selecting printer name Printer options Printing one or more

copies Printing in black/white

or color Print page ranges

o Exercises on printing one or more copies of a colored document, in black and white

o Printing in landscape, portrait different pages

˗ Computer Lab With Current Word processing Package installed in each computer

˗ Printer ˗ Projector





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: Page setup are well identified

Print preview

Print dialog box

Indicator:Selecting printer name is well detected

Printer options

Printing one or more copies


Appropriate application of Printer settings


Printing in black/white or color

Printing in black/white or color

Observation

Learning Outcome 2.4: Connect computer to the network

Common types of area networks based on size Personal area network,

or PAN Local area network, or

LAN Metropolitan area

network, or MAN Wide area network, or

WAN Wireless Local Area

Network or WLAN

Common types of area networks based on main purpose Storage area network,

or SAN Enterprise private

network, or EPN Virtual private

network, or VPN

Connect to the internet

Fixed internet Mobile internet

o Exercises on connect computer to the internet

o

˗ Computer Lab With Internet

˗ Projector



Appropriate connect computer to the network





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Common types of area networks based are well identified

Personal area network, or PAN

Local area network, or LAN

Metropolitan area network

Wide area network, or WAN

Wireless Local Area Network or WLAN

Indicator:Common types of area networks based on main purposeis well detected

Storage area network, or SAN

Enterprise private network, or EPN

Virtual private network, or VPN

Indicator: connect to the internet are well described

Fixed internet

Mobile internet

Observation

Learning unit LU 3:Manage Data


1. Manage data types

2. Apply data validation

3. Apply logical functions

4. Analyze data

5. Apply data protection

10Hours

Learning Outcome 3.1: Manage data types

Description of data types Data type (Byte, integer, long,

single, double, currency, decimal, string, Boolean, date, object, variant)

Length Description

Techniques of entering data types in cells and their default formats

Labels to describe pieces of information

Values (Raw numbers or dates)

Formulas to perform calculations

o Brainstorming on data types

˗ Computer Lab ˗ Projector



Proper management of data types





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: Description of data are well identified

Data type

Length

Description

Indicator: Techniques of entering is well detected

data types in cell

default formats

Indicator: Labels to describe are well described

Indicator: Valuesis well detected

Indicator: Formulas to perform are well described

Observation

Learning Outcome 3.2:Apply data validation

Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)

Search/Find .Replace

Deleting a range of text

o Practical exercises on data validation based on calculation in another cell

- Computer Lab - Projector


The undo command

Spelling and grammar

Synonyms





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Create validation are well identified

Indicator:Search/Find is well detected

Indicator: Deleting a range of textare well described

Observation


Proper application of data validation

Learning Outcome 3.3:Apply logical functions

Logical function overview (AND, OR, XOR and NOT)

Between condition (IF function)

o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis

˗ Computer lab ˗ Projector





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Logical function overview are well identified

AND

OR

NOT

XOR

Indicator:Between condition is well detected

IF function

Observation


Adequate application of Logical functions


Learning Outcome 3.4:Analyse data

Create different types of charts

Table style and application of conditional formatting

Duplication removal

o Perform practical exercises on data analysis

o compile activities reports

˗ Computer lab ˗ Projector





Written evidence

Oral evidence



Checklist Score Yes No

Indicator:Create different types of chartsare well identified

Line and column charts

Pie

Miniature graphs

Bar

Indicator:Table style is well detected

Application

conditional formatting

Indicator:Duplication removal are well described

Observation


Adequate performance of data analysis, duplication removal and Conditional

formatting


Learning Outcome 3.5:Apply data protection

Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security

o Compile activities reports ˗ Computer lab ˗ Projector





Written evidence

Oral evidence




Appropriate application of data protection


Checklist Score

Yes No

Indicator:Data protection principlesare well identified

Fair and lawful

Purposes

Adequacy

Accuracy

Retention

Rights

Security

Observation

REFERENCES :

1. Computer application in pharmaceutical Research and Development : edited b Sean Ekins by

Johnwiley& Sons publication.

2.Computer organization and design fundamentals by David Tarboff

3. Book :Fundamentals of computer skills. November 2013

Competence

C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH

CCMEN501 Maintain professional conversation in upper-intermediate English


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce medium compositions on different trade-related subjects, Identify and differentiate different business documents, Effective writing of different business documents, Identify and use of writing styles, read different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key terms/words in their context, Answer reading comprehension questions precisely, Analyze different trade-related texts,Summarize trade-related texts (in own words), identify differences between common English accents, Listen and respond to users of common English their accents, Reporting information listened to from different common accents, Steps of speech preparation and delivery, Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-related texts and Summarise texts.


Oral Basic English Communication Intermediate Workplace English







1. Communicate orally in social and

professional situations with ease

1.1 Acceptable preparation of speeches on different social and professional occasions

1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology

1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms

2. Read correctly a range of

materials

2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification

and description of characters, events and settings, as well as to express preferences by giving reasons)

2.3 Effective summary of key ideas in trade-related texts

3. Listen to audio messages with

different English accents to get

the intended message

3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between

common English accents 3.3 Accurate reporting of information listened to in

different accents

4. Produce a variety of medium

texts on professional and

general topics

4.1 Clear and detailed writing about a wide range of trade-related subjects.

4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)

4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each

type of business document

LU 1: Communicate orally in social and professional situations with ease


1. Prepare speeches for different social and professional occasions

2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according

to question forms

10 Hours

Learning Outcome1.1:Prepare speeches for different social and professional occasions

Steps for speech preparation Step 1: Research and

Preparation Step 2: Writing Your

Speech Step 3: Practicing Step 4: Putting

Together Visual Aids Step 5: Predicting

the Q&A

Identification of categories of audience Familiar audience Non-familiar

audience Adaptation of the

message to the audience

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books






Written evidence


Writing practice

Task:

Write a 5 minutes’ speech on a topic of choice to be presented to

the class.

Checklist Score

Yes No

Indicator: Steps for speech preparation are well applied

Background of the topic is given

Speech script is prepared

Visual Aids are prearranged

Prospective Q&A are hypothesized

Indicator: Categories of audience are well identified

Familiar audienceis identified

Non-familiar audience is identified

Message is adapted to the audience

Observation


Acceptable preparation of speeches on different social and professional occasions

Learning Outcome 1.2:Deliver speeches to an audience

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books





Oral evidence


Presentation

Task

Deliver a 5 minutes’ speech on a topic of choice to the class.


Effective delivery of speeches by audible and clear articulation of messages

addressed to an audience using pronunciation, segmental and Suprasegmental

phonology


Checklist Score

Yes No

Indicator 1:EffectiveSpeech delivery to an audience

Tips for speech delivery are applicable

Dos and Don’ts on speech delivery are applicable

Indicator 2:Message articulation is effective

Pronunciation is accurate

Speed is considerable

Tone is formal

Observation

Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question

forms

Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions

o Practical exercise o Presentation o Role plays o Group work

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries






Oral evidence


Discussions

Presentations

Task:

Answer at least 3 questions from the audience on your 5-minute speech.


Asking relevant questions to clarify extend and follow up ideas according to

question forms

Learning unit

LU 2:Read correctly a range of materials

2

Learning Outcomes:

1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts

5 Hours

Learning Outcome 2.1: Read different trade-related texts adequately

Types of texts Expository Narrative Descriptive Directive Argumentative

Application of reading techniques on selected texts Reading for details Reading for specific

information Explanation of key

terms/words in the text Provision of answers to

reading comprehension questions

o Brainstorming o Documentary research o Practical exercise o Group work o Presentation

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual






Written evidence

Oral evidence


Reading practice Presentations Matching Multiple choice

Task: Using an appropriate reading strategy, read the text provided to you

and answer its comprehension questions

Checklist Score

Yes No

Indicator 1: The type of texts is understood

Expository text is understood

Narrative text is understood

Descriptive text is understood

Directive text is understood

Argumentative text is understood

Indicator 2: Reading techniques are applied

Reading for details is applied

Reading for specific information is applied

Indicator 3: Vocabulary and comprehension

Key terms/words are explained


Adequate reading of different trade-related texts

Comprehension questions are answered

Observation

Learning Outcome 2.2:Analyse trade-related texts

Identification and description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

Writer’s stance

o Practical exercise o Presentation o Role play o Group discussion

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries

Lesson plan

Trainee manual





Written evidence


Reading practice Presentations Multiple choice

Task: Read the text provided by the trainer and explain its purpose


Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)


Checklist Score

Yes No

Indicator: The trade related text is accurately analyzed

Text Structure: characters, events and settings are analyzed

Purpose of the text is understood

Style is identified

Writer’s stance is recognized

Observation

Learning Outcome 2.3:Summarize key ideas in trade-related texts

Steps to summarize: Maintenance of the

most important ideas Elimination of the less

important details Paraphrasing in own

words

o Practical exercise o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan





Effective summary of key ideas in trade-related texts



Written evidence

Oral evidence


Reading practice Writing practice Presentations

Task: Summarize the text given by the trainer

Checklist Score

Yes No

Indicator: Steps to summarize are followed

The most important ideas are maintained

Less important details are eliminated

The content is paraphrased in own words

Observation

Learning unit

LU 3:Listen to audio messages with different English accents to get the intended message


1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 1. Report information listened to in different accents accurately

4 10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

Application of active listening strategies to different accents Listening forGeneral

information Listening for Specific

information

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Responding to different accents Responding through

Interactions Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Audiovisual materials

Scenarios

Stationeries

Projector

Computer

Lesson plan

Trainee manual

Recordings






Oral evidence


Listening practice Discussions True or false questions

Task: Following your trainer’s instructions, listen and respond to what you hear.

Checklist Score

Yes No

Indicator 1: Active listening strategies are applied

Active listening is applied for general information

Active listening is applied for specific information

Indicator 2: Types of

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