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5
TVET CERTIFICATE V in
SOFTWARE DEVELOPMENT
CODE
ICTSFD5001 Kigali,June 2019
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ICTSFD5001-TVET CERTIFICATE V
Software development
REQF Level 5 CURRICULUM
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© Rwanda Polytechnic, 2019
Copies available from:
Rwanda Polytechnic (RP)
Email: info@rp.ac.rw
Web: www.rp.ac.rw
P.O Box 164 Kigali, Rwanda
Original published version updated:
June, 2019
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Copyright
The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP), reproduced
with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with RP. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other duplicating
processes for use with their own training organizations or in a workplace where the training is
being conducted. This permission does not extend to the making of copies for use outside the
immediate training environment for which they are made, nor the making of copies for hire or
resale to third parties. The views expressed in this version of the work do not necessarily
represent the views of RP. The competent Body does not give warranty nor accept any liability.
The RP owns the copyright on all curricula. Schools may reproduce this program in part or in full
for bona fide study or classroom purposes only. Acknowledgement of the RP copyright must be
included on any reproductions. Learners may copy reasonable portions of the curriculum for the
purpose of study. Any other use of this curriculum must be referred to theRP.
© Rwanda Polytechnic (RP) 2019
Published by
Rwanda Polytechnic (RP)
Internet: http://www.rp.ac.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 i x
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 2
2.5 Employability skills and life skills 2
2.6 Information about competencies 5
3 . T R A I N I N G P A C K A G E 6
3.1 Course structure 6
3.2 Competencies chart 6
3.4 Flowchart 8
4 . A S S E S S M E N T G U I D E L I N E S 9
4.1 Assessment Methodology 9
4.2 Portfolio 9
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 23
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 2 9
LU 1: Communicate orally in social and professional situations with ease 31
LU 2: Read correctly a range of materials 36
LU 3:Listen to audio messages with different English accents to get the intended message 40
LU 4:Produce a variety of medium texts on professional and general topics 45
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 5 2
LU 1: Communicate with customers and colleagues from diverse backgrounds 54
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LU 2: Address cross-cultural misunderstandings 58
C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 6 3
LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 66
LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 73
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 82
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 92
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 102
C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 1 3
LU 1: Prepare document Layout 115
LU 2: Apply basic computer operations 120
LU 3: Manage Data 126
C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 3 3
LU 1:Apply human values 135
LU 2:Respect engineering ethics 140
LU 3:Apply safety 144
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 4 8
LU 1: Identify Activities To Be Accomplished For Real Business 150
LU 2: Create a productive working environment 157
LU 3: Run real business operation 165
LU 4: Monitor and evaluate the business 171
S F D I A 5 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 7 7
LU 1: Apply for internship/employment 179
LU 2:Demonstrate appropriate workplace behavior and attitudes 183
LU 3: Respect worker’s and employer’s rights and responsibilities 188
LU 4: Organize and evaluate one’s internship 194
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 9 9
LU 1: Apply fundamentals of integrals 4
LU 2: Identify measures of dispersion and interpret bivariate data 8
S F D D S 5 0 1 - D A T A B A S E S E C U R I T Y 1 3
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LU 1: Describe database security concepts and standards 15
LU 2: Perform system security 20
LU 3: Perform object security 26
LU 4: Conduct database auditing 31
S F D A D 5 0 1 - S Y S T E M S A N A L Y S I S A N D D E S I G N 3 6
LU 1: Describe information systems concepts 38
LU 2: Analyze systems 44
LU 3: Design a new system 50
S F D I P 5 0 1 - S M A L L S C A L E I C T P R O J E C T S 5 5
LU 1: Support project commencement 58
LU 2: Support project plan development 63
LU 3: Support project development 68
LU 4: Support project closure 73
S F D B A 5 0 1 - B A C K E N D A P P L I C A T I O N D E V E L O P M E N T 7 6
LU 1: Introduce Python language 78
LU 2: Apply objects, methods and flow controls 84
LU 3: Create a small application in Python 88
S F D D D 5 0 1 - D A T A B A S E D E V E L O P M E N T 9 4
LU 1: Perform database structure 96
LU 2: Apply DML queries 105
LU 3: Interact with database 120
S F D S S 5 0 1 - D A T A B A S E S E R V E R S E T U P 1 2 5
LU 1: Describe database server concepts and standards 127
LU 2: Analyze database server requirements 132
LU 3: Configure a database server 137
LU 4: Perform testing and documentation of work done 144
Summative Assessment 148
S F D W A 5 0 1 - W E B A P P L I C A T I O N D E V E L O P M E N T 1 5 2
LU 1: Apply PHP Fundamentals 154
LU 2: Implement PHP logic 158
Perform PHP MySQL Database interactions 164
LU 4: Perform PHP MySQL Database interactions 170
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Summative Assessment 175
S F D W D 5 0 1 - W E B A P P L I C A T I O N D E P L O Y M E N T 1 7 8
LU 1: Prepare for application deployment 180
LU 3: Deploy application 190
Summative Assessment 195
G L O S S A R Y a
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List of abbreviations
API Application Programming Interface
AWS Amazon web services
CBIS Computer-based information system
CDU Curriculum Development Unit
CM Complementary Modules
CRUD Create Retrieve Update Delete
DFD Data flow diagram
GUI Graphical User Interface
HDD Hard disk drive
HTML Hypertext Markup Language
IaaS Infrustructure as a service
ICT Information Communication Technology
ICTSFD ICT/ Software development
IDE Integrated Development Environment
IMAP Internet Message Access Protocol
JSON JavaScript Object Notation
LDS Logical data structure
LU Learning Unit
MVC Model-View-Controller
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MySQL My Structured Query Language
PaaS Platform as a service
PDO PHP Data Objects
PHP Hypertext Preprocessor
PPE Personal Protective Equipment
RAM Random access memory
RP Rwanda Polytechnic
RTQF Rwandan TVET Qualifications Framework
Saas Software as a service
SMTP Simple Mail Transfer Protocol
SQL Structured Query language
SSADM Structured system analysis and design method
TSS Technical Secondary Schools
TVET Technical and Vocational Education and Training
VM Virtual machine
VTC Vocational Training Center
WDA Workforce Development Authority
www World Wide Web
XAMPP Cross-platform Apache MySQL PHP, Perl
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Acknowledgments
Rwanda Polytechnic wishes to thank the following persons who participated in the
development of this curriculum:
Coordination
RWAMASIRABO Aimable, CDU- RP
Facilitation
HABUMUGISHA Fulgence- IPRC Kigali/ KONIBE Ltd.
Curriculum Development Team
# Names Function Company/Institution
1. NAKURE Salathiel Database administrator/ TVET trainer
Ecole Technique Saint KIZITO MUSHA
2. NZABARINDA Jean Paul Software developer SOS Technical High School
3. FUNDI Alain Expert, CEO, Web and mobile software engineer
101Exp ltd
4. MBARAGA NKEJUWIMYE
Serge
Founder and senior software developer/ Assistant lecturer in IT & Architecture
Skyline digital / University of Kigali
5. RUGWIRO Marie Ange
Sonia
Software engineer MeshPower ltd
6. BYIGERO Fidele IT engineer, Chief training officer
Algorithm inc.
7. Jean Baptiste
NSENGIYUMVA
Software developer TRES ltd
8. NYIRASAFARI Jemima TVET Trainer SOS Technical High School
9. BYIRINGIRO David Data cleansing and format editor
Mars construction ltd
10. HAKIZIMANA Benjamin IT Consultant GIZ/ ICON Institute
11. NTIRANTA Jean Claude TVET Trainer/ assistant lecturer
Saint Joseph Integrated Technical College
12. SIMBANDUMWE Eric IT Specialist N@tcom services ltd
13. Christiane Voith Int Expert, IT Manager ICON, GIZ
14. MUSAFIRI Ernest Instructor IPRC NGOMA
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15. MUSONI Jean Claude Trainer Nyabihu TVET School
16. UWERA Marceline Socio-linguistics Officer RALC
17. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
18. MATATA Jean Bosco Teacher College Ami des Enfants
19. GASIMBA François Xavier Lecturer UR/College of Education
20. KAMBARI Vincent Teacher GS St Marcel/Kayonza
21. MUREGO Yves Quality Assurance Officer WDA
22. BUCYENSENGE Vincent Instructor IPRC KARONGI
23. GASANA Vedaste Lecturer INES
24. Dominique Xavier
KANYAMIRERA
25. FURAHA INEZA Jean
Raymond
Trainer Lycee de Gisenyi
26. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School
27. NIYODUSENGA Patrick Physics teacher Ecole des Sciences de Nyanza
28. UWINEZA Patrice Science teacher Nyamata TVET School
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupations of an Assistant Application Developer,
Assistant Database Developer, Web Database Administrator, Web
Application Developer. 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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2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes for a learner to be
competent in a range of routine tasks and
activities that require the application of a
limited range of basic practical skills in a
defined context. Work would be undertaken
in various construction enterprises where
Develop a database, Setup a database
server, deploy a web application, develop a
web application are carried out. Learners
may work with some autonomy or in a team
but usually under non- directive supervision.
At the end of this qualification, qualified
learners will be able to:
1. Describe the occupation and learning process
2. Monitor occupational SHE best practices
3. Maintain professional conversation in upper-intermediate English
4. Gukoresha ikinyarwanda cy’’intyoza 5. Work in a socially diverse
environment 6. Use ICT at workplace 7. Apply professional ethics 8. Organize a business 9. Apply general physics 10. Apply basic algebra and
trigonometrics 11. Perform system analysis and design
12. Secure a database
13. Support small scale ICT projects
14. Develop a backend application
15. Develop a database
16. Setup a database server
17. Deploy a web application
18. Develop a web application
19. Integrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in Software development or other relevant qualifications or through Recognition of Prior Learning.
Title: TVET Certificate V in Software Development
Level: REQF Level 5
Credits: 120
Sector: ICT
Subsector: Software development
Issue
date:
June 2019
Section
2
2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the ICT sector and operate as an assistant
application developer, assistant database developer, database administrator, web application
developerwhereby he/she can develop a database, setup a database server, deploy a web
application, develop a web application. This qualification constitutes a middle level in Software
development. The individuals with this qualification can enter the TVET Diploma in Software
development in order to be equipped with the necessary competencies to function as a software
developer.
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:
Preferred pathways for candidates entering this qualification include: Candidates enter this qualification
after achieving TVET Certificate IV in Software development 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 Software development.
Pathways into the qualification
Pathways from the qualification
Possible jobs related to this qualification
Assistant Application Developer
Assistant Database Developer
Database Administrator Web Application Developer
Communication
Documenting technical work in plain English
Writing and presenting reports
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
Number of competencies: 18 Core competencies : 11 Complementary competencies : 7 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMMS501 Monitor occupational SHE at workplace 3
2 CCMUE501 Maintain professional conversation in upper-intermediate English 3
3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3
4 CCMSE501 Work in a socially diverse environment 3
5 CCMIW501 Use ICT at workplace 3
6 CCMBO501 Organize a business 3
7 CCMPE501 Apply professional ethics 3
Total 21
No Code Core competencies Credit
GEN
ERA
L
1. GENAM501 Apply Basic algebra and trigonometry 8
2. GENGP501 Apply general physics 5
3. SFDDS501 Secure a database 8
4. SFDAD501 Perform system analysis and design 5
5. SFDIP501 Support small scale ICT projects 3
6. SFDBA501 Develop a backend application 6
SPEC
IFIC
7. SFDDD501 Develop a database 12
8. SFDSS501 Setup a database server 6
9. SFDWD501 Deploy a web application 4
10. SFDWA501 Develop a web application 12
11. SFDIA501 Integrate workplace 30
Total 99
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
Assistant Application developer,Assistant database
developer, Webdatabase administrator, Web application
developer
PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES Du
rati
on
( 6
40
Hrs
)
Pre
par
e e
nvi
ron
me
nt
Per
form
dev
elo
pm
ent
Del
iver
th
e p
rod
uct
Mo
nit
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nal
SH
E at
wo
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lace
Mai
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in p
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ssio
nal
co
nve
rsat
ion
in u
pp
er-
inte
rme
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te E
ngl
ish
Gu
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sha
ikin
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and
a cy
’inty
oza
Wo
rk in
a s
oci
ally
div
erse
en
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nm
ent
Use
ICT
at w
ork
pla
ce
Ap
ply
pro
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ion
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thic
s
Org
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e a
bu
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ess
Ap
ply
bas
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gon
om
etry
Ap
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gen
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ysic
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Secu
re a
dat
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e
Per
form
sys
tem
an
alys
is a
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Sup
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mal
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le IC
T p
roje
cts
Dev
elo
p a
bac
ken
d a
pp
licat
ion
# 1
2
3
4
5
6
7
8
9
10
11
12
13
Duration ( 520Hrs) 30
30
30
30
30
30
30
80
50
80
50
30
60
1 Develop a database 120 ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○
2 Setup a database server 60 ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○
3 Deploy a web application 40 ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○
4 Develop a web application 120 ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○
5 Integrate workplace
300 ▲ ▲ ▲ ●
Figure I: 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
3.4 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of acquisition
of the competencies. It provides an overall planning of the entire training programme and shows
the relationship between the modules. This type of planning is to ensure consistency and
progression of learning. For each module, the flowchart shows the learning that is already in
place, the learning that is to take in parallel or later. The positions defined will have a decisive
impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the
modules of the training programme is presented on the following page.
Figure II: Flowchart
Monitoring of occupational SHE at workplace 3
Uppper intermediate workplace English 3 Ikinyarwanda cy' intyoza 3
ICT at workplace 3
Working in socially diverse environment 3 Professional ethics 3
Basic algebra and trigonometry 8 General physics 5
Systems analysis and design 5 Database security 8
Backend application
development6 Small scale ICT projects 3
Database development 12 Database server setup 6
Web application development 12 Web application deployment 4
Business organisation 3Industrial Attachment Program_AIP 30
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.
Sectio
n4
Summative/Integrated Assessment
All summative/integrated assessments 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:
o 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%
Note:Theassessor 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.
- During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
- 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.
- 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.
- 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.
- 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.
C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
FBSFT201 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring
systems taken as instruments used for measurement and analysis in the area of occupational
safety and health. They are commonly used to inform and guide government policy. Typically,
these systems are used to give an indication of the number of work accidents or occupational
diseases, or they might record information about places of work, or about the activities of the
organizations involved in ensuring good working conditions. Moreover, the module describes the
skills, knowledge and attitudes required to monitor occupational safety, health and security
policies and procedures. Finally, the learner learns how to advice and train all employees on
health and safety matters.
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
Learning unit LU1: Conduct OSH (occupational safety and health) monitoring
1
Learning Outcomes:
1. Check if SHE policies, procedures and regulations are applied
2. Monitor use of PPEs
3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied
SHE policies in accordance with the discipline
SHE regulations; Safety roles of employees Responsibility of
administration Incident reporting Ventilation and air quality First aid facilities Hazard control in
workplace Equipment and
machinery Emergency response
plans
SHE standards; Responsibility in working
place Hazard identification and
risk Control Making the working area
safe Personnel protective
equipment Health of employees Facilities Reporting of incidents
and accidents
o Brainstorming o Documentary research o Group discussion
˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Internet
Content Learning
activities
Resources
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
Learning Outcome 1.2: Monitor use of PPEs
Emergency preparedness procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
Types of PPEs to be used according to the trade
Physical verification of PPEs Cleaning and storage of
materials, tools and equipment
o Group discussion o Practical exercise
˗ Checklist
˗ PPEs
˗ Brushes
˗ Store
˗ Shelter
˗ Shelves
˗ Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Checklist Score
Yes No
List of PPEs to be used according to the trade is checked
Physical verification of PPEs is done
Cleaning and storage of materials, tools and equipments are checked
Observation
Learning Outcome 1.3: Monitor compliance of OSHE best practice
Content Learning
activities
Resources
Performance criterion
Proper monitoring of the use of PPEs
OSHE best practice
regulations
standards
Standards checklist to be evaluated according to the specific trade
o Brainstorming o Group discussion o Group work
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
Content Learning
activities
Resources
Performance criterion
Proper monitoring the compliance of OSHE best practice
LU 2: Collect and analyze Occupational health, safety incidents report
2
Learning Outcomes:
1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; o Consulting of incident
report documents o Talk to people involved or
witnesses to the event o Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved
.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Proper collection of data regarding OSHE incidents
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Steps of data collection are followed
Categories of incidents are identified
Observation
Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual physical abilities,
organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents Social impact
loss of manpower medical expenses
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Content Learning
activities
Resources
Economic impact poor production, closer of the company compensation repairs
Physical effects permanent injuries, loss of ability to handle
materials, persistent pain headaches
Psychological effects anxiety, depression
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Checklist Score
Yes No
Identification of root and causes of incident
Identification of impact of incidents
Observation
Performance criterion
Proper analysis of OSHE data collected
Learning Outcome 2. 3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Checklist Score
Yes No
Types of incident reports are identified
Categories of incidents are identified
Template of incidents is well filled
Observation
Content Learning
activities
Resources
Performance criterion
Adequate elaboration of a compiled incident reports
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
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
Content Learning
activities
Resources
Performance criterion
Proper recommendation of safest way to do the job
Learning unit LU 3: Train all staff on occupational health and safety matters
3
Learning Outcomes:
1. Provide information and instructions
2. Train all employees and supervisors on OSHE standards/regulations
3. Evaluate trained OSHE programs
10Hours
Learning Outcome 3.1: Provide information and instructions
Brief description of: An occupational health and
safety (OH&S) program A policy statement The program elements
Individual responsibility Joint occupational health
and safety committee Health and safety rules Correct work procedures Employee orientation Training Workplace inspections Reporting and investigating
accidents/incidents Emergency procedures Medical and first aid Health and safety promotion Workplace specific items
Responsibilities of the staff: Responsibilities of workers
Using personal protection and safety equipment as required by the employer.
Following safe work procedures
o Brainstorming o Group work o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Content Learning
activities
Resources
Knowing and complying with all regulations.
Reporting any injury or illness immediately
Reporting unsafe acts and unsafe conditions
Participating in joint health and safety committees or as the representative
Responsibilities of supervisor Instructing workers to
follow safe work practices.
Enforcing health and safety regulations.
Correcting unsafe acts and unsafe conditions.
Ensuring that only authorized, adequately trained workers operate equipment.
Reporting and investigating all accidents/incidents.
Inspecting own area and taking remedial action to minimize or eliminate hazards.
Ensuring equipment is properly maintained
Promoting safety awareness in workers
Responsibilities of management Providing a safe and
healthful workplace. Establishing and maintaining
a health and safety program. Ensuring workers are
trained or certified as required.
Reporting accidents/incidents and cases of occupational disease to the appropriate authority
Providing medical and first aid facilities
Ensuring personal protective equipment is available
Providing workers with health and safety information
Supporting supervisors in their health and safety activities
Evaluating health and safety performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational
health and safety matters
Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
Performance criterion
Appropriate provision of information and instructions
Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Matching Sentence completion
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Training on SHE regulations Safety roles of employees Responsibility of administration Incident reporting Ventilation and air quality First aid facilities Hazard control in workplace Equipment and machinery Emergency response plans
Training on SHE standards Responsibility in working place Hazard identification and risk
control Making the working area safe Personnel protective
equipment Health of employees Facilities Reporting of incidents and
accidents Emergency preparedness
Procedures
o Brainstorming o Group work o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Content Learning
activities
Resources
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
Performance
Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations
Checklist Score
Yes No
A brief description of SHE regulations is provided
A brief description of SHE standards is provided
Observation
Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking
Content Learning
activities
Resources
Performance criterion
Proper evaluation of trained OSHE programs
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
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
Competence
C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMEN501 Maintain professional conversation in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The
trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt
speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce
medium compositions on different trade-related subjects, Identify and differentiate different business
documents, Effective writing of different business documents, Identify and use of writing styles, read
different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key
terms/words in their context, Answer reading comprehension questions precisely, Analyze different
trade-related texts,Summarize trade-related texts (in own words), identify differences between
common English accents, Listen and respond to users of common English their accents, Reporting
information listened to from different common accents, Steps of speech preparation and delivery,
Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-
related texts and Summarise texts.
Learning assumed to be in place
Oral Basic English Communication Intermediate Workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate orally in social and
professional situations with ease
1.1 Acceptable preparation of speeches on different social and professional occasions
1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms
2. Read correctly a range of
materials
2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification
and description of characters, events and settings, as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related texts
3. Listen to audio messages with
different English accents to get
the intended message
3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between
common English accents 3.3 Accurate reporting of information listened to in
different accents
4. Produce a variety of medium
texts on professional and
general topics
4.1 Clear and detailed writing about a wide range of trade-related subjects.
4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)
4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each
type of business document
Learning Unity
LU 1: Communicate orally in social and professional situations with ease
1
Learning Outcomes:
1. Prepare speeches for different social and professional occasions
2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according
to question forms
10 Hours
Learning Outcome1.1:Prepare speeches for different social and professional occasions
Steps for speech preparation Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting
Together Visual Aids Step 5: Predicting
the Q&A
Identification of categories of audience Familiar audience Non-familiar
audience Adaptation of the
message to the audience
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Content Learning
activities
Resources
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice
Task:
Write a 5 minutes’ speech on a topic of choice to be presented
to the class.
Checklist Score
Yes No
Indicator: Steps for speech preparation are well applied
Background of the topic is given
Speech script is prepared
Visual Aids are prearranged
Prospective Q&A are hypothesized
Indicator: Categories of audience are well identified Familiar audienceis identified
Non-familiar audience is identified
Message is adapted to the audience
Observation
Performance criterion
Acceptable preparation of speeches on different social and professional occasions
Learning Outcome 1.2:Deliver speeches to an audience
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Presentation
Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Checklist Score
Yes No
Indicator 1:EffectiveSpeech delivery to an audience
Tips for speech delivery are applicable
Dos and Don’ts on speech delivery are applicable
Indicator 2:Message articulation is effective Pronunciation is accurate
Speed is considerable
Content Learning
activities
Resources
Performance criterion
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and Suprasegmental
phonology
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
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Discussions
Presentations
Task: Answer at least 3 questions from the audience on your 5-minute speech.
Content Learning
activities
Resources
Performance criterion
Asking relevant questions to clarify extend and follow up ideas according to
question forms
Checklist Score
Yes No
Indicator: Questions are well formulated
Yes/No questionswell formulated
Wh-questionswell formulated
Choice questions are well stated
Hypothetical questionswell formulated
Embedded questionswell formulated
Leading questionswell formulated
Observation
Learning unit
LU 2: Read correctly a range of materials
2
Learning Outcomes:
1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts
5 Hours
Learning Outcome 2.1: Read different trade-related texts adequately
Types of texts Expository Narrative Descriptive Directive Argumentative
Application of reading techniques on selected texts Reading for details Reading for specific
information Explanation of key
terms/words in the text Provision of answers to
reading comprehension questions
o Brainstorming o Documentary research o Practical exercise o Group work o Presentation
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 2.1
Content Learning
activities
Resources
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Presentations Matching Multiple choice
Task:
Using an appropriate reading strategy, read the text provided to
you and answer its comprehension questions
Checklist Score
Yes No
Indicator 1: The type of texts is understood
Expository text is understood
Narrative text is understood
Descriptive text is understood
Directive text is understood
Argumentative text is understood
Indicator 2: Reading techniques are applied
Reading for details is applied
Reading for specific information is applied
Indicator 3: Vocabulary and comprehension Key terms/words are explained
Comprehension questions are answered
Observation
Learning Outcome 2.2:Analyse trade-related texts
Performance criterion
Adequate reading of different 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
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Reading practice Presentations Multiple choice
Task: Read the text provided by the trainer and explain its purpose
Checklist Score
Yes No
Indicator: The trade related text is accurately analyzed
Text Structure: characters, events and settings are analyzed
Purpose of the text is understood
Style is identified
Writer’s stance is recognized
Observation
Content Learning
activities
Resources
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
Learning Outcome 2.3:Summarize key ideas in trade-related texts
Steps to summarize: Maintenance of the
most important ideas
Elimination of the less important details
Paraphrasing in own words
o Practical exercise o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the trainer
Checklist Score
Yes No
Indicator: Steps to summarize are followed
The most important ideas are maintained
Less important details are eliminated
The content is paraphrased in own words
Observation
Content Learning
activities
Resources
Performance criterion
Effective summary of key ideas in trade-related texts
Learning unit
LU 3:Listen to audio messages with different English accents to get the intended message
3
Learning Outcomes:
1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 1. Report information listened to in different accents accurately
4 10 Hours
Learning Outcome 3.1: Listen and respond to others correctly
Application of active listening strategies to different accents Listening for General
information Listening for Specific
information
Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening
Responding to different accents Responding through
Interactions Asking for clarification Expressing satisfaction
o Modelling o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Audiovisual materials
Scenarios
Stationeries
Projector
Computer
Lesson plan
Trainee manual
Recordings
Formative Assessment 3.1
Content Learning
activities
Resources
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task: Following your trainer’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Indicator 1: Active listening strategies are applied
Active listening is applied for general information
Active listening is applied for specific information
Indicator 2: Types of listening are correctly applied Informative listening is applied
Discriminative listening is applied
Relationship listening is applied
Appreciative listening is applied
Indicator 3: Exact reactions to different accents are processed Questions are asked for clarification
Satisfaction testimonial is expressed
Observation
Learning Outcome 3.2: Identify differences between common English accents clearly
Performance criterion
Appropriate listening and responding to others
Introduction to English accents Defining an English accent Common English accents
Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation
o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task:
Listen to two different recordings played by the trainer and
identify
the differences between the accents of both speakers
Checklist Score
Yes No
Indicator 1: Introduction to English accents is understood English accent is defined
Common English accents are mastered
Indicator 2: American and British English accents are differentiated Vowel Pronunciation is considered
Consonant pronunciation is considered
Content Learning
activities
Resources
Performance criterion
Clear identification of differences between common English accents
Rhotic accent is considered
Change of stress is considered
Changes in articulation are considered
Observation
Learning Outcome 3.3:Report information listened to in different accents accurately
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Listening practice
Discussions
Presentations
Task:
Listen and report to the information you hear from each recording
played to you by the trainer
Checklist Score
Yes No
Content Learning
activities
Resources
Performance criterion
Accurate reporting of information listened to in different accents
Indicator: Reporting is done according to types of information
Reported considering general information
Reported considering specific information
Observation
Learning unit
LU 4:Produce a variety of medium texts on professional and general topics
4
Learning Outcomes:
1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document
5 Hours
Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly
Varieties of writing Chronological
writing Analytical writing Descriptive writing Compare and
contrast writing Evaluative writing Summary writing
The Writing processes Exploring and
planning Drafting Building effective
paragraphs Editing
o Brainstorming o Documentary research o Practical exercise o Group work
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 4.1
Content Learning
activities
Resources
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Writing practice Presentations
Task: Write a short text analysing an important issue affecting your career
Checklist Score
Yes No
Indicator 1: Varieties of writing are understood Chronological writing is understood
Analytical writing is understood
Descriptive writing is understood
Compare and contrast writing
Evaluative writing is understood
Summary writing is understood
Indicator 2: The Writing processes is followed
Exploring and planning is considered
Drafting is done
Effective paragraphs are built
Editing is done
Observation
Learning Outcome 4.2: Differentiate business documents effectively
Identification and differentiation of business documents Business plans and
Goals Business proposals Concept notes
Accounting Documents Financial reports
o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual
Content Learning
activities
Resources
Financial statements
Goods received note
Purchase order Goods delivery note Requisition
Customer service documents
Business reports
Annual reports Term reports Quarterly report Activity/Operation
reports Operational
documents Contracts Business letters Memorandum of
Understanding
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Writing practice Discussions Presentations Multiple choice Matching
Task: Name at least 4 different types of business documents and specify their differences
Performance criterion
Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
Checklist Score
Yes No
Indicator: Business documents are explored
Business plan is explored (characteristics, structure, elements, importance,..)
Accounting documents are explored (characteristics, structure, elements, importance,..)
Customer service documents are explored (types, characteristics, structure, elements, importance,..)
Business reports are explored (characteristics, structure, elements, importance,..)
Operational documents are explored (types, characteristics, structure, elements, importance,..)
Observation
Learning Outcome 4.3: Write business documents perfectly
Steps to write business documents Identifying the
audience Identifying the
document’s purpose
Organizing the writing
Proofreading the business document
Editing the business document
Writing commonly used business documents
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 4.3
Content Learning
activities
Resources
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation
Task: Write a business of a project you would implements upon
graduation
Learning Outcome 4.4: Use writing style applicable to each type of business document
Application of principles and techniques of business writing
Formatting a business document
o Practical writing exercises o Group work o Documentary research o Presentation
- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual
Checklist Score
Yes No
Indicator 1: Steps to write business documents are followed accurately The audience is identified
The document’s purpose is identified
The writing is organized
The business document is proofread
The business document is edited
Indicator 2: Commonly used business documents are correctly written Business plans are elaborated
Accounting documents are prepared
Customer service documents are written
Business reports are drafted
Operational documents are prepared
Etc
Observation
Content Learning
activities
Resources
Performance criterion
Appropriate writing of business documents
- Lesson plan
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation Matching
Task: Using the appropriate writing style for each business document,
write a memo and business letter on a topic of your choice.
Checklist Score
Yes No
Indicator: Content and format are respected Different principles and techniques of business writing are applied
Accurate business document format is used
Observation
Reference books:
1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7
2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85
Performance criterion
Appropriate use of writing style applicable to each type of business document
3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble, 1981), p. 276
4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54,
Mar. 15, 1988, p. 343 6. Robert A. Rackleff, “The Art of Speechwriting,” Vital Speeches of the Day, vol. 54, Mar.
1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and
Row,1981), p. 73 8. Dwyer, Karan Kangas&Marlina M. Davidson. “Is Public Speaking Really More Feared than
Death?” Communications Research Reports, Vol. 29, Issue 2, 2012. Pages 99 – 107. 9. Beebe, S. A., & Beebe, S. J. Public speaking: An audience-centered approach (6th ed.). (
New York: Pearson, 2006). 10. Fraleigh, D. M., &Tuman, J. S. Speak up! An illustrated guide to public speaking. (New York:
Bedford/St. Martins, 2009). 11. Paul Taylor, "Analysis and Synthesis of Intonation using Tilt Model", Journal of the
Acoustical Society of America. Vol 107 3, pp. 1697-1714. 12. Gimson, A. C.. "An introduction to the pronunciation of English". London: Arnold, 1989. 13. Trudgill, P. and J. Hanna. "International English: a guide to the varieties of
StandardEnglish". London: Hodder Education, 2008. 14. S. H. Weinberger and S. A. Kunath, “The Speech Accent Archive: towards a typology
of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication
excellence in English, the language of business worldwide", First Edition. Canada, 2013 16. Green, G. M., Kantor, R. N., Morgan, J. L., Stein, N. L., Hermon, G., Salzillo, R., Sellner, M.
B., Bruce, B. C., Gentner, D., & Webber, B. L. Problems and Techniques of Text Analysis, April 1980.
17. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998
18. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004
C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSE501 Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully work
in a socially diverse environment. The module will allow the participant to develop ways of
communicating with customers and colleagues from diverse backgrounds and accommodating
cultural differences. Furthermore, this module will enable the trainee to be able to identify issues
that may cause conflict or misunderstanding in the workplace because of the cultural differences,
find ways of resolving them and/or referring them to appropriate individuals or bodies.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate with customers and colleagues from diverse backgrounds.
1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.
1.2 Adequate Taking into consideration cultural differences in all verbal and non-verbal communication and overcoming language barriers.
1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.
2. Address cross-cultural misunderstandings
2.1 Proper identification of issues that may cause conflict or misunderstanding in the workplace.
2.2 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.
2.3 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
LU 1: Communicate with customers and colleagues from diverse backgrounds
1
Learning Outcomes:
1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.
2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.
3. Obtain assistance from colleagues, reference books or outside organisations when required. 12 Hours
Learning Outcome1.1: Value customers and colleagues from different cultural groups and
treat them with respect and sensitivity
Treating different groups effectively forms of address levels of formality or
informality observance of special
religious, feasts or other celebratory days
customs, beliefs and values
Product preferences
o Role play o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Effective treatment of different groups
Observation
Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Formative Assessment 1.2
Verbal and non-verbal communication: varied cultural
interpretation of non-verbal behaviour and gestures
personal grooming, including dress and hygiene habits
language spoken language written
Overcoming language barriers: meet, greet and farewell
customers give simple directions give simple instructions answer simple enquiries prepare for, serve and
assist customers describe goods and
services
o Brainstorming o Role play o Individual work
- Reference books - Role play scenario - Online materials
Content Learning
activities
Resources
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Consideration of cultural differences through verbal and non-verbal communication
Overcoming language barriers
Observation
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Partnerships for efficient communication
Observation
Partnerships for efficient communication interpreter services diplomatic services local cultural
organizations appropriate
government agencies educational institutions Disability advocacy
groups.
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Content Learning
activities
Resources
Performance criterion
Proper obtaining assistance from colleagues, reference books or outside
organizations when required.
LU 2: Address cross-cultural misunderstandings
2
Learning Outcomes:
1. Identify issues that may cause conflict or misunderstanding in the workplace.
2. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace.
3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up. 18 Hours
Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the
workplace
Cultural differences
Causes of conflict race language special needs disabilities gender age roles, emotions, misinformation misinterpretation values
o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Online materials - Specialised materials
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in
the workplace.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Demonstration of knowledge about cultural differences
Identification of issues that may causes conflict at workplace
Observation
Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or
misunderstandings at workplace
Content Learning
activities
Resources
Settlement of misunderstandings greetings key phrases customs protocol, business practices what is done for fun appreciation of cultural difference Avoidance to compromise own
values being accommodating Different Communication Styles Different Attitudes Toward
Conflict Different Approaches to
Completing Task Different Decision-Making Styles Different Attitudes Toward
Disclosure
o Role play o Group discussion o Large group discussion o Individual work
- Reference books
- Role play scenario
- Online materials
- Specialised materials
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Settlement of misunderstandings
Observation
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
Learning Outcome 2. 3: Referring problems and unresolved issues to the appropriate team
leader or supervisor for follow-up
Raising issues informal communication informal meeting Mediation formal communication formal writing formal meetings work ethics
o Role play o Individual task o Group work o Large group discussion
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Raising issues to the appropriate level at workplace
Observation
Reference books:
Content Learning
activities
Resources
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.
2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.
3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.
4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.
Competence
C C M K N 5 0 1 - IKINYARWANDA K’INTYOZA
CCMKN501 IKINYARWANDA K’INTYOZA
Ikiciro: 3 Amasaha ateganijwe
Indengo y'amasaha: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Ukuboza, 2016
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore :
Kumva, kuvuga, gusoma no kwandika Ikinyarwanda k’intyoza mu bikorwa bijyanye n’umwuga we.
Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.
Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.
Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.
Guhanga no kumurika mu rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
Gukoresha neza ibinyazina bitandukanye.
Kwandika neza amazina bwite anyuranye.
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda cy'umunyamwuga
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.
.1 Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.
.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye.
.4 Guhindura inkurushusho mo agakino akurikiranya neza ingingo.
.5 Guhimba no kwandika inkurushusho akurikiranya neza ingingo.
2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
3. Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
4. Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye.
4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
gukoresha ibinyazina binyuranye.
4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo ikwiye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko
yumva inkurushusho abinyujije mu ngiro zitandukanye.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco
n’amateka; Inshamake
y’inkurushusho; inshoza n’uturango
by’inkurushusho; isomo ry’ingenzi; isesekaza
n’utwatuzo.
o Gusoma inkurushusho bucece. o Gusoma inkurushusho mu
matsinda bashaka: o Ibisobanuro
by’amagambo akomeye; o Ibisubizo by’ibibazo byo
kumva inkurushusho no kumurika ibivuyemo;
o Gusoma inkurushusho uwiga aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi
1
Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye 2. Gusubiza ibibazo ku nkurushusho mu mvugo ikwiye. 3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5. Guhimba no kwandika inkurushusho
Amasaha 6
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
o Gusobanura inshoza n’uturango by’inkurushusho;
o Gutahura isomo ry’ingenzi; o Guhina mu magambo
inkurushusho;
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga akurikiye neza inkurushusho
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gukurikira neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye
Umusaruro w’inyigisho 1.2: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
o Gusoma inkurushusho bucece. o Gusoma inkurushusho mu
matsinda o Gusoma inkurushusho uwiga
aranguruye ; o Gusoma inkurushusho
bakuranwa;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza inkurushusho
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
o Ubwumvane mu matsinda;
o Ibyiyumviro by'uteze amatwi atarogoya;
o Utwatuzo n'isesekaza.
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.
Umusaruro w’inyigisho 1.3: Gusubiza ibibazo ku nkurushusho mu nyandiko iboneye.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco
n’amateka; Inshamake
y’inkurushusho; inshoza n’uturango
by’inkurushusho; isomo ry’ingenzi;
o Gusoma inkurushusho o Guhuza ibivugwa mu
nkurushusho n’indangagaciro; o Gusanisha ingeso zivugwa mu
nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina inkurushusho mu nyandiko ikwiye
o Gutahura isomo ry’ingenzi;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku nkurushusho
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
Ubwumvane mu matsinda;
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yashubije ibibazo ku nkurushusho mu mvugo iboneye
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Uturango by’inkurushusho;
Isomo ry’ingenzi;
Inshamake y’inkurushusho.
Umwanzuro
Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza
ingingo.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho o Gusesengura inkurushusho o Guhindura agakino mo
inkurushusho akurikiranya neza ingingo.
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahinduye inkurushusho mo agakino akurikiranya neza ingingo
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Umukoro mu matsinda
Inyandiko y'udukino dufatiye ku nkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2: Guhindura neza inkurushusho mo udukino
Isesekaza;
Isano y'inkurushusho n'udukino;
Insanganyamatsiko.
Umwanzuro
Umusaruro w’inyigisho 1.5: Guhimba no kwandika inkurushusho akurikiranya neza ingingo.
ihimbankurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco
n’amateka; Uturango
by’inkurushusho; isomo ry’ingenzi; isesekaza n’utwatuzo.
o Guhimba inkurushusho. o Kwandika inkurushusho
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimba inkurushusho
Umukoro mu matsinda
Inkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhimba no kwandika neza inkurushusho
Insanganyamatsiko n'isomo ry’ingenzi;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Uturango tw’inkurushusho;
Isesekaza n’utwatuzo;
Urukurikirane ruhwitse rw'ingingo.
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anandika inkurushusho akurikiranya neza ingingo.
LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
2. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya ingingo 5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ibimenyetso by’utega amatwi atarogoya;
- Inyunguramagambo; - Insanganyamatsiko
y’umwandiko; - Ingingo z’umuco; - Ingingo z’amateka
(gusasa inzobe, Gacaca, Imimaro,..);
- Ingero zifatika zigaragaza uburyo bwo gukemura
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandiko.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
amakimbirane mu muryango.
- Indangagaciro y’ubworoherane;
- Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo
guhembera amakimbirane.
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku
nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
.
Umusaruro w’inyigisho 2.2: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ibimenyetso by’utega amatwi atarogoya;
o Gusoma umwandiko bucece. o Gusoma umwandiko mu
matsinda o Gusoma umwandiko uwiga
aranguruye ; o Gusoma umwandiko
bakuranwa; o Kubahiriza isesekaza
n'utwatuzo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Isesekaza;
Utwatuzo.
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umusaruro w’inyigisho 2.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ibimenyetso by’utega amatwi atarogoya;
- Inyunguramagambo;
- Insanganyamatsiko y’umwandiko;
- Ingingo z’umuco; - Ingingo z’amateka
(gusasa inzobe, Gacaca, Imimaro,..);
- Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
- Indangagaciro y’ubworoherane;
- Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandi
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo
guhembera amakimbirane.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.3
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku
nsanganyamatsiko yo gukemura amakimbirane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo ku
o Nyunguramagambo;
o Nsanganyamatsiko y’umwandiko;
o Ngingo z’umuco ;
o Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..);
o Buryo bufatika bwo gukemura amakimbirane mu muryango;
o Ndangagaciro y’ubworoherane.
Umwanzuro
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Ubushobozi busuzumwa
Yashubije ibibazo ku mwandiko mu mvugo ikwiye.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Inyunguramagambo; - Insanganyamatsiko
y’umwandiko; - Ingingo z’umuco ; - Ingingo z’amateka
(gusasa inzobe, Gacaca, Imimaro,..);
- Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
- Indangagaciro y’ubworoherane;
- Ihinamwandiko ku
nsanganyamatsiko yo gukemura amakimbirane;
- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
o Gusoma no gusesengura umwandiko ku nsanganyamatsiko yo gukemura amakimbirane
o Gukora inshamake y’umwandiko.
o Guhimba um wandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Amajwi n’amashusho
Inyandiko
Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko
yo gukemura amakimbirane
Umukoro mu matsinda
Ihinamwandiko n'ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;
indangagaciro y’ubworoherane.
Umwanzuro
Umusaruro w’inyigisho 2.5: Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
- Imurikamwandiko
o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.
o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane
o Guhuza ingingo n'isomo n'ibyasomwe mu zindi nyandiko
o Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.5
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga amurika neza umwandiko ku buryo bwo gukemura amakimbirane mu muryango
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku buryo bwo gukemura
amakimbirane mu muryango
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane
Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;
Isano y'ingingo n'ibyasomwe mu bushakashatsi ku ngingo;
Ugukoresha neza umwanya w'ijambo;
Ukurasa ku ngingo.
Umwanzuro
Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
- Ibinyazina:
Nyereka
Ngenera
Ngenga
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
o Gukorsha neza ibinyazina binyuranye mu mwandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi;
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu
muryango
- Ihangamwandiko ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
binyuranye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye: Nyereka, Ngenera na Ngenga
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo 5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda k'intyozan uwiga agaragaza ko yumva
umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko ku
isuku n’isukura; Ibimenyetso by’uteze
amatwi atarogoya ufite ijambo.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco
n’amateka; Isesekaza n’utwatuzo; Indangagaciro zo
kubaha ubuzima; ingero zifatika zihamya
akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’
isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa
mu mwandiko. o Gukoresha Ikinyarwanda
k'intyoza agaragaza indangagaciro yo kubaha
ubuzima (Kubaha uburenganzira bwa muntu,
kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka:
-Ibisobanuro by’amagambo akomeye;
-Ibisubizo by’ibibazo byo kumva umwandiko;
o Kumurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza:
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Inshamake y’umwandiko;
Inshoza n’uturango by’umwandiko;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 3.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura. o Gukora inshamake
y’umwandiko. o Kujya impaka ku ngaruka
z’umwanda.
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku
kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko y' isuku n’isukura;
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya usoma nta mpamvu.
o Gusoma mu matsinda o Gusoma aranguruye agaragaza
isesekaza.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Murandasi;
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Umusaruro w’inyigisho 3.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Isesekaza;
Utwatuzo.
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco
n’amateka; Isesekaza
n’utwatuzo; Indangagaciro zo
kubaha ubuzima; ingero zifatika
zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho ).
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kumurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka z’umwanda.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubiza neza ibibazo ku
o Nyunguramagambo;
o Nsanganyamatsiko y’umwandiko;
o Ngingo z’umuco.
Umwanzuro
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco
n’amateka; Isesekaza
n’utwatuzo; Indangagaciro zo
kubaha ubuzima; Ingero zifatika
zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ihinamwandinko n'ihangamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Imurikamwandiko
o Gusoma no gusesengura umwaniko ku isuku n’isukura.
o Guhuza ibivugwa mu mwandiko n'ibindi byasomye mu zindi nyandiko
o Kujya impaka ku ngaruka z’umwanda
o Kumurika imyanzuro ku ngero zifatika zihamya akamaro k’isuku n’isukura
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku kamaro k'isuku n'isukura
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo
o Inyunguramagambo;
o insanganyamatsiko y’umwandiko;
o Isano y'umwandiko n'ibyasomwe ahandi;
o Ingingo z’umuco n'amateka;
o Gukoresha neza umwanya w'ijambo;
o Kurasa ku ntego.
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura
Umusaruro w’inyigisho 3.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibinyazina o Ngenera ngenga o Ndafutura/ndasig
ura o Mpamagazi
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
bitandukanye
Uwiga akoresha neza ibinyazina bitandukanye
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
o Ibinyazina bitandukanye: Ngenera ngenga, Ndafutura/ndasigura na Mpamagazi
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze
amatwi atarogoya. Isesekaza n‘utwatuzo; Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Indangangakiro na
kirazira; Ingingo z’amateka
n’umuco; Ingero zifatika zihamya
imitunganyirize;
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu. o Kuvumbura insanganyamatsiko
ivugwa mu mwandiko. o Gukoresha Ikinyarwanda k'intyoza
agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora ubushakshatsi ku bivugwa mu mwandiko;
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ihinamwandiko.
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda.
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ateze amatwi umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza:
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake ku mwandiko;
Inshoza n’uturango by’umwandiko;
Isomo ry’ingenzi.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku
mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
Umusaruro w’inyigisho 4.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso
by’uteze amatwi atarogoya.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma bakuranwa. o Gusoma aranguruye
agaragaza isesekaza. o Gutega amatwi umwandiko
ku gufata neza ubutaka. o Kutarogoya ufite ijambo nta
mpamvu.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso
by’uteze amatwi atarogoya.
Isesekaza
n‘utwatuzo; Inyunguramagamb
o; Insanganyamatsiko
y’umwandiko; Indangangakiro na
kirazira; Ingingo z’amateka
n’umuco; Ingero zifatika
zihamya imitunganyirize y'ubutaka ikwiye;
Ihimbamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda;
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.3
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza
ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
o Nyunguramagambo;
o Nsanganyamatsiko y’umwandiko;
o Ngingo z’umuco;
o Ngingo z’amateka;
o Ndangagaciro na kirazira.
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.
Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ihinamwandiko;
Ihimbamwandiko
.
o Gusoma no gusesengura umwandiko;
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gukora inshamake y’umwandiko.
o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ihinamwandiko n'ihangamwandiko
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso
by’uteze amatwi atarogoya.
Isesekaza
n‘utwatuzo; Inyunguramagamb
o; Insanganyamatsiko
y’umwandiko; Indangangakiro na
kirazira; Ingingo z’amateka
n’umuco; Ingero zifatika
zihamya imitunganyirize;
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ihimbamwandiko.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ategura, amurika ingero zo gufata neza ubutaka
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo
o Inyunguramagambo;
o Insanganyamatsiko y’umwandiko;
o Isano y'umwandiko n'ibyasomwe ahandi;
o Ingingo z’umuco n'amateka;
o Gukoresha neza umwanya w'ijambo;
o Kurasa ku ntego.
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka
Umusaruro w’inyigisho 4.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka; Ikinyazina: Mbaza Mboneranteko Nyamubaro
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
Amajwi n’amashusho
Inyandiko
Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina
binyuranye
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye: Mbaza, Mboneranteko na Nyamubaro;
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
2. Gusoma neza ikinamico yubahiriza uturango twayo. 3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro 5. Gukoresha neza inzego z’ururimi. 6. Kubahiriza imyandikire y’amazina bwite.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva ikinamico
n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa
mu ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa, baranguruye
bigana, abakinankuru. o Gukorera mu matsinda, bungurana
ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku kamaro k' imvugo ziboneye.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.1
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku icinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza ikinamico
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Inshamake y' ikinamico;
Inshoza n’uturango by’ ikinamico;
Isomo ry’ingenzi.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro
zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane
Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku
nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye
ubwumvane
Umukoro mu matsinda
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza ikinamico yubahiriza uturango twayo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza ikinamico
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku ikinamico mu mvugo iboneye
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku ikinamico yerekeye
ubwumvane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku ikinamico yerekeye
ubwumvane
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
o Nyunguramagambo;
o Nsanganyamatsiko y’ ikinamico;
o Ngingo z’umuco;
o Ngingo z’amateka;
o Ndangagaciro na kirazira.
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo.
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko
y'ubwumvane
Umukoro mu matsinda
Ikinamico yanditswe
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhimba no gukina neza ikinamico
Inyunguramagambo;
Insanganyamatsiko y’ikinamico;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira;
Utwatuzo n'isesekaza;
Ibyiyumviro by'abakinankuru.
Umwanzuro
Umusaruro w’inyigisho 5.5: Gukoresha neza inzego z’ururimi.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo
ikocamye Imvugo isanzwe
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Imvugo ihanitse
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego
z'ururimi
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego
z'ururimi
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gusoma neza no gukurikira ikinamico
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n'utwatuzo;
Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye
Inzego zitandukanye z’ururimi
Imikoreshereze ikwiye y'inzego z'ururimi.
Umwanzuro
Umusaruro w’inyigisho 5.6: Kubahiriza imyandikire y’amazina bwite
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje neza inzego z’ururimi
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Amazina bwite o y’ahantu afite
indomo o y’abantu arenze
rimwe o y’abantu
n’ahantu o y’amavamahang
a o y’idini yari
asanzweho
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku kamaro k'imyandikire ikwiye y'amazina bwite.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura, akosora imyandikire y'amazina bwite
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina
bwite
Ubushobozi busuzumwa
Yubahirije imyandikire y’amazina bwite
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kubahiriza imyandikire
o y'amazina bwite y’ahantu afite indomo
o y'amazina bwite y’abantu arenze rimwe
o y'amazina bwite y’abantu n’ahantu
o y'amazina bwite y’amavamahanga
o y'amazina bwite y’idini yari asanzweho
Umwanzuro
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris. 4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.
11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
Competence
C C M I W 5 0 1 - ICT AT WORKPLACE
CCMIW501 Use ICT at workplace
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This course focuses on providing skills, experience and confidence for those learners who struggle to make
the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It
focuses on completing workplace tasks, such as researching and creating documents with text, graphics
and numerical information using commonly used tools such as: Microsoft Office – (Word, Excel and
PowerPoint), Email, and The Internet
Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,
Communicate and collaborate, Locate, use and synthesize information found using technology and
Develop skills necessary to function in this century.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual
ones in their correct reading order. 1.3 Proper use of special effects
2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network
3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication
removal and Conditional formatting 3.5 Appropriate application of data protection
Learning unit LU 1: Prepare document Layout
1
Learning Outcomes:
1. Set up a grid structure
2. Arrange text zones and non-textual ones
3. Use special effects
10 Hours
Learning Outcome1.1:Set up a grid structure
- Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))
- Use asymmetrical grids to
add interest to your design.
- Work with margins, row and column gaps (Placement of intentional whitespace).
- Usage of mixed grids.
o Practical exercise on designing a cover page of a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper set up of a grid structure
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false questions - Matching - Sentence completion - Open ended questions - Expose (presentation)
Checklist Score
Yes No
Indicator: Basic grid structures for page layout a are well identified
Indicator: Asymmetrical grids is well detected
Indicator:Working with margins are well described
Observation
Learning Outcome 1.2:Arrange text zones and non-textual ones.
- Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads
- Size and position of images and figures and work with image captions
- Pull quotes and nut graphs which might be added out of course or to make a short story fit the layout
- Box outs and sidebars, which present information as asides from the main text flow
- Page headers and page footers, the contents of which are usually uniform across content pages.
- Table of contents - Notes like footnotes and end
notes; bibliography
o Practical exercise on editing and arrange a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Content Learning
activities
Resources
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions - Expose (presentation)
Checklist Score
Yes No
Indicator:Work with Stylesare well identified
Indicator: Size and position of images is well detected
Indicator:Pull quotes and nut graphs is well detected
Indicator:Box outs and sidebars are well identified
Indicator:Page headers are well described
Observation
Learning Outcome 1.3: Use special effects
Performance criterion
Proper arrangement of text zones and non-textual ones in their correct reading
order
- Methods of overlaying text on an image for readability
Position the Text Appropriately
Increase the Contrast Use a Transparent
Overlay Drop Shadow
- Runaround and intrusions, or bleeding an image over the page margin
o Practical exercise on adding special effects in a given document
- Computer - Applications - Trainer manual - Flipcharts - Markers - Flipcharts stand - Computer Lab - Sample of journal
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions - Expose (presentation)
Checklist Score
Yes No
Content Learning
activities
Resources
Performance criterion
Proper use of special effects
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
2
Learning Outcomes:
1. Import, Export, and Convert Data Files
2. Use storage media
3. Apply printer settings
4. Connect computer to the network
10Hours
Learning Outcome 2.1:Import, Export, and Convert Data Files
- Variety of different file formats Formats Typical Extension
- Data Import techniques - Data Export techniques - Compress a file - File Conversion
o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,
Export and Import of files o Appropriate use of storage
media o Appropriate application of
Printer settings o Connect Computer to the
network
˗ Projector ˗ White Board ˗ Computer Lab
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Appropriate Conversion, Export and Import of files
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Variety of different are well identified - Formats
- Typical Extension
Indicator: Data Import techniquesis well detected
Indicator:Data Export techniquesare well described Indicator: Compress a fileare well identified
Indicator: File Conversionare well described
Observation
Learning Outcome 2.2:Use of storage media
- Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive or Flash Drive Optical Drive (CD/ DVD discs) Cloud Storage.
- Storage capacity Description of units of data
- Disk formatting Partitioning Erase data
o Brainstorming on storage types
o Practical exercises on disk formatting
˗ Projector ˗ White Board ˗ Computer Lab ˗ Storage
devices
Formative Assessment 2.2
Content Learning
activities
Resources
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Different types of storageare well identified External removable hard drive
Solid state drive
Network attached storage
USB thumb drive
Cloud storage
Optical drive
Indicator:Storage capacityis well detected
Unit of data
Indicator:Disk formattingare well described
- Partitioning
- Erase data
Observation
Performance criterion
Appropriate use of storage media
Learning Outcome 2.3:Apply printer settings
Page setup Print preview Print dialog box
Selecting printer name Printer options Printing one or more
copies Printing in black/white
or color Print page ranges
o Exercises on printing one or more copies of a colored document, in black and white
o Printing in landscape, portrait different pages
˗ Computer Lab With Current Word processing Package installed in each computer
˗ Printer ˗ Projector
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator: Page setup are well identified
- Print preview
- Print dialog box
Indicator:Selecting printer name is well detected
Printer options
Printing one or more copies
- Printing in black/white or color
- Printing in black/white or color
Content Learning
activities
Resources
Performance criterion
Appropriate application of Printer settings
Observation
Learning Outcome 2.4: Connect computer to the network
Common types of area networks based on size Personal area network,
or PAN Local area network, or
LAN Metropolitan area
network, or MAN Wide area network, or
WAN Wireless Local Area
Network or WLAN
Common types of area networks based on main purpose Storage area network,
or SAN Enterprise private
network, or EPN Virtual private
network, or VPN
Connect to the internet
Fixed internet Mobile internet
o Exercises on connect computer to the internet
o
˗ Computer Lab With Internet
˗ Projector
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Appropriate connect computer to the network
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Common types of area networks based are well identified
Personal area network, or PAN
Local area network, or LAN
Metropolitan area network
Wide area network, or WAN
Wireless Local Area Network or WLAN
Indicator:Common types of area networks based on main purposeis well detected
Storage area network, or SAN
Enterprise private network, or EPN
Virtual private network, or VPN
Indicator: connect to the internet are well described
Fixed internet
Mobile internet
Observation
Learning unit LU 3: Manage Data
3
Learning Outcomes:
1. Manage data types
2. Apply data validation
3. Apply logical functions
4. Analyze data
5. Apply data protection 10Hours
Learning Outcome 3.1: Manage data types
- Description of data types Data type (Byte, integer,
long, single, double, currency, decimal, string, Boolean, date, object, variant)
Length Description
- Techniques of entering data types in cells and their default formats
- Labels to describe pieces of information
- Values (Raw numbers or dates) - Formulas to perform calculations
o Brainstorming on data types
˗ Computer Lab ˗ Projector
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper management of data types
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator: Description of data are well identified
Data type
Length
Description
Indicator: Techniques of entering is well detected
data types in cell
default formats
Indicator: Labels to describe are well described
Indicator: Valuesis well detected
Indicator: Formulas to perform are well described
Observation
Learning Outcome 3.2:Apply data validation
Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)
Search/Find .Replace
Deleting a range of text
The undo command
Spelling and grammar
Synonyms
o Practical exercises on data validation based on calculation in another cell
- Computer Lab - Projector
Formative Assessment 3.2
Content Learning
activities
Resources
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Create validation are well identified
Indicator:Search/Find is well detected
Indicator: Deleting a range of textare well described
Observation
Learning Outcome 3.3:Apply logical functions
- Logical function overview (AND, OR, XOR and NOT)
- Between condition (IF function)
o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis
˗ Computer lab ˗ Projector
Formative Assessment 3.3
Content Learning
activities
Resources
Performance criterion
Proper application of data validation
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Logical function overview are well identified
AND
OR
NOT
XOR
Indicator:Between condition is well detected
IF function
Observation
Learning Outcome 3.4:Analyse data
- Create different types of charts
- Table style and application of conditional formatting
- Duplication removal
o Perform practical exercises on data analysis
o compile activities reports
˗ Computer lab ˗ Projector
Formative Assessment 3.4
Content Learning
activities
Resources
Performance criterion
Adequate application of Logical functions
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Create different types of chartsare well identified
Line and column charts
Pie
Miniature graphs
Bar
Indicator:Table style is well detected
Application
conditional formatting
Indicator:Duplication removal are well described
Observation
Learning Outcome 3.5:Apply data protection
- Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights
o Compile activities reports ˗ Computer lab ˗ Projector
Content Learning
activities
Resources
Performance criterion
Adequate performance of data analysis, duplication removal and Conditional
formatting
Security
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions
Checklist Score
Yes No
Indicator:Data protection principlesare well identified
Fair and lawful
Purposes
Adequacy
Accuracy
Retention
Rights
Security
Observation
Reference books:
1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel
Performance criterion
Appropriate application of data protection
Competence
C C M P E 5 0 1 - PROFESSIONAL ETHICS
CCMPE501 Apply professional ethics
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
3 Apply human values 3.1 Adequate valuation of human right. 3.2 Adequate promotion of integrity 3.3 Convenient valuation of time 3.4 Careful variety of moral issues
4 Respect engineering ethics 4.1 Appropriate application of rules and regulations of the work.
4.2 Adequate application of credible management of the work.
4.3 Adequate team spirit at the work.
5 Apply safety 5.1 Proper risk analysis 5.2 Convenient personal safety precautions 5.3 Adequate respect of hygienic rules
Learning unit
LU 1:Apply human values
1
Learning Outcomes:
1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyse variety of moral issues
7 Hours
Learning Outcome1.1: Valuate human right
Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)
Intellectual Property Right
Confidentiality
o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality
o Group Discussion on Human Right Issues, Intellectual Property Right and Confidentiality
o Demonstration by video/ Picture of Human right issues
Books
World Health Organization Reports
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Pictures
Computer
Formative Assessment 1.1
Content Learning
activities
Resources
Performance criterion
Adequate valuation of human right.
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Matching exercise Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Privacy
Independence
Security
Right to vote
Medication
Education
Employment
Promotion
Leave( Holydays)
Observation
Learning Outcome 1.2:Promote integrity
Civic Virtues Tax Compliance Environmental
Protection Self reliance Honesty
Respect for others
o Brainstorming on Civic Virtues o Group Discussion on Civic Virtues o Role play on Civic Virtues o Sketches on Civic Virtues o Site visit on environmentally
Protected areas
Books
Environmental reports ( National and International)
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Content Learning
activities
Resources
Chalks
Projector
Pictures
Computer
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Tax Compliance
Environmental Protection
Self-reliance
Honesty
Observation
Learning Outcome 1.3: Valuate time
Performance criterion
Adequate promotion of integrity
Preparation of Agenda
Agenda of Meeting Personal Agenda
o Brainstorming on preparation of Agenda
o Group Discussion on preparation of Agenda
o Practical exercise on preparation of Agenda
Books
Agenda of some meetings
Personal Agenda
Notebook
Pen / Pencil
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Pictures
Computer
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Agenda of Meeting
Personal Agenda
Observation
Content Learning
activities
Resources
Performance criterion
Convenient valuation of time
Learning Outcome 1.4: Analyse variety of moral issues
Reason of Behaving Unethically
Resource Crunch Opportunity Attitude
o Brainstorming on Reason of Behaving Unethically
o Group Discussion on Reason of Behaving Unethically
Books
Chocks
Blackboard
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Resource Crunch
Opportunity
Attitude
Observation
Content Learning
activities
Resources
Performance criterion
Careful analysis of variety of moral issues
Learning unit
LU 2:Respect engineering ethics
2
Learning Outcomes:
1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit
15 Hours
Learning Outcome 2.1:Apply rules and regulations of the work.
Different Professional rules and regulations Public Building
regulations Human Settlement
Policies
Labor Code National International
o Brainstorming on Professional rules and regulations and Labor Code
o Group Discussion on Professional rules and regulations and Labor Code
o Demonstration by video/ on Professional rules and regulations and Labor Code
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Pictures
Computer
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Appropriate application of rules and regulations of the work.
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Public Building regulations
Human Settlement Policies
Observation
Learning Outcome 2.2: Apply credible management of the work.
Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory
o Brainstorming on ethical theories about Right Action
o Group Discussion on ethical theories about Right Action
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Adequate application of credible management of the work
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Utilitarian Theory
Duty Ethics
The virtue Theory
Self- realization ethics
Justice (Fairness) theory
Observation
Learning Outcome 2.3: Work with team spirit
Cooperation
Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness
o Brainstorming on cooperation and empathy
o Group Discussion on cooperation and empathy
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 2.3
Content Learning
activities
Resources
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Understanding Others
Service Orientation
Uplift others
Leveraging diversity
Political awareness
Observation
Performance criterion
Adequate team spirit at the work.
Learning unit
LU 3:Apply safety
3
Learning Outcomes:
1. Analyze risk 2. Apply personal safety precautions 3. Respect hygienic rules
8 Hours
Learning Outcome 3.1: Analyse risk
Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect Analysis Fault-tree Analysis Event-tree Analysis Human Error
o Brainstorming on analytical Methods for Risk Analysis
o Group Discussion on analytical Methods for Risk Analysis
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper risk analysis
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Scenario Analysis
Failure Mode and Effect Analysis
Fault-tree Analysis
Event-tree Analysis
Human Error
Observation
Learning Outcome 3.2:Apply personal safety precautions
Safety and Risk
Saving Endangered Lives ( Occupational hazards)
Safe Exit
o Brainstorming on Application of personal safety precautions
o Group Discussion on Application of personal safety precautions
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 3.2
Content Learning
activities
Resources
Performance criterion
Convenient personal safety precautions
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Observation
Learning Outcome 3.3:Respect hygienic rules
Maintenance of Hygiene
Importance of PPE
o Brainstorming on Maintenance of Hygiene and Importance of PPE
o Group discussion on Maintenance of Hygiene and Importance of PPE
Books
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 3.3
Content Learning
activities
Resources
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Maintenance of Hygiene
Observation
Reference books:
1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL
PUBLISHERS, India
2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF
COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY
3. Vee, C. and Skitmore, R.M. (2003) Professional ethics in the construction industry. Engineering
Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.
4. AAT Code of Professional Ethics – Version 2.0 January 2014
Performance criterion
Adequate respect of hygienic rules
Competence
C C M B O 5 0 1 - BUSINESS ORGANISATION
CCMBO501 Organize a business
REQF Level: 5 Learning hours
Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to organize a business which is linked to
organizational strategic outcomes and facilitates the achievement of service delivery. The module will
allow the learner. Identify activities to be accomplished before real business operations, create a
productive working environment, run real business operations and monitor and evaluate the business.
Learning assumed to be in place
Business plan development
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify activities to be accomplished
before real business operations
1.1 Proper verification of business start-up
requirements
1.2 Accurate recruiting of employees in line with task
requirements
1.3 Effective performing purchasing of business
requirements in line with business plan
2. Create a productive working
environment
2.1 Accurate setting business ethical conduct
2.2 Effective assigning of responsibilities in accordance
with organisation structure
2.3 Permanent matching personal characteristics with
business requirements
2.4 Proper maintain good relationship with customers
and suppliers
3. Run real business operations 3.1 Proper setting of short-term business goals
3.2 Accurate optimizing the utilization of available
resources
3.3 Regular employing targeted promotional and
marketing campaigns
4. Monitor and evaluate the business 4.1 Clear preparation of a daily report of business
activities
4.2 Regular organization of employee’s meeting in
accordance with customer’s inquiries and needs
4.3 Regular consultation of business plan
Learning unit LU 1: Identify Activities To Be Accomplished For Real Business
1
Learning Outcomes:
1. Verify business start-up requirements
2. Recruit employees in line with task requirements
3. Perform purchasing of business requirements in line with business plan
5 Hours
Learning Outcome1.1: Verify business start-up requirements
Meaning of business requirements
Steps of business requirements estimation
Business location Working place
layout Office equipment Office furniture
Raw materials for initial storage Production
equipment and machinery
Production consumables
Start-up finances Quantity of
financial needs Sources finances Allocation of
finance resources
o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Post note
Content Learning
activities
Resources
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Product evidence
Essay& Cases study
True or false question A produced start up plan
Checklist Score
Yes No
Indicator: business start-up requirements are verfied
Meaning of business requirements are explained Steps of business requirements estimation are explained Business location
Working place layout Office equipment Office furniture
Raw materials for initial storage are identified
Production equipment and machinery are identified Production consumables are identified
Start-up finances are identified
Quantity of financial needs are identified Sources finances are identified Allocation of finance resources are identified
Observation
Performance criterion
Proper verification of business start-up requirements
Learning Outcome 1.2: Recruit employees in line with task requirements
Meaning of employee recruitment
Functions of employees recruitment Job design and
development Identifying and seeking
candidates Receiving and tracking
applicants Reference and
background checks Testing Interview Evaluation and hiring
Principles of strategic employee recruitment
Factors influencing employees recruitment Internal factors
Budget constraints Expected or trend of
employee separations Production levels Sales increases or
decreases Global expansion plans
External factors
Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban,
suburban, and rural areas
Competition
Recruitment process Staffing plans and
forecasting
o Brainstorming o Questions and answers o Story telling o Problem solving
˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Employee
recruitment template
Content Learning
activities
Resources
Write the job description and job specifications.
Confirm job analysis Have a bidding system to
recruit and review internal candidate qualifications for possible promotions.
Determine the best recruitment strategies for the position.
Implement a recruiting strategy.
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Prodiuct evidence
Observation checklist Number of employees recruited
Checklist Score
Yes No
Identified Recruit employees in line with task requirements are identified
Functions of employees recruitment are explained Job design and development Identifying and seeking candidates Receiving and tracking applicants Reference and background checks Testing Interview Evaluation and hiring
Principles of strategic employee recruitment are explained
Factors influencing employees recruitment are explained Internal factors
Performance criterion
Accurate recruiting of employees in line with task requirements
External factors
Recruitment process are explained Staffing plans and forecasting Write the job description and job specifications. Confirm job analysis Have a bidding system to recruit and review internal candidate
qualifications for possible promotions. Determine the best recruitment strategies for the position. Implement a recruiting strategy.
Observation
Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
Meaning of purchasing
Purpose of purchasing
Types of purchasing Centralised purchasing Decentralised
purchasing
Principles of purchasing Right price Right quality Right quantity Right time Right place
Purchasing procedures Meaning Steps involved in
purchasing procedures
Documents used in purchasing procedures. Material requisition
form Inquiry Reply Purchase order Advice note Delivery note
o Brainstorming o Questions and answers o Story telling o Problem solving
˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Template of documents
used in purchasing process
Content Learning
activities
Resources
Invoice Credit status inquiry Debit note Credit note Receipt Statement of account
Meaning of suppliers
Factors influencing choice of effective suppliers
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Perform purchasing of business requirements in line with business plan are explained
Purpose of purchasing are explained
Types of purchasing are explained Centralised purchasing Decentralised purchasing
Principles of purchasing are explained Right price Right quality Right quantity Right time Right place
Purchasing procedures are explained Meaning
Performance criterion
Effective performing purchasing of business requirements in line with business
plan
Steps involved in purchasing procedures
Documents used in purchasing procedures are explained Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account
Factors influencing choice of effective suppliers are explained
Observation
Learning unit LU 2: Create a productive working environment
2
Learning Outcomes:
1. Set business ethical conduct
2. Assign responsibilities in accordance with organisation
structure
3. Match personal characteristics with business requirements
4. Maintain good relationship with customers and suppliers 7Hours
Learning Outcome 2.1: Set business ethical conduct
Define term ethical conduct
Objectives of ethical conduct in a business
Rules and regulations of the business Positive attitude
required to business members
sanctions proposed by the law in business
Types of unethical behavior in a business Mistreating
Employees Financial Misconduct Misrepresentation
Techniques of encouraging a positive ethical behaviour in business Rewards Expectations Training Policies
Ways to address address unethical behaviour at the workplace
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Content Learning
activities
Resources
Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Problem solving Observation checklist
Checklist Score
Yes No
Indicator: business ethical conduct setted Objectives of ethical conduct in a business are explained
Rules and regulations of the business are identified Positive attitude required to business members sanctions proposed by the law in business
Types of unethical behaviour in a business are identified Mistreating Employees Financial Misconduct
Techniques of encouraging a positive ethical behaviour in business are identified
Rewards Expectations Training Policies
Performance criterion
Accurate setting business ethical conduct
Ways to address unethical behaviour at the workplace are identified
Methods of handling unethical conduct in business are identified
Importance of positive ethical conduct in the business are identified
Observation
Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure
Meaning of responsibilities assignment in business
Attribution of responsibilities Estimation of volume of task Determination of task’s
requirements Allowing time to the volume of task
Responsibility assignment matrix RAC (Responsible, Accountable,
Consulted and Informed).
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Effective assigning of responsibilities in accordance with organisation structure
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
: Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: responsibilities in accordance with organisation structure are assigned
Meaning of responsibilities assignment in business are explained
Attribution of responsibilities are identified Estimation of volume of task Determination of task’s requirements
Allowing time to the volume of task
Responsibility assignment matrix are identified
RAC (Responsible, Accountable, Consulted and Informed)
Observation
Learning Outcome 2. 3: Match personal characteristics with business requirements
Self assessment of time management practices Defining tool of
assessment Self Assessment Measuring gap
between personal characteristics and business requirements
Defining strategies to eliminate gaps
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to
Content Learning
activities
Resources
Self assessment in motivating employees practices Defining tool of
assessment Self Assessment Measuring gap
between personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in financial practices Defining tool of
assessment Self Assessment Measuring gap
between personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in inventory practices Defining tool of
assessment Self Assessment Measuring gap
between personal characteristics and business requirements
Defining strategies to eliminate gaps
write a business plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Permanent matching personal characteristics with business requirements
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Match personal characteristics with business requirements identfied
Self assessment of time management practices are applied Defining tool of assessment Self Assessment Measuring gap between personal characteristics and business
requirements Defining strategies to eliminate gaps
Self assessment in motivating employees practices are applied assessment Self Assessment Measuring gap between personal characteristics and business
requirements Defining strategies to eliminate gaps
Self assessment in financial practices are applied Defining tool of assessment Self Assessment Measuring gap between personal characteristics and business
requirements Defining strategies to eliminate gaps
Self assessment in inventory practices are applied Defining tool of assessment Self Assessment Measuring gap between personal characteristics and business
requirements Defining strategies to eliminate gaps
Observation
Learning Outcome 2. 4: Maintain good relationship with customers and suppliers
Meaning of a term relationship in a business
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship with: customers suppliers
Importance of maintaining good customers and suppliers relationship to the business: With customers With suppliers
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship.
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Content Learning
activities
Resources
Performance criterion
Proper maintaining of good relationship with customers and suppliers
Checklist Score
Yes No
Indictor : Maintain good relationship with customers and suppliers are explained Purpose of maintaining a good relationship with customers and suppliers are identified
Methods used to Maintain good relationship are identified
Importance of maintaining good customers and suppliers relationship are identified
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship are identified
Observation
Learning unit LU 3: Run real business operation
3
Learning Outcomes:
1. Set of short-term business goals
2. Optimize the utilization of available resources
3. Employ targeted promotional and marketing campaigns
10Hours
Learning Outcome 3.1: Set of short-term business goals
Defining business goals
Categorization of business goals
Long-term goals Medium goals Short-term goals
Setting business: Long-term goals Medium goals Short-term goals
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Risk analysis
template
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper setting of short-term business goals
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Set of short-term business goals are explained
Categorization of business goals explained
Setting business: Long-term goals Medium goals Short-term goals
Observation
Learning Outcome 3.2: Optimize the utilization of available resources
Meaning of business resources
Types of business resources Financial resources Assets Human resources Technological resources
Purpose of optimizing the utilisation of available resources
o Brainstorming on identifying meaning of key words
o Oral presentation Demonstration of contingency plan samples
o Group discussion
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan
Content Learning
activities
Resources
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources: Procedures of using resources Targeted result Anticipated emergencies in
planning Inventory planed
Importance of optimizing available resources for: Employees Business owners Business stakeholders
o Documentary research o Internet research o Practical exercise on
identifying risk to be covered by a contingency plan
˗ Computer
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Optimize the utilization of available resources are explained
Types of business resources are explained Financial resources Assets Human resources Technological resources
Purpose of optimizing the utilisation of available resources are explained
Methods to optimise utilisation of available resources Are identified
Methods used to control utilisation of resources are identified Procedures of using resources Targeted result
Performance criterion
Accurate optimizing the utilization of available resources
Anticipated emergencies in planning Inventory planed
Importance of optimizing available resources are described Employees Business owners Business stakeholders
Observation
Learning Outcome 3.3: Employ targeted promotional and marketing campaigns
Product promotion Meaning Aspects of product promotion
Advertising product or brand Generating sales Creating brand loyalty
Elements/tools/piece of promotional mi/plan
Public relations/publicity Advertising Sales promotion Personal selling Direct marketing
Promotional strategies
Get the most out of social media
Generate conversation with swag
Offer incentives with targeted landing pages
Appeal locally and create an event
o Brainstorming on identifying meaning of key words
o Oral presentation Demonstration of contingency plan samples
o Group discussion o Documentary research o Internet research o Practical exercise on
defining contingency plan
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Role play
scenarios ˗ Business plan ˗ Computer
Content Learning
activities
Resources
Boost your brand with education
Establishing promotional mix/plan
Marketing campaign Meaning Aspects of marketing campaign
Components of marketing campaign
Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views Leads Customers
Marketing campaign strategy
Clear & concise calls-to-action. Hyper-target to a niche Audience.
Create a story that speaks to all Medias.
Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Regular employing targeted promotional and marketing campaigns
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Employ targeted promotional and marketing campaigns are explained Product promotion is explained Aspects of product promotion
Advertising product or brand Generating sales Creating brand loyalty
Elements/tools/piece of promotional plan are identified Public relations/publicity Advertising Sales promotion Personal selling Direct marketing
Promotional strategies are described Get the most out of social media Generate conversation with swag Offer incentives with targeted landing pages Appeal locally and create an event Boost your brand with education
Establishing promotional mix/plan of marketing campaign are identified Components of marketing campaign Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views Leads Customers
Aspects of marketing campaign are identified Clear & concise calls-to-action. Hyper-target to a niche Audience. Create a story that speaks to all Medias. Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.
Observation
Learning unit LU 4: Monitor and evaluate the business
4
Learning Outcomes:
1. Prepare a daily report of business activities
2. Organize employee’s meeting in accordance with customer’s
inquiries and needs
3. Consult to business plan
8 Hours
Learning Outcome 4.1: Prepare a daily report of business activities
Meaning of business daily report
Purpose of business daily report
Format of daily report of business activities
Importance of business daily report to the business
o Brainstorming on present the business plan
o Demonstration on present the business plan
o Practical exercise on present the business plan
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ play scenarios ˗ Computer
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Content Learning
activities
Resources
Performance criterion
Clear preparation of a daily report of business activities
Checklist Score
Yes No
Indicator: a daily report of business activities is prepared Meaning of business daily report is explained
Purpose of business daily report is explained is explained
Format of daily report of business activities is explained
Importance of business daily report to the business is explained
Observation
Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries
and needs
Meaning of effective employees’ meeting
Purpose of employee’s meeting
Meaning of customer inquiries and needs
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
Ways to make employee meeting more engaging
Facilitate brainstorming session
Stand up Set meeting goals
together
o Brainstorming on communication of business plan, strategy and outcomes
o Role play on communication of business plan, strategy and outcomes
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet
Content Learning
activities
Resources
Offer incentives and rewards
Set a clear framework in advance
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Observation checklist
Checklist Score
Yes No
Indictor :Organize employee’s meeting in accordance with customer’s inquiries and needs are explained
Meaning of customer inquiries and needs is explained
Ways to make employee meeting more engaging are explained Facilitate brainstorming session Stand up Set meeting goals together Offer incentives and rewards
Set a clear framework in advance
Purpose of employee’s meeting is explained
Ways of gathering customer’s inquiries and needs are explained
Steps of effective employee’s meeting are explained Setting meeting objectives Preparing meeting requirements Running employee’s meeting
Performance criterion
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
Observation
Learning Outcome 4.3: Consult to business plan
Purpose of business plan for the business
Purpose of consulting business plan during a business operations
Critical part of the business to be considered while running business
Identification of what to be consulted in your business plan
Using business plan as tool
o Brainstorming on importance of presenting business plan.
o Role play on importance of presenting business plan.
˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Product evidence
Proposed tools: Observation checklist A produced consultation plan
Content Learning
activities
Resources
Performance criterion
Regular consultation of business plan
Competence
Checklist Score
Yes No
Indicator: Consult to business plan is explained
Purpose of consulting business plan during a business operations is explained
Critical part of the business to be considered while running business is explained
Identification of what to be consulted in your business plan is explained
Using business plan as tool is explained
Observation
Reference books:
Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions, third
edition. Uganda: Kyambogo University.
SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
Read more: http://www.businessdictionary.com/definition/breakeven-point.html
S F D I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
SFDIA501 Integrate workplace
REQF Level: 3 Learning hours
Credits: 30 300
Sector: ALL
Sub-sector: ALL
Issue date: July, 2019
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.
Learning assumed to be in place
All the modules covered at REQF level 3.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply for internship/employment
1.1. Appropriate use of resources in the community or nationwide to find internship/employment information
1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills
2. Demonstrate workplace behavior and attitudes
2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time
effectively 2.3. Efficient management of personal and work lives
3. Respect worker’s and employer’s rights and responsibilities
a. Respect of universal human rights b. Respect of worker’s and employer’s obligations according
to the Rwandan Labour code c. Respect of worker’s rights and responsibilities at the
workplace d. Respect of employer’s rights and responsibilities at the
workplace e. Appropriate reaction when the labor code is broken
4. Organize and evaluate one’s internship
a. Appropriate securing of the internship agreement with the enterprise
b. Adequate outlining of findings and experience c. Proper writing of the internship report that contains all
the required elements as well as one’s own findings and
experience
d. Active participation in the assessment of one’s internship
5. Develop one’s competences on the workplace
5.1. Adequate performance of tasks assigned according to the agreement with the enterprise
5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)
5.3. Adequate demonstration of work behaviour and attitudes
Learning Outcome 1.1:Identify and use resources to find a job.
Resources to find employment in the community and at national level
- Job announcements
- Newspapers
advertisements
- From recruitment
agencies
- Internet websites
Identify contact persons
o Small group work o Panel discussion o Large group discussion o Speakers
- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…
Formative Assessment 1.1
Learning unit
LU 1: Apply for internship/employment
1
Learning Outcomes:
1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview
10 Hours
Content Learning activities Resources
Performance criterion
Appropriate use of resources in the community or nationwide to find internship/employment information
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidences Perfomance
Essay
Scenarios
Checklist Score
Yes No
Indicator: Resources to find a job are identified Job announcements
From recruitment agencies
Newspaper advertisements
Internet websites
Observation
Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.
Differences between a CV and an application letter
Types of application letters
Elements of a well written CV
Elements of an application letter
o Large group discussion o Individual work o Pair work
- Sample CVs and application letters
- Format of an application letter
Formative Assessment 1.2
Content Learning activities Resources
Performance criterion
Proper writing of a basic accurate and neat CV
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Observation checklist
Questions and answers
Checklist Score
Yes No
Indicator: difference between CV and letter is explained
A letter is more concise
A letter express interest
CV gives detailed information
Observation
Learning Outcome 1.3: Take part in an interview.
Main parts of an interview
Interviewing tips: what to do before, during and after the interview
Typical questions asked during an interview
o Small group work o Interview role plays o Large group discussion
- Interview observation tool
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper demonstration of effective interviewing skills
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
Learning unit
LU 2:Demonstrate appropriate workplace behavior and attitudes
2
Learning Outcomes:
1. Identify appropriate workplace behaviors and attitudes 2. Manage time 2. Balance work and personal life
15 Hours
Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.
Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)
Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)
o Small group work o Large group discussion o Brainstorming
- Workplace behaviour scenarios
- Work habits inventory
Formative Assessment 2.1
Content Learning activities Resources
Performance criterion
Appropriate application of workplace habits and attitudes
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
Learning Outcome 2.2: Manage time.
Importance of task planning and managing time
Strategies to better manage time
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking.
Review your day.
o Large group discussion o Small group activity (tower
building) o Reflection o Pair sharing
- Workplace behaviour scenarios
- Work habits inventory
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
pPerformance
Product
Scenarios Different workplace documents
Content Learning activities Resources
Performance criterion
Adequate implementation of strategies to manage time effectively
Checklist Score
Yes No
Indicator: Effective management of time Plan activities on time
Attend regularly
Promote effective work
Indicator Strategies to better manage time are mentioned
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking.
Review your day.
Observation
Learning Outcome 2.3: Balance work and personal life.
Common situations that make it challenging to balance work & personal life
Tips to manage personal and work lives
o Large group discussion o Individual work o Self-assessment o Pair sharing
- Scenarios: “did she/he do the right thing?”
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Efficient management of personal and work lives
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
Learning unit
LU 3: Respect worker’s and employer’s rights and responsibilities
3
Learning Outcomes:
1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan Labour
Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken
5Hours
Learning Outcome 3.1:Get familiar with the universal human rights.
Definition of “right” and “human rights.
Universal Declaration of Human Rights
o Small group work o Large group discussion
-Universal Declaration of Human Rights - Plain language version
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Appropriate of universal human rights
Types of evidence Portfolio assessment tools
written
oral
performance
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator: Universal declaration is explained
know about your right
be informed touniversal declaration human rights
Observation
Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.
Legal obligations of employers Duty to pay worker Plan for work To have managerial skills
Legal obligations of workers Control of the workplace Provide information Take reasonable care
o Large group activity o Discussion o Small group work o Observation
- Statements and answers for Agree/Disagree game on Rwandan labour law
- Articles 47 and 48 of the labour code
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code
Types of evidence Portfolio assessment tools
writtten evidence
oral evidence
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation
Checklist Score
Yes No
Indicator :Legal obligations of employers are identified
Duty to pay worker
Plan for work
To have managerial skills
Indicator : Legal obligations of workers are mentioned
Provide information
Control of the workplace
Take reasonable care
Observation
Learning Outcome 3.3: Identify one’s rights and responsibilities at work.
‘Rights’ (what you can expect your employer to provide)
‘Responsibilities’ (what your employer can expect that you will do)
o Large group discussion o Small group work o Skits
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.3
Content Learning activities Resources
Performance criterion
Appropriate respect of worker’s rights and responsibilities at the workplace
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Perfornce
Questions and answers
Expose
Discussion
Scenarios
Checklist Score
Yes No
Indicator: one’s rights and responsibilities at work are identified.
- Understanding the conditions of your employment.
- Working in a way that is not harmful to the health and safety of yourself
or others
Observation
Learning Outcome 3.4: Explore one’s personal rights and responsibilities.
Definition of “responsibility”
Relationship between rights and responsibilities
o Individual work o Pair share o Large group brainstorming and
discussion
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.4
Content Learning activities Resources
Performance criterion
Appropriate respect of employer’s rights and responsibilities at the workplace
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
Learning Outcome 3.5: React appropriately when the labour code is broken.
Possible solutions or responses in case the labour code is broken
o Small group work o Scenario analysis o Large group discussion
- Labour code scenarios
- Labour code excerpts
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtten
oral
Perfornce
Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: possible solutions when the labour code is broken are identified
Dismiss the work
Reduction to a lower post
Stoppage of promotion
Suspension without wages
Withholding of increment
Observation
Content Learning activities Resources
Performance criterion
Appropriate reaction when the labour code is broken
Learning unit
LU 4: Organize and evaluate one’s internship
4
Learning Outcomes:
1. Conclude an internship agreement 2 Outline one’s findings and experience 3. Write and present the report of the internship 4. Participate actively to the assessment of one’s internship
270 Hours
Learning Outcome 4.1:Conclude an internship agreement.
Definition of the concept “internship”
Objectives of the internship
Presentation of internship agreement
o Brainstorming o Group discussion o Presentation by the trainer
- Sample internship agreement
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Appropriate securing of the internship agreement with the enterprise
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
Learning Outcome 4.2: Outline one’s findings and experience.
Presentation of the logbook
Tips to fill in the logbook
o Presentation by the trainer - Logbook
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Expose
Questions and answers
Checklist Score
Yes No
Indicator: presentation of the logbook is identified
IAP list of competencies to be developed
sheet
IAP agreement
IAP report form
IAP interview form
IAP Evaluation form
Indicator: Tips to fill in the logbook are mentioned Take Time to Write Your Log.
Use a Rough Book.
Have One Logbook Per Project
Keep a Summary List
Computer Filing
Be Consistent
Write a Conclusion.
Content Learning activities Resources
Performance criterion
Adequate outlining of findings and experience
Observation
Learning Outcome 4.3: Write and present the report of the internship.
Presentation techniques Contents of the internship report
o Group discussion o Role play
- Sample internship report
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Questions and answers
present
oral questions and their answers
Checklist Score
Content Learning activities Resources
Performance criterion
Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience
Yes No
Indicator: contents of the internship report - Declaration
- Approval
- Acknowledgement
- Abbreviations and acronyms
- General introduction
- Presentation of the institution where internship took place
- achievements
- conclusion and recommendation
Indicator 2: Presentation techniques Students-centered approach
make a structure
Observation
Learning Outcome 4.4: Participate actively to the assessment of one’s internship.
Internship assessment and self-assessment packages
o Group discussion o Presentation by the trainer
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning activities Resources
Performance criterion
Active participation in the assessment of one’s internship
Competence
writtten
oral
Perfornce
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator:Internship assessment and self-assessment packages are indicated
Internship data
Educational and professional aspects
Relational and management aspects
Future perspective
Observation
Reference books:
1. Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project
2. https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities
3. https://www.slideshare.net/ranobiswas/labour-law-case-solutions
4. https://fremont.edu/8-benefits-of-an-internship/
5. https://internsdc.com/internship-opportunities/its-all-in-the-presentation/
6. https://mef.unimi.it/wp-content/uploads/Non-COSP
7. https://canadiangis.com
8. https://www.lifecoach-directory.org.uk
9. https://www.roche.com/careers/country/
10. https://www.collinsdictionary.com
G E N A M 5 0 1 - ADVANCED ANALYSIS AND STATISTICS
GENAM501 Apply Advanced analysis and statistics
REQF Level: 5 Learning hours
Credits: 8 80
Sector: All
Sub-sector: All
Issue date: August, 2019
Purpose statement This general module describes the knowledge, skills and attitude required to apply basic analysis and
statistics. At the end of this module, the trainee of Level Five will be able to apply integration, measure
of dispersion and interpret bivariate data. As Mathematics is a tool of different fields, this module will
be useful to trainee as a means of both measuring and improving their understanding of Mathematics
and he/she will be prepared to perform well in higher education or anywhere in any fields that require
some knowledge of mathematics especially integration and statistics as well as working in design,
financial and economics, good performance in critical thinking, data analysis with their interpretation,
and so on.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply fundamentals of integrals
7.1. Proper determination of primitive functions based on definition.
7.2. Proper calculation of definite integrals based on definition.
7.3. Proper application of definite integrals through sketching and calculations.
2. Identify measures of dispersion and interpret bivariate data
8.1. Accurate determination of measures of dispersion according to definitions and calculations.
8.2. Appropriate identification of bivariate data measures based on definitions and calculations.
8.3. Appropriate determination of regression line based on calculations and plotting.
Learning unit LU 1: Apply fundamentals of integrals
1
Learning Outcomes:
1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals
50 Hours
Learning Outcome 1.1:Calculate the primitive functions
Definition
Properties The derivative of the indefinite
integral The integral of differential of a
function Factor out constant function from
integral sign The indefinite integral of the
algebraic sum of two functions Immediate primitive
Techniques of integration Integration by change of variable Integration by decomposition Integration by parts
o Group discussion on primitive function
o Practical exercises o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper determination of primitive functions based on definition
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator:Definition of primitive function is given
Definition of primitive function is well given
Indicator: Properties of primitive functions are correctly applied
The derivative of the indefinite integral
The integral of differential of a function
Factor out constant function from integral sign
The indefinite integral of the algebraic sum of two functions
Indicator:Tecniques of integration are appropriately used
Integrals calculation by Immediate primitive
Integrals calculation by change of variable
Integrals calculation by decomposition
Integrals calculation by parts
Observation
Learning Outcome 1.2:Calculate definite integrals
Definition
Methods of integration Integration of definite integrals by
change of variable Integration of definite integrals by
decomposition Integration of definite integrals by
parts
o Group discussion on definite integral
o Practical exercises o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Content Learning
activities
Resources
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice questions Open questions
Checklist Score
Yes No
Indicator : Definition of definite integral is given
Definition of definite integral is well given
Indicator:Tecnique of integration is appropriately applied
Integration of definite integrals by immediate primitive is perfectly done
Integration of definite integrals by decomposition is perfectly done
Integration of definite integrals by decomposition is perfectly done
Integration of definite integrals by parts is perfectly done
Observation
Learning Outcome 1.3:Apply definite integrals
Calculation of area
Calculation of volume
Calculation of the length of curved surface
o Group discussion on definite integral and its application
o Practical exercises o Documentary Research
- Hand-out notes - Reference books - Didactic materials
such as manila paper, …
- Internet
Content Learning
activities
Resources
Performance criterion
Proper calculation of definite integrals based on definition
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Curve sketching
Checklist Score
Yes No
Indicator: Application of definite integrals is conveniently performed
Calculation of area for regular shape using definite integrals is properly done
Calculation of area for irregular shape using definite integrals is properly done
Calculation of volume using definite integrals is properly done
Calculation of length of curved surface using definite integrals is properly done
Observation
Performance criterion
Proper application of definite integrals through sketching and calculations
Learning unit LU 2: Identify measures of dispersion and interpret bivariate data
2
Learning Outcomes:
1. Identify the measures of dispersion 2. Describe the measures of the bivariate data 3. Determine the regression line
30 Hours
Learning Outcome 2.1:Identifythe measures of dispersion
Variance
Standard deviation
Coefficient of variation
o Group discussion on measures of dispersion
o Practical exercises standard deviation and coefficient of variation
o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions Open questions
Content Learning
activities
Resources
Performance criterion
Accurate determination of measures of dispersion according to definitions and calculations
Checklist Score
Yes No
Indicator : Definition of a measure of dispersion is well given
Definition of Variance is well given
Definition of Standard deviation is well given
Indicator : Calculation of a given measure of dispersion is perfectly done
Calculation of Variance is accurately done
Calculation of Standard deviation is accurately done
Calculation of Coefficient of variation is accurately done
Observation
Learning Outcome 2.2:Describe the measures of the bivariate data
Correlation
Covariance
Coefficient of correlation
o Group discussion on correlation
o Practical exercises on covariance and coefficient of correlation
o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Content Learning
activities
Resources
Performance criterion
Appropriate identification of bivariate data measures based on definitions and
calculations
Checklist Score
Yes No
Indicator : Definition of a given measure of bivariate data is well given
Definition of Correlation is well done
Definition of Covariance is well done
Indicator : Calculation of a given measure of bivarriate data is correctly done
Calculation of Covariance is accurately done
Calculation of Coefficient of correlation is accurately done
Observation
Learning Outcome 2.3:Determine the regression line
Definitions Scatter diagram Regression lines
Calculation and plotting of regression lines
o Group discussion on scatter diagram
o Practical exercises on equation of regression line
o Documentary Research
- Hand-out notes - Reference books - Geometric
instruments (Ruler, T-square,..)
- Didactic materials such as manila paper, …
- Internet
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short question Open questions Scatter diagram and plotted regression lines
Content Learning
activities
Resources
Performance criterion
Appropriate determination of regression line based on calculations and plotting
Checklist Score
Yes No
Indicator : Definition is given
Scatter diagram is properly defined
Regression line is properly defined
Indicator : Calculation is accurately peformed
Calculation of coefficient of regression line of y on x
Determination of regression line of y on x
Calculation of coefficient of regression line of x on y
Determination of regression line of x on y
Indicator : Graphical presentation is accurate
Presentation of scatter diagram is properly done
Plotting regression line of y on x is appropriately done
Plotting regression line of x on y is appropriately done
Observation
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
Competence
S F D D S 5 0 1 - DATABASE SECURITY
SFDDS501 Apply database security
REQF Level: 5 Learning hours
Credits: 8 80
Sector: ICT
Sub-sector: Software Development
Issue date:December 2018
Purpose statement
This module describes the skills, knowledge, and attitudes required to describe database security
standards, perform security of database on both system and data level and conduct database auditing.
Learning assumed to be in place
Develop a database
Setup a database sever
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. Describe database security concepts and standards
1.1 Proper description of the scope of database security 1.2 Correct elaboration of database security models 1.3 Relevant exploration of database security principles
2. Perform system security 2.1 Appropriate definition of system security coverage 2.2 Efficient management of users in accordance with the
system roles and privileges 2.3 Suitable validation user accounts
3. Perform object security 3.1 Convenient implementation of data security policies in line with object privileges and roles
3.2 Correct implementation of data encryption in line with data protection requirements
3.3 Regular backup of data and data restore
4. Conduct database auditing 4.1 Proper description of auditing, types, and records 4.2 Complete inspection of database security standards 4.3 Efficient production of auditing report
LU 1: Describe database security concepts and standards
1
Learning Outcomes:
1. Describe the scope of database security 2. Elaborate database security models 3. Explore database security principles
20 Hours
Learning Outcome1.1: Describe the scope of database security
Introduction to database security Purpose of database
security Importance of database
security Types of database security
Database security policies
Database security framework
o Brainstorm about the database security threats and impact
- Computers - Projector - Internet
Formative Assessment 1.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper description of the scope of database security
Types of evidence Portfolio assessment tools
Written
Multiple choice
True or false question
Matching
Ticking
Checklist Score
Yes No
Indicator:Database security is introduced
Purpose of database security
Importance of database security
Types of database security
Indicator:Database security policies are described
Indicator:Database security frameworks are introduced
Observation
Learning Outcome 1.2: Elaborate database security models
Definition of security models Access control Authentication and
authorization Access philosophies
and management
Description of database access matrix models
Object Subject Access modes Policies Axioms
o Brainstorm on security models
- DBMS setup - Computers - Projector - Internet - Editors - Browsers - Middleware
Content Learning activities Resources
Formative Assessment 1.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Observation checklist
Performance quality checklist
Checklist Score
Yes No
Indicator : security models are defined
Access control
Authentication and authorization
Access philosophies and management
Indicator : database access matrix models are described
Object
Subject
Access modes
Policies
Observation
Performance criterion
Correct elaboration of database security models
Learning Outcome 1.3:Explore database security principles
Elaborate Database attacks Excessive privileges Privilege abuse Unauthorized
privilege elevation Platform
vulnerabilities SQL injection Weak audit Denial of service Database protocol
vulnerabilities Weak
authentication Exposure of backup
data
Elaborate database control methods
Access Control Inference Policy User Identification
/Authentication Accountability and
auditing Encryption
o Brainstorm on database
attacks and methods to control attacks
-Computer
-Projector
-Internet
-Board
-Marker pen
Formative Assessment 1.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence Observation checklist
Resources
Performance criterion
Relevant exploration of database security principles
Learning activities Content
performance quality checklist
Checklist Score
Yes No
Indicator: Database attacks are elaborated
Excessive privileges
Privilege abuse
Unauthorized privilege elevation
Platform vulnerabilities
SQL injection
Weak audit
Denial of service
Database protocol vulnerabilities
Weak authentication
Exposure of backup data
Indicator : Database control methods are elaborated
Access control
Inference policy
User Identification / authentication
Accountability and auditing
Encryption
Observation
LU 2: Perform system security
2
Learning Outcomes:
1. Define system security coverage 2. Manage users according to the system roles and privileges 3. Validate user accounts
10 Hours
Learning Outcome 2.1: Define system security coverage.
Definition of system security terms
Elements of system security Integrity control Access controls
Definition of fundamentals of access control
Elements of access controls
Introduction to system database access control
Privileges Creating table spaces Deleting rows
Roles Types of users
o Brainstorm about system
security coverage
- Computers - Projector - Internet
Content Learning activities Resources
Formative Assessment 2.1
The 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
Observation checklist
Performance quality checklist
Checklist Score
Yes No
Indicator: Elements of system security are identified
Access controls
Integrity controls
Authentication
Indicator:System database access control are introduced
Privileges
Roles
Types of users
Observation
Performance criterion
Appropriate definition of system security coverage
Learning Outcome 2.2:Manage users according to the system roles and privileges
Creating users Understanding the
Types of Users Create a user with T-
SQL
Allocation of users privileges Granting privileges to users
using GRANT commands Revoking privileges to users
using REVOKE commands
Viewing privileges
DBA_COL_PRIVS
ALL_COL_PRIVS
USER_COL_PRIVS
ALL_COL_PRIVS_MADE
USER_COL_PRIVS_MADE
ALL_COL_PRIVS_RECD
USER_COL_PRIVS_RECD
DBA_TAB_PRIVS
ALL_TAB_PRIVS
USER_TAB_PRIVS
ALL_TAB_PRIVS_MADE
USER_TAB_PRIVS_MADE
ALL_TAB_PRIVS_RECD
USER_TAB_PRIVS_RECD View of role information
DBA_ROLES
DBA_ROLE_PRIVS USER_ROLE_PRIVS
DBA_SYS_PRIVS USER_SYS_PRIVS
ROLE_ROLE_PRIVS
ROLE_SYS_PRIVS
ROLE_TAB_PRIVS
SESSION_PRIVS
SESSION_ROLES
o Brainstorm about user
profile creation and
privileges
- Computers - Projector - Internet
Content Learning activities Resources
Formative Assessment 2.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklist
Performance quality checklist
Checklist Score
Yes No
Indicator: Database users are created
Understanding the Types of Users
Create a user with T-SQL
Indicator:users privileges are allocated
Granting privileges to users using GRANT commands
Revoking privileges to users using REVOKE commands
Indicator : Database user privileges are viewed
DBA_COL_PRIVS
ALL_COL_PRIVS
USER_COL_PRIVS ALL_COL_PRIVS_MADE USER_COL_PRIVS_MADE ALL_COL_PRIVS_RECD USER_COL_PRIVS_RECD DBA_TAB_PRIVS ALL_TAB_PRIVS USER_TAB_PRIVS ALL_TAB_PRIVS_MADE USER_TAB_PRIVS_MADE ALL_TAB_PRIVS_RECD
USER_TAB_PRIVS_RECD
Indicator : Database user ROLE INFORMATION are viewed DBA_ROLES
DBA_ROLE_PRIVS
Performance criterion
Efficient management of users in accordance with the system roles and
privileges
USER_ROLE_PRIVS
DBA_SYS_PRIVS USER_SYS_PRIVS ROLE_ROLE_PRIVS ROLE_SYS_PRIVS ROLE_TAB_PRIVS SESSION_PRIVS
SESSION_ROLES
Observation
Learning Outcome 2.3: Validate user accounts
Set of database password policy
Description of database Users authentication methods
o Brainstorm about validate user accounts
- Computers - Projector - Internet
Formative Assessment 2.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Performance quality checklist
Observation checklist
Content Learning activities Resources
Performance criterion
Suitable validation user accounts
Checklist Score
Yes No
Indicator:Database password policy are implemented
Criteria for a strong password
Indicator: Database users authentication methods are described
Password encryption while connecting
Account Locking
Password history
Password complexity verification
Observation
.
LU 3: Perform object security
3
Learning Outcomes:
1. Implement database security policies in line with object privileges and roles
2. Implement data encryption in line with data protection requirements
3. Restore data and backup 25 Hours
Learning Outcome 3.1: Implement database security policies in line with object privileges and
roles
Introduction to data security policy Table or view Entitlement (actions expressed by
privileges) Instance set (data identified by the
condition)
Elaboration of element of data security
Data security accountability System Data Security Policies Managing Patches Policies that govern network
services
o Trainees will be given practical exercises to retrieve data from a database using a query language and display data on the web page following the requirements.
- Computers - Projector - Internet
Formative Assessment 3.1
Content Learning activities Resources
Performance criterion
Convenient implementation of data security policies in line with object privileges and roles
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklist
Performance quality checklist
Checklist Score
Yes No
Indicator: Data security policy are introduced
Table or view
Entitlement (actions expressed by privileges)
Instance set (data identified by the condition)
Indicator:Element of data security are described
Data Security Accountability
System Data Security Policies
Managing Patches
Policies that govern network services
Observation
Learning Outcome 3.2: Implement data encryption in line with data protection requirements
Elaboration of Type of Data Encryption.
AES
Triple DES
RSA (Rivest–Shamir–Adleman) Blowfish Twofish
Introduction to Database Encryption The API Method The Plug-In Method The TDE Method
o Trainees will be given practical exercises to fetch and display the existing data using supplied input
- Computers - Projector - Internet
Learning activities Resources Content
Formative Assessment 3.2
The 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
Observation checklist
Performance quality checklist
Checklist Score
Yes No
Indicator:Data encryption type are introduced
AES
Triple DES
RSA (Rivest–Shamir–Adleman)
Blowfish
Twofish
Indicator: Database Encryption introduced
The API Method
The Plug-In Method
The TDE Method
Observation
Performance criterion
Correct implementation of data encryption in line with data protection
requirements
Learning Outcome 3.3: Restore data and Backup
Introduction of data backup and restore
Effective Backup Management
Types of Data Backup and Restore
Perform database backup and Recovery
Disaster recovery plan
Recovery Tools listing
Trainees will be given
practical exercises to
retrieve customized records
from the database using
user-supplied inputs (data
captured from a form)
Trainees will conduct
practical work to clarify the
difference between form
attributes
- Computers
- Projector
- Internet
Formative Assessment 3.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance evidence
Matching
Ticking
Short answer question
Content Learning activities Resources
Performance criterion
Regular backup of data and data restore
Checklist Score
Yes No
Indicator:Types of data backup and restore are introduced
Full backups
Incremental backups
Indicator:Database and recovery are performed
Disaster recovery plan
Observation
LU 4: Conduct database auditing
4
Learning Outcomes:
1. Describe auditing, types and records 2. Inspect database security standards 3. Produce auditing report
25 Hours
Learning Outcome 4.1: Describe auditing, types and records
Introduction to database auditing overview
Actions Practices Conduct
Description of Auditing Types Statement Auditing Privilege Auditing Schema Object Auditing Fine-Grained Auditing
Elaboration of Audit Records Database Audit Trail
(DBA_AUDIT_TRAIL) Operating System Audit Trail Syslog Audit Trail Operating System and Syslog
Audit Records Records Always in the
Operating System and Syslog Audit Trail
o Trainees will be given practical exercises to retrieve data from a database using a query language and display data on the web page following the requirements
- Computers - Projector - Internet
Content Learning activities Resources
Formative Assessment 4.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklist
Performance quality checklist
Checklist Score
Yes No
Indicator: Database auditing is introduced
Actions
Practices
Conduct
Indicator: Auditing Types are described
Statement auditing
Privilege auditing
Schema object auditing
Fine-grained auditing
Indicator: Auditing records described
Database audit trail (DBA_AUDIT_TRAIL)
Operating system audit trail
Syslog audit trail
Operating system and Syslog audit records
Records always in the Operating System and Syslog Audit Trail
Observation
Performance criterion
Proper description of auditing, types, and records
Learning Outcome 4.2: Complete inspection of database security standards
Introduction of database security standards Security standard of database
Hardening database security standards Physical database server security Firewalls for database servers Database software Application/web servers/
application code User/client workstations Administrator accounts /
Permissions /passwords
o Trainees will be given practical exercises to fetch and display the existing data using supplied input
- Computers - Projector - Internet
Formative Assessment
The 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
Observation checklist
Performance quality checklist
Checklist Score
Yes No
Indicator:Database security standards described
Indicator:Hardening Database security standards described
Physical database server security
Firewalls for database servers
Database software
Content Learning activities Resources
Performance criterion
Complete inspection of database security standards
Application / web servers / application code
User / client workstations
Administrator accounts / permissions / passwords
Physical database server security
Observation
Learning Outcome 4.3: Efficient production of auditing report
Introduction of auditing database Types of risk activities include
Mistake Misuse Malicious action
Common Vulnerabilities Found in Database Attacks Phishing SQL injection Data exfiltration Staging server Data redaction Data masking Data encryption
Description of database auditing steps
Trainees will be given practical exercises to retrieve customized records from the database using user-supplied inputs (data captured from a form).
Trainees will conduct practical work to clarify the difference between form attributes.
- Computers - Projector - Internet
Formative Assessment 4.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Efficient production of auditing reports.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Matching
Ticking
Short answer question
Checklist Score
Yes No
Indicator: Auditing Database is introduced
Types of risk activities are specified
Common vulnerabilities found in database attacks
Description of database auditing steps
Observation
References
1. Learn PHP, MYSQL, JavaScript-with jQuery, CSS &HTML5 4th Edition-By Robin Nixon
2. HTML, XHTML, & CSS ALL-IN-ONE for dummies 2nd Edition – By Andy Harris
3. How to Do Everything with PHP and MySQL (McGraw-Hill, 2005, 0-07-146654-1) - by
VikranWasani
4. https://www.formget.com/update-data-in-database-using-php/
5. https://www.tutorialspoint.com/php/php_validation_example.htm
6. https://www.w3schools.com/php/php_mysql_prepared_statements.asp
S F D A D 5 0 1 - SYSTEMS ANALYSIS AND DESIGN
SFDAD501 Perform systems analysis and design
REQF Level: 5 Learning hours
Credits: 5 50
Sector: ICT
Sub-sector: Software Development
Issue date:December 2018
Purpose statement
This module describes the skills, knowledge, and attitudes required to perform analysis of existing and
new system and design new system requirements.
By the end of this module the learner will be able to analyze the existing system, analyze the new
system requirements and design a new system.
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. Describe information systems
concepts
1.1 Proper identification of information systems overview 1.2 Proper identification of system analysis and design
overview 1.3 Proper description of System development life cycle
2. Analyze the system
2.1 Proper introduction to systems analysis and design
methods
2.2 Proper analysis of the current system
2.3 Proper analysis of the new system
3. Design new system 3.1 Proper introduction to system design
3.2 Proper performance of logical design
3.2 Proper performance of physical design
LU 1: Describe information systems concepts
1
Learning Outcomes:
1. Identify information systems 2. Identify system analysis and design 3. Describe system development life cycle
10 Hours
Learning Outcome 1.1: Identify information systems
Context of Information system Data Information Knowledge
Systems categories with examples Natural systems Human made systems
Information systems Components of CBIS Hardware Software Data Procedures People Networks
Systems features and characteristics Objective Standards Environment Feedback Boundaries Interfaces
Functions of environment of IS with examples Input
o Brainstorm about the importance of system
o Group discussions on system categories and examples
Computers
papers
pens
Internet
Content Learning activities Resources
Process Output Control
Types of IS hierarchy Office automation IS Transaction processing
IS Management IS Decision support
systems Expert systems
Formative Assessment 1.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtenevidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Sentence completion /fill in the blanks
Concept/mind map
Record questions
Performance criterion
Proper identification of information systems overview
Checklist Score
Yes No
Indicator: Information system is explained
Information
System
Data
Indicator: Systems categories are identified
Natural systems
Human made systems
Indicator: Systems features and characteristics are identified
Objective
Standards
Environment
Feedback
Boundaries
Interfaces
Indicator: Functions of environment in Information system are identified
Input
Process
Output
Control
Indicator:Types of information system hierarchy are identified
Office Automation IS
Transaction Processing IS
Management IS
Decision support systems
Expert systems
Observation
Learning Outcome 1.2: Identify system analysis and design
System analysis Definition of analysis Definition of system
analysis Difference between existing
and new system System analysis tools
System design Definition of system design Design activities with
examples Design the application
architecture Design the user interfaces Design the system
interfaces Design and integrate the
database Prototype for design details
o Group discussions to compare system analysis and system design
Computers
Projector
Internet
Editors
Papers
Pens
Formative Assessment 1.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Content Learning activities Resources
Performance criterion
Proper identification of system analysis and design overview
Checklist Score
Yes No
Indicator :System analysis is described
Description of analysis
Description of system analysis
System analysis tools
Indicator :System design is described
Design activities
Design the application architecture
Design the user interfaces
Design the system interfaces
Prototype for design details
Observation
Learning Outcome 1.3: Describe system development life cycle
o Individual practical exercise
to elaborate system
development life cycle of a
given system
Computers
Projector
Internet
Papers
Pens
Definition of system development life cycle
Description of system development life cycle models Waterfall model Agile model V-Shaped model Spiral model Prototyping
Selection of system development life cycle model Phases of waterfall model Requirements Design Implementation Verification Maintenance
Learning activities Resources Content
Formative Assessment 1.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtenevidence
Multiple choice
True or false question
Matching
Ticking
Sentence completion /fill in the blanks
Concept/mind map
Checklist Score
Yes No
Indicator:System Development Life Cycle models are described
Waterfall model
Agile model
V-Shaped model
Spiral model
Prototyping
Indicator:Waterfall model phases are described
Requirements
Design
implementation
Verification
Maintenance
Observation
Performance criterion
Proper description of System Development Life Cycle
LU 2: Analyze systems
2
Learning Outcomes:
1. Introduce systems analysis and design methods 2. Analyze the current system 3. Analyze the new system.
20 Hours
Learning Outcome 2.1:Introduce systems analysis and design methods
Introduction to methods for developing computer based information systems
Description of popular methods for developing CBIS: Structured analysis
method Object oriented analysis
method
Selection of a method for CBIS: Structured system
analysis and design (SSADM)method steps
o Trainees will be given practical
exercises to introduce system
analysis and design
- Computers - Projector - Internet - Papers - Pens
Content Learning activities Resources
Formative Assessment 2.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtenevidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Sentence completion /fill in the blanks
Concept/mind map
Record questions
Checklist Score
Yes No
Indicator: popular methods for developing CBIS are defined
Structured analysis method
Object oriented analysis method
Indicator: method for CBIS is described
Structured system analysis and design method steps
Observation
Learning Outcome 2.2: Analysis the current system
Introduction to current system analysis
Current system analysis phases:
o Trainees will be given a group work to analyze a given system
o Individual work to analyze a given manual system
- Computers - Projector - Internet
Content Learning activities Resources
Performance criterion
Proper introduction to systems analysis and design methods
Feasibility study:
Technical feasibility
Financial feasibility
Organizational feasibility
Ethical feasibility
Investigation of environment of current system :
Collection of requirements using traditional data findings methods
Modeling the current system using different levels of logical DFDs
The problems in existing system
Production of (AS-IS ) current situation report
System process
Stakeholder(people)
Technology
Formative Assessment 2.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtenevidence
Oral evidence
Multiple choice
True or false question
Matching
Performance criterion
Proper analysis of the current system
Ticking
Sentence completion /fill in the blanks
Concept/mind map
Record questions
Checklist Score
Yes No
Indicator: Current system analysis is described
Indicator: Feasibility study is conducted
Technical feasibility
Financial feasibility
Organizational feasibility
Ethical feasibility
Indicator: Investigation of environment is conducted
Collection of requirements using traditional data findings methods
Modeling the current system using different levels of logical DFDs
The problems in existing system
Indicator: Current situation(AS-IS) report is produced
System process
Stakeholder
Technology
Observation
Learning Outcome 2.3: Analysis the new system
Definition of analysis of new system
Model of the new system using:
Physical DFD
Logical Data Model
Conceptual Data Model
Activities of analysis of desired system
o Trainees will be given a group work to analyze a given system based on raised customer requirements
o Individual work to analyze a given system based on customer requirements
- Computers - Projector - Internet
Content Learning activities Resources
Identify the desired business process
Identify the needed business activities
Define required processing requirements
Define the information or data storage requirements for the new system
Define the interfaces with other systems
Environment of the new system
Production of a “TO BE” report
Formative Assessment 2.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtenevidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Sentence completion /fill in the blanks
Concept/mind map
Checklist Score
Yes No Indicator: A new system is defined
Indicator:A new system is modeled
Physical DFD
Logical Data Model
Performance criterion
Proper analysis of the new system
Conceptual Data Model
Activities of analysis of desired system
Needed for business process
Needed business activities
Required processing requirements Data storage requirements for the new system Environment of the new system
Indicator: “TO BE” report is produced
Observation
Learning Outcome 3.1: Introducethe system design
Describe new system design
Logical design
Physical design
o Practical exercise - Computers - Projector - Internet - Pens - Paper
Formative Assessment 2.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtenevidence Multiple choice
LU 3: Design a new system
3
Learning Outcomes:
1. Introduce the system design 2. Perform a logical design 3. Perform a physical design
20 Hours
Content Learning activities Resources
Performance criterion
Proper introduction of system design.
performance
True-false questions
Matching
Sequencing
Sentence completion
Problem solving
Performance checklist
Checklist Score
Yes No
Indicator: The new system design is introduced Logical design
Physical design
Observation
Learning Outcome 3.2: Perform a logical design
Performance of requirements catalogue
Performance required system data flow diagrams
Performance of required system logical data structure
Perform data analysis (normalize set of tables and rationalize set of tables
o Trainees will be given practical
exercises to design a system
based on analyzed
requirements
- Computers - Projector - Internet - Pen - Papers
Content Learning activities Resources
Formative Assessment 3.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Written evidence
Observation checklist
Performance checklist
Multiple choice
Problem solving
Essay
Concepts
Checklist Score
Yes No
Indicator: Perform required system DFDs
Indicator: Perform data analysis (normalize set of tables and rationalize set of tables)
Observation
Performance criterion
Prpoer Performance of logical design
Learning Outcome 3.3: perform a Physical design of new system
Data design Requirements for data to
be stored in a database Entities Attributes Relationships
Outputs design Reports Displays Logical Data Model
Inputs design Forms Screens Dialogues
Programs design Structure of programs to
collect, transform & output data
o Practical exercises to elaborate a database design for a designed system
- Computers - Projector - Internet - Papers - Pens
Formative Assessment 3.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Written evidence
Performance checklist
Observation checklist
Essay
Problem solving
Concept
Content Learning activities Resources
Performance criterion
Perform a physical design
Checklist Score
Yes No
Indicator: Entity relationship diagram designed
Entities
Relationship
Attributes
Observation
References:
1. https://www.wisdomjobs.com/e-university/system-analysis-and-design-tutorial-330/system-
analysis-and-design-overview-17815.html
2. https://www.douglascollege.ca/programs-courses/catalogue/courses/CSIS/CSIS2200
3. https://en.wikipedia.org/wiki/Requirements_analysis
4. https://www.slideshare.net/somipam123456/information-systems-concept-purpose-types
5. https://www.tutorialspoint.com/system_analysis_and_design/system_analysis_and_design_overv
iew.htm
6. https://en.wikibooks.org/wiki/Systems_Analysis_and_Design/Introduction
7. https://en.wikipedia.org/wiki/Structured_systems_analysis_and_design_method#Stage_0_%E2%
80%93_Feasibility_study
8. https://www.grin.com/document/106034
9. https://slideplayer.com/slide/254376/
10. https://cybarlab.com/normalization
Competence
S F D I P 5 0 1 - SMALL SCALE ICT PROJECTS
SFDIP501 Support small scale ICT projects
REQF Level: 5 Learning hours
Credits: 3 30
Sector: ICT
Sub-sector: Software Development
Issue date:December 2018
Purpose statement
This module describes the performance outcomes, skills and knowledge required to support the
management of low risk, straightforward information technology (IT) projects within an organization.
This module applies to information and communications technology (ICT) practitioners who need to
support the initiation, implementation and completion of small-scale IT projects. The projects can range
across a wide range of ICT related financial, management and business areas.
The provision of support within these projects is a key component of ICT environments.
Learning assumed to be in place
System analysis and design
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. Support project commencement 1.1 Proper observation of business opportunity to ensure the project objectives are acquired in accordance with the project set goals
1.2 Proper Identification of stakeholders and gather requirements in accordance with the project specifications
1.3 Appropriate Preparation of a project charter or project proposal in reference with the project sponsor requirements
2. Support project plan
development
2.1 Efficient break down of the requirements to identify tasks and resources needed to complete the project plan according to the project specifications
2.2 Precise schedule of project tasks, including realistic time frames and costs if required in accordance with the project plan and project specifications
2.3 Proper Allocation of task responsibilities to project team members in accordance with the available members capacity
2.4 Proper Agreement on a process with the sponsor to manage risks or unexpected events that may arise and affect project objectives in relation with the project specifications
3. Support project development
and delivery
3.1 Appropriate design of project schema in reference with specifications and requirements
3.2 Proper development of project components according to the agreed process
3.3 Proper Verification of the project deliverable in reference with the project expectations and sign off as complete
4. Support project closure 4.1 Appropriate Preparation of ICT support or maintenance documents, if applicable, in accordance with the project specifications
4.2 Proper Documentation of the lessons learned and close the project as per the project specifications
LU 1: Support project commencement
1
Learning Outcomes:
1. Observe business opportunity to ensure the project objectives are understood in accordance with the project set goals
2. Identify stakeholders and gather requirements in accordance with the project specifications
3. Prepare a project charter or project proposal in reference with the project sponsor requirements 15 Hours
Learning Outcome 1.1:Observe business opportunity to ensure the project objectives are
acquired in accordance with the project set goals
Introduction to business project
ICT business project information
Project decision log
o Dialogues o Role play o Demonstrations o Group work on business project o Group discussion business
project
Videos
Recordings
Reference books
Participants guide create technical documentation
PowerPoint
Project management fundamentals
Formative Assessment 1.1
Content Learning activities Resources
Performance criterion
Proper observation of business opportunity to ensure the project objectives are
acquired in accordance with the project goals
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtenevidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Learning Outcome 1.2: Identify stakeholders and gather requirements in accordance with the project specifications
Identification of project requirements Assumptions and
constraints log project work structure Costing and invoice Risk analysis
Identification of project stakeholders in accordance with the project specifications
o Brainstorm on requirements gathering
o Group discussions on stakeholders involved in the project
Videos
Recordings
Reference books
PowerPoint
Pen
Board
Paper
Formative Assessment 1.2
Checklist Score
Yes No
Indicator: Business project is introduced
Project information
Project decision log
Observation
Content Learning activities Resources
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator :Project requirements are identified
Assumptions and constraints log
project work structure
Costing and invoice
Risk analysis
Indicator :project stakeholders are identified
Observation
Performance criterion
Proper Identification of stakeholders and gather requirements in
accordance with
Learning Outcome 1.3: Prepare a project charter or project proposal in reference with the project sponsor requirements
Preparation project proposal requirements Scope document Gantt chart Costing and invoice Project decision log Risk analysis Project security
o Brainstorm on project
proposal requirements
o Group discussion on project
proposal requiremets
Writing business reports
Internet
Computers
PowerPoint
Learning activities Resources Content
Formative Assessment 1.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false question
Matching
Sentence completion
Expose (presentation
Checklist Score
Yes No
Indicator:project proposal requirement are prepared
Scope document
Risk analysis
Gantt chart
Costing and invoice
Project decision log
Project security
Observation
Performance criterion
Appropriate Preparation of a project charter or project proposal in
reference with the project sponsor requirements tools
LU 2: Support project plan development
2
Learning Outcomes:
1. Break down the requirements to identify tasks and resources needed to complete the project plan according to the project specifications
2. Schedule project tasks, including realistic time frames and costs if required in accordance with the project plan and project specifications
3. Allocate task responsibilities to project team members in accordance with the available member’s capacity.
4. Create an agreement on a process with the sponsor to manage risks or unexpected events that may arise and affect project objectives in relation with the project specifications
10 Hours
Learning Outcome 2.1: Break down the requirements to identify tasks and resources
needed to complete the project plan according to the project specifications.
Work breakdown structure
Scope document
Gantt chart
Costings and invoice
o Dialogues o Role play o Demonstrations o Group work o Classroom discussion o Classroom
Videos
Recordings
Reference books
Participants guide create Technical documentation
PowerPoints
Project management Fundamentals
Writing business reports
Formative Assessment 2.1
Content Learning activities Resources
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations
Checklist Score
Yes No
Scope document, Work Breakdown Structure, Gantt Chart, Costings and Invoice
Observation
Learning Outcome 2.2: Schedule project tasks, including realistic time frames and costs if
required in accordance with the project plan and project specifications
Highlight project tasks
identification of project specifications Project time frame project cost estimation
o Dialogues o Role play o Demonstrations o Group work o Classroom discussion o Classroom activities and
activity tasks o Project stages o Group research and activities
- Videos - Recordings - Reference books - Participants guide
create technical Documentation
- PowerPoints
Content Learning activities Resources
Performance criterion
Efficient break down of the requirements to identify tasks and resources needed
to complete the project plan according to the project specifications
o Case Studies
- Project Management Fundamentals
- Writing business reports
- Internet research
Formative Assessment 2.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations
Checklist Score Yes No
Indicator: identification of project specifications
Time frame of the project is identified
Project cost identified
Observation
Performance criterion
Precise schedule of project tasks, including realistic time frames and costs if
required in accordance with the project plan and project specifications
Learning Outcome 2.3: Allocate tasks responsibilities to projects team members in
accordance with the available members capacity
Project decision log
Work breakdown
structure
o Group discussion on project tasks
and members responsibilities
- Papers - Pens - Projector - Internet - Computer
Formative Assessment 2.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety
and Environmental (OHSE) requirements
Checklist Score
Yes No
Project decision log
Work breakdown structure
Observation
Content Learning activities Resources
Performance criterion
Proper Allocation of task responsibilities to project team members in accordance
with the available member’s capacity
Learning Outcome 2.3: Create an agreement on a process with the sponsor to manage risks or unexpected events that may arise and affect project objectives in relation with
the project specifications
Create an agreement on a process with the sponsor Assumptions and
constraints Risk analysis Security report Business report
o Brainstorm on agreement elements o Group discussion on agreement
process
- Papers - Pens - Computers
Formative Assessment 2.3
assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Instructing SHE standards and regulations
Checklist Score
Yes No
Indicator: Agreement established
Business Report
Observation
Content Learning activities Resources
Performance criterion
Proper Agreement on a process with the sponsor to manage risks or
unexpected events that may arise and affect project objectives in relation
with the project specifications
LU 3: Support project development
3
Learning Outcomes:
1. Design a project schema in reference with specifications and requirements
2. Develop project components according to the agreed process
3. Test an debug the project components to ensure it meets requirements
4. Verify the project deliverable in reference with project expectations and sign off as complete
5 Hours
Learning Outcome 3.1: Design a project schema in reference with specifications and
requirements
Project decision log
Work breakdown structure
Scope document
Costings and invoice
Gantt chart
o Dialogues o Role play o Demonstrations o Group work o Classroom discussion o Classroom activities and
activity tasks o Project Stages o Group research and activities o Case studies o Internet research
- Videos - Recordings - Reference Books - Participants guide create
Technical documentation - PowerPoint - Project management
Fundamentals - Writing business reports
Formative Assessment 3.1
Content Learning activities Resources
Performance criterion
Appropriate design of project schema in reference with specifications and
requirements
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
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
Project decision log, work breakdown structure, scope document, costings and invoicing, Gantt chart
Observation
Learning Outcome 3.2:Develop project components according to the agreed process
Project decision log
Project development structure
Project risk analysis
o Dialogues o Role Play o Demonstrations o Group work o Classroom discussion o Classroom activities and
activity tasks o Project stages o Group research and
activities o Case studies o Internet research
Videos Recordings Reference books Participants guide
Create technical Documentation
PowerPoint Project
management fundamentals
Writing business reports
Content Learning activities Resources
Formative Assessment 3.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, detailed reporting and
investigating all
Checklist Score
Yes No
Indicator: Project development structure
Indicator: Project risk analysis
Observation
Performance criterion
Proper development of project components according to the agreed process
Learning Outcome 3.3: Process proper verification of the project delivereable in reference
with the project expectations and sign off as complete
Checklist of deliverable Project decision log Project log Project proposal /
business case Scope document
o Dialogues o Role play o Demonstrations o Group work o Classroom discussion o Classroom activities and
Activity tasks o Project stages o Group research and activities o Case studies o Internet research
Videos Recordings Reference books Participants guide
Create technical documentation
PowerPoints Project
management Fundamentals
Writing business reports
Formative Assessment 3.4
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area
Content Learning activities Resources
Performance criterion
Proper Verification of the project deliverables in reference with the project
expectations and sign off as complete
Checklist Score
Yes No
Indicator: Deliverables are checked
Project decision log
Project Log
Project proposal / business case
Scope document
Observation
LU 4: Support project closure
4
Learning Outcomes:
1. Determine appropriate Preparation of ICT support or maintenance documents, if applicable, in accordance with the project specifications.
2. Create proper Documentation of the lessons learned the project as per the project specifications
20 Hours
Learning Outcome 4.1:Determine appropriate preparation of ICT support / maintenance
documents, if applicable in accordance with project specifications
Security report Business report
o Dialogues o Role Play o Demonstrations o Group work o Classroom discussion o Classroom activities and activity
Tasks o Project stages o Group research and activities o Case Studies o Internet research
- Procedural manuals - Organizational policies and
procedures - Environmental policy
Formative Assessment 4.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Appropriate Preparation of ICT support or maintenance documents, if applicable, in accordance with the project specifications
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Implementing environmental procedures
Checklist Score
Yes No
Indicator:Security report is prepared
Indicator:Business Report is prepared
Observation
Learning Outcome 4.2: Create proper Documentation of the lessons learned the project as
per the project specifications
Identification and documentation of lessons learned
o Brainstorming on lessons learned
- Reference books - Internet
Formative Assessment 4.3
Content Learning activities Resources
Performance criterion
Proper Documentation of the lessons learned and close the project as per the project specifications;
The 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 Multiple choice questions
True-False questions
Matching
Sentence completion
Presentation
Checklist Score
Yes No
Indicator: Lessons learned are identified
Observation
References:
1. Monitoring and Evaluation of ICT in Education Projects by Daniel A. Wagner, Bob Day, Tina
James, Robert B. Kozma, ©2005
2. Double Whammy – How ICT Projects are Fooled by Randomness and Screwed by Political Intent
By Alexander Budzier and Bent Flyvbjerg, 2008
3. Planning an information systems project by Jan Grevendonk, 2002
Competence
S F D B A 5 0 1 - BACKEND APPLICATION DEVELOPMENT
SFDBA501 Develop a back-end application
REQF Level: 5 Learning hours
Credits: 6 60
Sector: ICT
Sub-sector: Software Development
Issue date:December 2018
Purpose statement
This module describes the skills, knowledge, and attitudes required to introduce Python language,
objects, and methods, flow controls and develop a web application in Python.
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. Introduce Python language
1.1. Proper introduction of Python concepts 1.2. Adequate description of Python editors, IDEs and
frameworks 1.3. Proper explanation of variables, operators and data
types 1.4. Correct exploration of Python algorithms
2. Apply objects, methods, and flow
controls
2.1. Proper implementation of Python classes and objects 2.2. Accurate implementation of function, flow controls,
loops and files. 2.3. Accurate implementation of dates and calendar
3. Create small application in Python
3.1. Adequate Introduction of Python small application 3.2. Proper manipulation of Excel spreadsheet 3.3. Proper manipulation of JSON Data 3.4. Proper manipulation of Email with JSON Data
LU 1: Introduce Python language
1
Learning Outcomes:
1. Introduce python concepts 2. Describe python editors, IDEs and frameworks 3. Explain variables, operators and data types 4. Explore python algorithms
20 Hours
Learning Outcome1.1: Introduce python concepts
● Description of Python concepts Python Definition Python Characteristics
Introduction ofPython usage Steps for installing
Python and PyCharm
o Brainstorm about the importance of Python
o Practical illustrations of Python usage
- Computers - Projector - Internet
Formative Assessment 1.1
The 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 ▪ Multiple choice
▪ True or false question
▪ Matching
▪ Ticking
Content Learning activities Resources
Performance criterion
Proper introduction of python concepts
Checklist Score
Yes No
Indicator: Python is described
Definition
Properties
Python installation steps
Indicator : Python usage is introduced
Capabilities
Benefits
Observation
Learning Outcome1.2: Describe python editors, IDEs and frameworks
● Description of Python : Python Editors
Sublime text VIM
Python IDEs Wing IDE PyCham
Python Frameworks Django TurboGears
o Brainstorm about Python editors, IDEs, and frameworks
o Practical illustrations of python editors, IDEs, and frameworks
- Computers - Projector - Internet
Formative Assessment 1.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper description of python editors, IDEs and frameworks
Types of evidence Portfolio assessment tools
Written
Performance evidence
▪ Multiple choice
▪ True or false question
▪ Matching
▪ Ticking
▪ Observation checklist
▪ Performance quality checklist
Checklist Score
Yes No
Indicator: Python Editors are Described
Sublime text
VIM
Indicator: Python IDEs are described
Wing IDE
PyCham
Indicator:Python Frameworks are described
Django
TurboGears
Observation
Learning Outcome 1.3: Explain variables, operators and data types
Explanation of variables Variable declaration Re-declare a variable Concatenate variables Local &global variables Delete a variable Naming a variable
Explanation of data types Numbers List Dictionary Boolean Tuple Strings
Type of Operators Arithmetic Operations Comparison Operators Assignment operators Logical Operators Membership operators Identity operators Operator precedence
o Brainstorm about variables, Data types and expressions
o Practical exercises of variables, data types and expressions
- Computers - Projector - Internet
Formative Assessment 1.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence ▪ Observation checklist
▪ performance quality checklist
Learning activities Resources
Performance criterion
Proper use of variables, Operators and Data types
Content
Checklist Score
Yes No
Indicator: Variables are explained
Variable declaration
Re-declare a variable
Concatenate variables
Local &global variables
Delete a variable
Naming a variable
Indicator : Data types are explained
Numbers
List
Dictionary
Boolean
Tuple
Strings
Indicator: Operators are explained
Arithmetic operations
Comparison operators
Assignment operators
Logical operators
Membership operators
Identity operators
Operator precedence
Arithmetic operations
Observation
Learning Outcome 1.4: Explore Python algorithms
Introduction on Python algorithms. ✓ Definition of Python
algorithms ✓ Characteristics of Python
algorithms. ✓ Python algorithm design
o Brainstorm about Python algorithms
o Practical exercises on Python algorithms
- Computers - Projector - Internet
Content Learning activities Resources
Formative Assessment 1.4
The 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 ▪ Observation checklist
▪ Expose/presentation
Checklist Score
Yes No
Indicator : Python algorithms are introduced
✓ Definition of Python algorithms
✓ Characteristics of Python algorithms
✓ Python algorithm design
Observation
Performance criterion
Effective exploration of Python algorithm
LU 2: Apply objects, methods and flow controls
2
Learning Outcomes:
1. Implement python classes and objects 2. Implement python function, flow controls, loops and files 3. Implement python dates and calendar
15 Hours
Learning Outcome 2.1: Implement Python classes and objects
● Definitions of Python class and objects
Define Python classes and objects
Inheritance in Python
Constructors in Python
o Brainstorm about class, object and flow controls
o Practical exercises of class, object and flow controls
- Computers
- Projector
- Internet
Formative Assessment 2.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper implementation of Python classes and objects
Types of evidence Portfolio assessment tools
Performance
▪ Observation checklist
▪ Performance quality checklist
Checklist Score
Yes No
Indicator: Python classes and objects are described
Define Python classes and objects
Inheritance in Python
Constructors in Python
Observation
Learning Outcome 2.2:Implement python function, flow controls, loops and files
Description functions
Define and call function
Significance of indentation
Function return value
Arguments in function
Definition of Python flow controls
if, else ,elif,nested if & switch case
Description of loops
While loop
For loop
Description of files
Create file
Append data to file
Read file
Write file
Rename file
ZIP File
Copy File
o Brainstorm about operators, function, loops and files
o Practical exercises of operators, function, loops and files
- Computers
- Projector
- Internet
Content Learning activities Resources
Files Modes
Formative Assessment 2.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
▪ Observation checklist
▪ Performance quality checklist
Checklist Score
Yes No
Indicator: Python function are described
Define and call function
Significance of indentation
Function return value
Arguments in function
Indicator: Python flow controls are defined
if ,else , elif,nested if & switch case
Indicator: Loops are described
While Loop
For Loop
Indicator: Files are described
Create file
Append data to file
Read file
Write file
Rename file
ZIP file
Copy file
Files modes
Observation
Performance criterion
Accurate implementation of function, flow controls, loops and files.
Learning Outcome 2.3: Implement Python dates and calendar
Exploration of dates Date & date time class Using date.today() Using Strftime () Current date and time Use of Timedelta objects
o Brainstorm about dates, calendar, accessing internet data
o Practical exercises on dates, calendar, accessing internet data
- Computers - Projector - Internet
Formative Assessment 2.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
● Performance evidence
Performance quality checklist
Observation checklist
Checklist Score
Yes No
Indicator: Dates in Python are explored
Date & Date Time class
Using date.today()
Using Strftime()
Current Date and Time
Use of Timedelta Objects
Observation
Content Learning activities Resources
Performance criterion
Accurate implementation of Dates and Calendar
LU 3: Create a small application in Python
3
Learning Outcomes:
1. Introduce python small application 2. Manipulate Excel spreadsheet 3. Manipulate JSON data 4. Manipulate Email with JSON data
25 Hours
Learning Outcome 3.1: Introduce small Python application
● Execution of Python application basics Description of the automation
process Examples of automation without
GUI
Error Handling in Python Errors and exceptions Error debugging
o Brainstorm about dates, calendar, and accessing internet data
- Computers - Projector - Internet
Formative Assessment 3.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Correct Introduction of python small application
Types of evidence Portfolio assessment tools
Performance evidence
▪ Observation checklist
▪ Performance quality checklist
Checklist Score
Yes No
Indicator:python application basics are described
Description of the automation process
Examples of automation without GUI
Indicator: Error in Python are handled
Errors and exceptions
Error debugging
Observation
Learning Outcome 3.2: Manipulate Excel spreadsheets
Manipulation of Excel spreadsheet
Excel documents
Installing the OpenPyxl module
Reading Excel documents
Opening Excel documents with OpenPyXL
Getting sheets from the workbook
Getting cells from the sheets
Converting Between column letters and numbers
Getting rows and columns from the sheets
Workbooks, sheets, cells
o Practical exercise on working with Excel spreadsheet
- Computers
- Projector
- Internet
- Microsoft Excel
Content Learning activities Resources
Formative Assessment 3.2
The 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
▪ Observation checklist
▪ Performance quality checklist
Checklist Score
Yes No
Indicator:Excel spreadsheet in python are manipulated
Excel documents
Installing the openpyxl module
Reading Excel documents
Opening Excel documents with OpenPyXL
Getting sheets from the workbook
Getting cells from the sheets
Converting between column letters and numbers
Getting rows and columns from the sheets
Observation
Learning Outcome 3.3: Manipulate JSON Data
● Manipulation of JSON Data
The JSON Module
Reading JSON with loads()
Writing JSON with dumps()
o Practical exercise on working with JSON data
- Computers
- Projector
- Internet
- Microsoft Excel
Content Learning activities Resources
Performance criterion
Proper manipulation of excel spreadsheet in Python.
Fetch current weather with data API
Convert JSON to CSV and Excel
Formative Assessment 3.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance evidence
Matching
Ticking
Short answer question
Checklist Score
Yes No
Indicator: JSON data in python are manipulated
The JSON Module
Reading JSON with loads
Writing JSON with dumps
Fetch current weather with data API
Convert JSON to CSV and excel
Observation
Performance criterion
Proper manipulation of JSON Data
Learning Outcome 3.4: Manipulate Email with JSON Data
● Introduction on sending Email with JSON data
SMTP
Sending Email
Connecting to an SMTP server
Sending the SMTP “Hello” message
Starting TLS encryption
Logging in to the SMTP server
Sending an Email
Disconnecting from the SMTP server
IMAP
Retrieving and Deleting Emails with IMAP
Connecting to an IMAP server
Logging in to the IMAP server
Searching for Email
Fetching an Email and set It as read
Getting Email addresses from a raw message
Sending Email from JSON data
Getting the body from a raw message
Deleting Emails
Disconnecting from the IMAP server
o Practical exercise on manipulating Email
- Computers
- Projector
- Internet
Formative Assessment 3.4
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper manipulation of Email with JSON Data in Python
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Matching
Ticking
Short answer question
Checklist Score
Yes No
Indicator: Email with Json data are manipulated
Sending an Email
Searching for Email
Deleting Emails
References:
1. https://www.guru99.com/python-tutorials.html
2. https://automatetheboringstuff.com/
3. https://www.tutorialspoint.com/python/python_algorithm_design.htm
4. https://realpython.com/python-data-types/
Competence
S F D D D 5 0 1 - DATABASE DEVELOPMENT
SFDDD501 Develop a database
REQF Level: 5 Learning hours
Credits: 12 120
Sector: ICT
Sub-sector: Software Development
Issue date:December 2018
Purpose statement
This module covers the skills, knowledge and attitude to maintain a website which facilitates the
requirement as a front-end website developer. The module will allow the learner to resolve website
issues, to respond to the customer requests, to add new features and to execute customer service
support.
Learning assumed to be in place
System analysis and design
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. Perform database structure 1.1. Proper introduction to SQL
1.2. Effective creation of database
1.3. Accurate creation of tables with attributes
1.4. Proper use of SQL constraints
1.5. Neat refining of Database Design
2. Apply DML queries 2.1. Proper execution of database insert operation
2.2. correct retrieval of row and column data from
tables using SELECT statement
2.3. proper creation of reports of sorted and restricted
data
2.4. Proper use of single row functions to generate and
retrieve customized data
2.5. Appropriate report aggregated data using group
functions
2.6. correct retrieval of data from multiple tables using
joins
2.7. Correct use of subqueries to solve problems
2.8. Correct use of set operators
2.9. Correct use of data manipulation language (DML)
statements to update table data
2.10. Proper execution of database procedures, index
3. Interact with database 3.1. Proper identification of different data file formats
3.2. Proper correlation of data between external format
and database
3.3. Proper execution of Import of data from external
source
3.4. Proper execution of export of data to external source
Learning Outcome1.1: Introduce SQL
SQL introduction:
SQL definition
Description of SQL
sublanguages(DDL, DML,
DCL)
Description of SQL
commands per sublanguage
DDL commands(create,
alter, drop, delete)
DML
commands(insert,select,
update, delete)
DDL commands(grant,
revoke)
o Brainstorm about the importance of system
o Brainstorming about different
SQL statements (DDL,DCL and
DML)
Documentary film
Papers
Computers
Printers
Books
Internet
Pen
Boards
Chalks
YouTube tutorials
LU 1: Perform database structure
1
Learning Outcomes:
1. Introduce SQL 2. Create database 3. Create Tables with attributes 4. Use constraints 5. Refine Database Design
15 Hours
Content Learning activities Resources
Formative Assessment 1.1
The 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
Multiple choice exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: SQL is described
SQL Definition
SQL Sublanguages
SQL Commands per sublanguage
Observation
Learning Outcome1.2: Create a database
● Description of syntax of SQL
commands to :
Create a database
Rename a database
Drop a database
● Execution of:
o Group Discussion about create,
rename, drop commands usage
o Individual exercises on create,
rename, drop table
Papers
Computers
Printers
Books
Internet
Pen
Content Learning activities Resources
Performance criterion
Proper introduction to SQL
Create databasecommand
Rename databasecommand
Drop database command
Boards
Chalks
Youtube
tutorials
Formative Assessment 1.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Database syntax commands are described
Create database
Rename database
Drop database
Indicator: Database is defined
Create database
Rename database
Drop database
Observation
Performance criterion
Proper creation of database
Learning Outcome 1.3: Create tables with attributes
Explanation of variables
Variable declaration
Re-declare a variable
Concatenate variables
Local & global variables
Delete a variable
Naming a variable
Explanation of data types
Numbers
List
Dictionary
Boolean
Tuple
Strings
Type of Operators
Arithmetic operations
Comparison operators
Assignment operators
Logical operators
Membership operators
Identity operators
Operator precedence
o Brainstorm about variables, data types and expressions
o Practical exercises of variables, data types and expressions
- Computers
- Projector
- Internet
Formative Assessment 1.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Accurate creation of tables with attributes
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator : MySQL data types are described
Numeric data types
Date and time data types
String data types
Indicator : SQL commands for Tables with attributes definition are described
Create table
Alter table
Drop table
Rename table
Indicator : SQL commands for Tables with attributes definition are executed
Create table
Alter table
Rename table
Drop table
Observation
Learning Outcome 1.4: Use SQL constraints
● Description of SQL constraints:
Primary key constraint
Foreign key constraint
Unique key constraint
Not null constraint
Default constraint
o Group discussion about database constraints usage and advantage
o Individual practical work of add/drop constraints on a given table
Papers
Computers
Printers
Books
Internet
Pen
Boards
Chalks
Content Learning activities Resources
Check constraint
● Execution of SQL constraints:
Add/drop primary key constraint
Add/drop foreign key constraint
Add/drop unique key constraint
add /drop not null constraint
Add/drop default constraint
Add/drop check constraint
Youtube tutorials
Formative Assessment 1.4
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator : SQL constraints are described
Primary key constraint
Foreign key constraint
Unique key constraint
Not null constraint
Performance criterion
Proper use of SQL constraints
Default constraint
Check constraint
Indicator : SQL constraints are executed
Primary key constraint
Foreign key constraint
Unique key constraint
Not null constraint
Default constraint
Check constraint
Observation
Learning Outcome 1.5: refine database design
Evaluate the database design Input/output
performance CPU time Space management
Refinement options Indexes Collapsing
relationships Introducing
redundancy
Estimating I/Os for transactions
Eliminating unnecessary entities
Eliminating unnecessary relationships One-to-one
relationships Relationships in which
there are only a few pre-established parent occurrences
Adding indexes
o Group discussions on the
database design Refinement
o Practical exercise on database design Refinement
Internet
Computer
Books
Pens
Papers
Markers
Board
Content Learning activities Resources
Direct retrieval by key Generic access by key Ordered retrieval of
occurrences Retrieval of a small
number of entity occurrences
Physical sequential processing by key
Enforcement of unique constraints
Formative Assessment 1.5
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation) Recorded questions
Checklist Score
Yes No
Indicator:Database design is evaluated
Input/output performance
CPU time
Space management
Indicator: Refinement options is done
Indexes
Collapsing relationships
Performance criterion
Neat refining of database design.
Introducing redundancy
Indicator :Eliminating of unnecessary relationships is done
One-to-one relationships
Relationships in which there are only a few pre-established parent occurrences
Indicator: Indexes are added
Direct retrieval by key
Generic access by key
Ordered retrieval of occurrences
Retrieval of a small number of entity occurrences
Observation
LU 2: Apply DML queries
2
Learning Outcomes:
1. Execute database insert operation 2. Retrieve row and column data from tables using SELECT statement 3. Create reports of sorted and restricted data 4. Use single row functions to generate and retrieve customized data 5. Report aggregated data using group functions 6. Retrieve data from multiple tables using joins 7. Use subqueries to solve problems 8. Use of set operators 9. Use data manipulation language (DML) statements to update table
data.
10. Execute database procedures, index
90 Hours
Learning Outcome 2.1:Execute database insert operation
● Description of Syntax of SQL
statement of:
INSERT INTO statement
with one row
Insert data in all columns
Insert Data Only in a
specified columns
INSERT INTO statement
with multiple rows
INSERT INTO SELECT
statement
● Execution of:
INSERT INTO statement
with one row
Insert data in all columns
Insert Data Only in a
specified columns
o Group discussion of
different solutions analysis
o Applying harmless solution
to the current website
o Application of website
standards
Papers
Computers
Printers
Books
Internet
Pen
Boards
Chalks
Youtube tutorials
Content Learning activities Resources
INSERT INTO statement
with multiple rows
INSERT INTO SELECT
statement
Formative Assessment 2.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Insert operation syntax is described
INSERT INTO statement with one row
INSERT INTO statement with multiple rows
INSERT INTO SELECT statement
Indicator: Insert query is executed
INSERT INTO statement with one row
INSERT INTO statement with multiple rows
INSERT INTO SELECT statement
Observation
Performance criterion
Proper execution of database insert operation
Learning Outcome 2.2:Retrieve row and column data from tables using SELECT statement
Execution of SQL Simple SELECT
statement with:
Introducing SQL Select statement
The describe table command
ALIAS
Column alias
Table alias
DISTINCT
SQL TOP PERCENT clause
SQL LIMIT clause
o Trainees will discuss on
capabilities of select
statements
o Trainees will be given
practical exercises on
basics of SELECT
statement
Computer
Book
Internet
Youtube
tutorials
Installed
DBMS (SQL
Server,
MySQL)
Formative Assessment 2.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Content Learning activities Resources
Performance criterion
Correct retrieval of row and column data from tables using SELECT
statement
Checklist Score
Yes No
Indicator: Simple Select operation is executed
SELECT with ALIAS
SELECT DISTINCT
SQL TOP PERCENT clause
SQL LIMIT clause
Observation
Learning Outcome 2.3: Create reports of sorted and restricted data
Limit the Rows Retrieved by a Query:
Where clause
Comparison operators
LIKE operator
Boolean operators
Sort the Rows Retrieved by a Query
Order by clause
o Trainees will be given
practical exercises on
limiting data using “where”
clause
o Trainees will be given
practical exercises on using
comparison operators
together with where clause
o Trainees will be given
practical exercises on using
“like” operator
o Trainees will be given
practical exercises on sorting
data using “order by” clause
Computer
Book
Internet
Youtube
tutorials
Installed
DBMS (SQL
Server,
MySQL)
Formative Assessment 2.3
Content Learning activities Resources
Performance criterion
Proper creationof reports of sorted and restricted data
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Simple Select operation is executed
SELECT statement with WHERE clause
WHERE clause with comparison operators
WHERE clause with “like” operator
Sorting data using “order by” in a select statement
Observation
Learning Outcome 2.4: Use single-row functions to generate and retrieve customized data
Using single-row functions:
Using Character Case Conversion
Functions in a select statement
LOWER
UPPER
INITCAP
Using Character Manipulation
Functionsin a select statement
CONCAT
SUBSTR
o Trainees will be given
practical exercises on using
character functions in a
select statement
o Trainees will be given
practical exercises on using
numeric functions in a select
statement
o Trainees will be given
practical exercises on using
Computer
Book
Internet
Youtube
tutorials
Installed
DBMS (SQL
Server,
MySQL)
Content Learning activities Resources
LENGTH
INSTR
LPAD | RPAD
TRIM
REPLACE
Using Numeric Functions in a select
statement Round
Trunc
Ceil Floor
mod
Using date functions in a select
statement
MONTHS_BETWEEN
ADD_MONTHS
Round
Trunc
Last_day
Next_day
date functions in a select
statement
Formative Assessment 2.4
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Performance criterion
Proper use of single row functions to generate and retrieve customized data
Checklist Score
Yes No
Indicator: Simple Select operation is executed
Character conversion functions
Character manipulation functions
Numeric functions
Date functions
Observation
Learning Outcome 2.5: Report aggregated data using group functions
Group functions:
Types and syntax
Using AVG
UsingSUM
Using MIN
Using MAX
Using COUNT
Use the DISTINCT keyword within group
functions
NULL values in a group function
Grouping rows:
GROUP BY clause
HAVING clause
o Trainees will be given
practical exercises on using
group functions
o Trainees will be given
practical exercises on
grouping rows
Computer
Book
Internet
Youtube
tutorials
Installed
DBMS (SQL
Server,
MySQL)
Formative Assessment 2.5
Content Learning activities Resources
Performance criterion
Appropriate report aggregated data using group functions
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Simple Select operation is executed
AVG
SUM
MIN
MAX
COUNT
DISTINCT within group function
NULL within group function
GROUP BY
HAVING
Observation
Learning Outcome 2.6:Retrieve data from multiple tables using joins
Types of JOINS and their syntax
· Natural join
· Join with the USING clause
· Join with the ON clause
· Self-join
· Nonequijoins
· OUTER join:
LEFT OUTER join
RIGHT OUTER join
o Trainees will be given
practical exercises on joins
Computer
Book
Internet
Youtube
tutorials
Installed
DBMS (SQL
Server,
MySQL)
Content Learning activities Resources
FULL OUTER join
Formative Assessment 2.6
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Simple Select operation is executed
USING
ON
SELF-JOIN
NONEQUIJOINS
LEFT JOIN
RIGHT JOIN
FULL JOIN
Observation
Learning Outcome 2.7: Use subqueries to solve problems
Performance criterion
Correct retrieval of data from multiple tables using joins
Subquery:
· Single-row subqueries:
- Group functions in a subquery
- HAVING clause with
subqueries
· Multiple-row subqueries
- Using ALL or ANY operator
o Trainees will be given
practical activities on
subqueries
Computer
Book
Internet
YouTube
tutorials
Formative Assessment 2.7
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Single-row subqueries
Group functions in a subquery
HAVING clause with subqueries
Indicator: Multiple-row subqueries
Using ALL or ANY operator
Observation
Content Learning activities Resources
Performance criterion
Correct use of subqueries to solve problems
Learning Outcome 2.8: Use of set operators
Set operators:
· UNION and UNION ALL operator
· INTERSECT operator
· MINUS operator
o Trainees will be given
practical activities on using
set operators
Computer
Book
Internet
YouTube
tutorials
Formative Assessment 2.8
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Set oprators
UNION and UNION ALL operator
INTERSECT operator
MINUS operator
UNION and UNION ALL operator
Observation
Content Learning activities Resources
Performance criterion
Correct use of set operators
Learning Outcome 2.9: Use data manipulation language (DML) statements to update table
data.
Adding new rows in a table
· INSERT statement
Changing data in a table
· UPDATE statement
Removing rows from a table:
· DELETE statement
· TRUNCATE statement
Database transaction control:
· COMMIT
· ROLLBACK
· SAVEPOINT
o Trainees will be given
practical activities on INSERT
statements
o Trainees will be given
practical activities on
UPDATE statements
o Trainees will be given
practical activities on
DELETE statements
o Trainees will be given
practical activities on
COMMIT statements
o Trainees will be given
practical activities on
ROLLBACK statements
o Trainees will be given
practical activities on
SAVEPOINT statements
Computer
Book
Internet
YouTube
tutorials
Formative Assessment 2.9
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Content Learning activities Resources
Performance criterion
Correct use of data manipulation language (DML) statements to update table data.
Adding new rows in a table
· INSERT statement
Changing data in a table
· UPDATE statement
Removing rows from a table:
· DELETE statement
· TRUNCATE statement
Database transaction control:
· COMMIT
· ROLLBACK
· SAVEPOINT
Checklist Score
Yes No
Indicator: Adding new rows in a table
INSERT statement
Indicator: Changing data in a table
UPDATE statement
Indicator: Removing rows from a table
DELETE statement
TRUNCATE statement
Indicator: Database transaction control
COMMIT
ROLLBACK
SAVEPOINT
Observation
Learning Outcome 2.10: Execute database Stored procedure, index
Description of stored procedure
Definition
Advantages and disadvantages
Syntax
Performing stored
procedure with one parameter
Performing stored procedure with
multiple parameters
Description of SQL index
Definition
Advantages and disadvantages
Syntax of index
Index execution
o Group discussion about
stored procedures and
index usage, advantage
and disadvantage
o Trainees will have a
practical work on stored
procedures and index
Computer
Book
Internet
YouTube
tutorials
Formative Assessment 2.10
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Stored procedure is described
Definition
Advantages and disadvantages
Syntax
Indicator: Stored procedures is performed
Content Learning activities Resources
Performance criterion
PProper execution of database Stored procedure, index
procedure with one parameter
Performing stored procedure with multiple parameters
Indicator: SQL index is described
Definition
Advantages and disadvantages
Syntax of index
Indicator: Index is executed Index is executed
Observation
Learning Outcome 3.1: Identify different data file formats
● Identification of different
data formats
.sql
.CSV
.xls
.xlsx
.BAK
o Group discussion on
usage of different file
formats
Computer
Book
Internet
Software compiler
YouTube tutorials
Formative Assessment 3.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 3: Interact with database
3
Learning Outcomes:
1. Identify different data file formats 2. Correlate data between external format and database 3. Execute Import of data from external source 4. Execute Export of data to external source
15 Hours
Content Learning activities Resources
Performance criterion
Identification of different data formats
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator:Different data file formats are described
.SQL file
.CSV file
.xls/xlsx file
BAK file
Observation
Learning Outcome 3.2: Correlate data between external format and database
● Analyzing data types
compatibility
Numeric
Date
String
● Analyzing size of data
o Group discussion of data
types compatibility
Computer
Book
Internet
YouTube
tutorials
Formative Assessment 3.2
Content Learning activities Resources
Performance criterion
Proper data correlation between external format and database
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator:Data types compatibility is analyzed
Numeric
Date
String
Observation
Learning Outcome 3.3:Execute import of data from external source
● Execution of Import of data from
external source.
Import .XLS file
Import .CSV file
Import XLSX
Import .BAK file
o Group discussion of
usage of import of data
from external source
o Individual work on data
importation from
external source
Computer
Book
Internet
Youtube
tutorials
Formative Assessment 3.3
Content Learning activities Resources
Performance criterion
Proper execution of Import of data from external source
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
Indicator: Import of data from external source is executed
Import .XLS file
Import .CSV file
Import XLSX
Import .BAK file
Observation
Learning Outcome 3.4: Execute export of data to external source
● Execution of export to external format
Export to .xlsx format Export to .CSV format Export to .PDF format Export to .SQL format
Formative Assessment 3.4
Content Learning activities Resources
Performance criterion
Proper execution of export of data to external source
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises True or false questioning Sentence completion Performance check list
Checklist Score
Yes No
IndicatorExport of data to external source is executed
Export to .xlsx format
Export to .CSV format
Export to .PDF format
Export to .SQL format
References:
1. HTML5 Pocket Reference: Quick, Comprehensive, Indispensable (Pocket Reference (O'Reilly))
5th
2. https://en.wikibooks.org/wiki/Communication_Networks/HTTP_Protocol
3. https://www.d.umn.edu/~gshute/softeng/testing.html
4. http://www.evoketechnologies.com/blog/code-review-checklist-perform-effective-code-
reviews/
5. http://www.ics.uci.edu/pub/ietf/http/
6. https://www.udemy.com/the-complete-database-modeling-and-design-beginners-tutorial/
7. https://www.tutorialspoint.com/sql/sql-operators.htm
8. http://beginner-sql-tutorial.com/sql-commands.htm
9. https://www.javatpoint.com/sql-tutorial
10. https://www.1keydata.com/sql/sql.html
11. https://www.geeksforgeeks.org/sql-tutorial/
Competence
S F D S S 5 0 1 - DATABASE SERVER SETUP
SFDSS501 Setup a database server
REQF Level: 5 Learning hours
Credits: 6 60
Sector: ICT
Sub-sector: Software Development
Issue date:December 2018
Purpose statement
This module describes the skills, knowledge, and attitudes required to setup a database server, backup
and restore a database, and migrate a database from one database server to another according to user
needs.
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. Describe database server
concepts and standards
1.1. Proper definition of database server terms 1.2. Adequate description of database server architecture 1.3. Correct identification of database server properties
2. Analyze database server
requirements 2.1. Proper exploration of organizational database
2.2. Correct acquisition of database infrastructures
2.3. Proper selection of database server in line with
customer needs
3. Configure database server 3.1. Correct installation of database server environment
3.2. Appropriate backup and restore of database depending
on business processes
3.3. Adequate management of database resources
3.4. Efficient upgrade and migration of database server in
accordance with business rules
4. Perfom DB server testing 4.1. Proper validation and test of database server
4.2. Accurate documentation of review process
4.3. Effective reporting procedures of the tasks
accomplished in accordance with the installation to be
done
LU 1: Describe database server concepts and standards
1
Learning Outcomes:
1. Define database server terms 2. Describe database server architecture 3. Identify database server properties
15 Hours
Learning Outcome1.1: Define database server terms
Definitions of database servers
Database server Application tiers Types of servers
Database server responsibilities
Client requests handling
Database interactions Client responses
o Brainstorm about database servers o Group discussion about
applications of a database server
- Computers - Projector - Internet - Marker pen - Board
Formative Assessment 1.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper definition of database server terms
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Sentence completion/Fill in the Blanks Record of questions asked by assessor
Checklist Score
Yes No
Indicator:Database server terms are defined
Database server
Application tiers
Types of servers
Indicator: Database server responsibilities are described
Client requests handling
Database interactions
Client responses
Observation
Learning Outcome1.2:Describedatabase server architecture
Description of types of database server architecture
Two tier/Client-server architecture
Three tier architecture
N-tier architecture
Description of advantages and disadvantages of:
Client server Three tier server
o Trainees will participate in Group discussions to provide various database server architectures
- Computers - Projector - Internet - Board - Marker pen
Content Learning activities Resources
Formative Assessment 1.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Observation checklist Performance quality checklist Record of questions asked by assessor and responses
Checklist Score
Yes No
Indicator : Database server architecture are described
Two tier/Client-server architecture
Three tier architecture
N-tier architecture
Indicator :Advantages and disadvantages are listed
Client server
Three tier server
Observation
Performance criterion
Adequate description of database server architectures
Learning Outcome 1.3:Identify database server properties
Identification of database server properties:
Property grid Memory
requirements processors Server
authentication Connections Database settings
options File stream Database engine
services
o Brainstorm about database
server properties o Practical exercises to change
database properties
- Computers - Projector - Internet - Books - Videos
Formative Assessment 1.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Concepts/mind map Record of question asked by assessor and responses of trainee
Performance criterion
Correct identification of database server properties
Content Learning activities Resources
Checklist Score
Yes No
Indicator: Database server properties are identified
Property Grid
Memory requirements
Processors
Server authentication
Connections
Database settings options
File stream
Database engine services
Observation
LU 2: Analyze database server requirements
2
Learning Outcomes:
1. Explore organizational database 2. Acquire database infrastructures 3. Select database server in line with customer needs
10 Hours
Learning Outcome 2.1Explore organizational database
Explanation of organization Information management policies: Priorities and
confidentiality Current information
flows Risk assessment Information
accessibility Information
distribution
Exploration of system status Monitoring
procedures Enforcement
strategies Periodic progress
review
o Group discussion on how an organization can keep information private
o Practical exercises on system enforcement
- Computers - Projector - Internet
Content Learning activities Resources
Formative Assessment 2.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Concepts/mind map Record of question asked by assessor and responses trainee
Checklist Score
Yes No
Indicator:Organization Information management policies are described
Priorities and confidentiality
Current information flows
Risk assessment
Information accessibility
Information distribution
Indicator: System status is explored
Monitoring procedures
Enforcement strategies
Periodic progress review
Observation
Performance criterion
Proper exploration of organizational database
Learning Outcome 2.2: Acquire database infrastructures
Specifications of hardware components Servers Storage subsystems Networking devices
Listing software components Procedures Database access
language Query processor Run Time Database
Manager Data Manager
o Brainstorm about database server infrastructure
- Computers - Projector - Internet - Books
Formative Assessment 2.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions
True or false questions
Matching
Sentence completion /fill in the blanks
Concepts/mind map
Record of question asked by assessor and responses trainee
Content Learning activities Resources
Performance criterion
Correct acquisition of database server infrastructure.
Checklist Score
Yes No
Indicator: Hardware components are specified
Servers
Storage subsystems
Networking devices
Indicator: Software components are listed
Procedures
Database access language
Query processor
Run Time Database Manager
Data Manager
Observation
Learning Outcome 2.3: Select database server in line with customer needs
Choose of database server to install: Speed Reliability Market price Data analysis Storage and manipulation
o Brainstorm about qualities of a database server
- Computers - setup - Projector - Internet - Books
Formative Assessment 2.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper selection of database server in line with customer needs.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Concepts/mind map Record of question asked by assessor and responses
trainee
Checklist Score
Yes No
Indicator : Database server qualities are identified
Speed
Reliability
Market price
Data analysis
Storage and manipulation
Observation
LU 3: Configure a database server
3
Learning Outcomes:
1. Install a database server environment 2. Backup and restore a database depending on business
processes 3. Manage a database storage 4. Upgrade and migrate a database server in accordance with
business rules 25 Hours
Learning Outcome 3.1:Install a database server environment
Identification of database servers Local database server Remote database server
Installation of database server Installation wizard Setup support rules Features selections Instance configuration Server configuration Database engine configuration Service analysis configuration Reporting service configuration Complete the installation
o Brainstorm about local and remote database servers
o Trainees will be given practical exercises to install SQL server
- Setup - Computers - Projector - Internet - Books
Formative Assessment 3.1
Content Learning activities Resources
Performance criterion
Proper installation of a database server environment
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Product evidence
Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Concepts/mind map Record of question asked by assessor and responses trainee Observation checklist Witness testimony based on performance checklist Physical end product with assessor’s completed quality checklist
Checklist Score
Yes No
Indicator: Database servers are identified
Local database server
Remote database server
Indicator: Database server is installed
Installation wizard
Setup support rules
Features selections
Instance configuration
Server configuration
Database engine configuration
Service analysis configuration
Reporting service configuration
Complete the installation
Observation
Learning Outcome 3.2: Backup and restore a database depending on business processes
Description of types of backups. Full backup Incremental backup Differential backup Mirror backup
Identification of backup devices and media Magnetic tapes Disk drives CD-ROM Solid state storage
Backup and restore a database Expand databases from object
explorer Right click database instance to
backup Use database backup window Restore a database using .BAK file
o Brainstorm about different types of database backup
o List backup devices and media
o Trainees will be given practical exercises to backup and restore a database
- Computers - Projector - Internet - Storage media - Server
environment - Books
Formative Assessment 3.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Product evidence
Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Record of question asked by assessor and responses trainee Observation checklist Witness testimony based on performance checklist Physical end product with assessor’s completed quality checklist
Content Learning activities Resources
Performance criterion
Appropriate backup and restore a database depending business processes
Checklist Score
Yes No
Indicator: Types of backups are described.
Full backup
Incremental backup
Differential backup
Mirror backup
Indicator: Backup devices and media are stated.
Magnetic tapes
Disk drives
CD-ROM
Solid state storage
Indicator: Database backup and restore is performed.
Expand databases from object explorer
Right click database instance to backup
Use database backup window
Restore a database using .BAK file
Observation
Learning Outcome 3.3: Manage a database storage
Identify database storages Table spaces Temporary table space groups Data files Rollback segments Redo log groups Disk groups Archive logs
o Brainstorm about database storages
o Trainees will conduct practical exercises on database storage properties
- Computers - Projector - Internet - Books
Formative Assessment 3.3
Content Learning activities Resources
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Observation checklist Witness testimony based on performance checklist
Checklist Score
Yes No
Indicator: Database storages are identified
Table spaces
Temporary table space groups
Data files
Rollback segments
Redo log groups
Disk groups
Archive logs
Observation
Performance criterion
Adequate management of database storage
Learning Outcome 3.4: Upgrade and migrate a database server in accordance with business
rules
Application for database upgrade and migration Version and edition upgrades Using data migration assistant Upgrade analysis services Upgrade database engine Upgrade data quality services Upgrade Integration Services Upgrade master data Services Upgrade Power Pivot for
SharePoint Upgrade replicated databases Upgrade and migrate reporting
services Upgrade SQL Server management
tools Upgrade SQL server using the
installation wizard (setup) Upgrade to a different edition of
SQL server (setup)
o Brainstorm about database upgrade and migration
o Trainees will conduct practical exercises on database upgrade and migration
- Computers - Projector - Internet - Books
Formative Assessment 3.4
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation checklist Witness testimony based on performance checklist Physical end product with assessor’s completed quality checklist
Content Learning
activities
Resources
Performance criterion
Efficient upgrade and migration of database server in accordance with business
rules
Checklist Score
Yes No
Indicator: Database upgrade and migration is done
Version and Edition Upgrades
Using Data Migration Assistant
Upgrade Analysis Services
Upgrade Database Engine
Upgrade Data Quality Services
Upgrade Integration Services
Upgrade Master Data Services
Upgrade Power Pivot for SharePoint
Upgrade Replicated Databases
Upgrade and Migrate Reporting Services
Observation
LU 4: Perform testing and documentation of work done
4
Learning Outcomes:
1. Validate and test a database server 2. Document the process review 3. Report the procedures of the tasks accomplished in
accordance with the installation to be done
10 Hours
Learning Outcome 4.1:Validate and test database server
Run SQL server features and recovery report SQL Server Installation Centre Installed SQL Server features
discovery report
Application of database server updates Security updates Critical updates
Test database server functionality and configuration correctness Query optimization
o Brainstorm about database server updates
o Trainees will be given practical exercises to locate database server installed features
- Setup - Computers - Projector - Internet - Books - Bench - Rack
Formative Assessment 4.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper validation and test of database server
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklist
Performance quality checklist
Checklist Score
Yes No
Indicator: Database server functionality and configuration correctness are tested
Recovery report
SQL Server Installation Centre
Installed SQL Server features discovery report
Indicator: Database server functionality and configuration correctness are tested
Security updates
Critical updates
Indicator: Database server functionality and configuration correctness are tested
Query optimization
Observation
Learning Outcome 4.2: Document database server installation process review
Development of the guidelines for configuring database server Operational guides Training manuals
Review of database server release notes Hardware and software
requirements Getting started with database
server Updated compiler
Description of database server installation wizard procedures Add features to database server
instance Repair a failed feature
o Brainstorm about guidelines to configure database server
o Trainees will be given practical exercises on technical journal
o Trainees will be given practical exercises on new feature addition and repair a failed feature
- Computers - Projector - Internet - Books - White board - Marker - Pen marker - paper
Content Learning activities Resources
Write technical journal and recommendation Sections of technical journal Introduction to the problem Material and methods to solve
the problem Results Discussions Acknowledgements to
supporters
Formative Assessment 4.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
written evidence
Performance evidence
Multiple choice True or false questions Matching Observation checklist Performance quality checklist
Checklist Score
Yes No
Indicator: Database server release notes is reviewed
Hardware and software requirements
Getting started with database server
Updated compiler
Indicator: Database server installation wizard procedures is described
Add features to database server instance
Repair a failed feature
Indicator: Technical journal is written
Sections of technical journal
Introduction to the problem
Material and methods to solve the problem
Performance criterion
Accurate documentation of review process
Results
Discussions
Acknowledgements to supporters
Observation
Learning Outcome 4.3: Report procedures of the tasks accomplished in accordance with the
installation to be done
Review of installed database server and previous versions
Suggestions on database server improvements
Description of database server solutions and benefits
Propositions on database server Database server
alternatives New technologies
o Brainstorm about current Database server and previous versions
- Computers - Projector - Internet - Books
Formative Assessment 4.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance evidence
Matching
Ticking
Short answer question
Content Learning activities Resources
Performance criterion
Effective reporting procedures of the tasks accomplished in accordance with the
installation to be done.
Checklist Score
Yes No
Indicator: Installed database server and previous versions are compared
Indicator: Database server improvements are suggested
Indicator: Database server solutions and benefits are described
Indicator: Database server propositions are given
Database server alternatives
New technologies
Observation
Summative Assessment
Integrated situation
NPD COTRACO Ltd. is one of country wide Construction Company. The company has a problem of having a centralized database server to manage employees and their payrolls, business project contracts and assets.
As a web application developer, you are hired to setup a SQL server 2016 version 13.0.1601.5 on the following environment:
- Operating System: Windows server 2016 - RAM: 8GB - Processor: 1.4 GHz 64-bit processor - Compatible with x64 instruction set - Supports NX and DEP - Supports CMPXCHG16b, LAHF/SAHF, and PrefetchW - Supports Second Level Address Translation (EPT or NPT)
To help the company to accomplish above management within three hours.
Assesment Criterion 1: Quality of process
Checklist Score
Yes No
Indicator:Tools, equipment and materials are selected
Tools
SQL server setup
Version
Operating system
RAM
Processor
Materials
SQL server deployment DVD
Equipment
Computer
Uninterruptable power supply
Indicator:SQL server is installed
Features and services
Properties
Storage
Security policies
Indicator: Configuration testing is done
Security updates
Critical updates
Query optimization
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Database backup and restore is performed
Backup
Restore
Accessibility
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Database server is installed
Responsiveness
Run
Indicator: Time is respected
Task completed within 3 hours
Observation
References:
1. Oracle-MySQL Essentials by John Russell
2. https://www.sqlmanager.net/download/msstudio/doc/msstudio.pdf
3. https://www.tutorialspoint.com/ms_sql_server/ms_sql_server_tutorial.pdf
Competence
S F D W A 5 0 1 - WEB APPLICATION DEVELOPMENT
SFDWA501 Develop a web application
REQF Level: 5 Learning hours
Credits: 12 120
Sector: ICT
Sub-sector: Software Development
Issue date:December2018
Purpose statement
This module describes the skills and knowledge required to scope the design of website. It applies to
individuals working as web designers and web developers, who apply a wide range of knowledge and
skills for basics web development.
Learning assumed to be in place
Develop a database
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 PHP Fundamentals 1.1. Proper definition of PHP and its basics 1.2. Effective description of syntax, data types,
variables, operators, and arrays 1.3. Proper introduction of comments 1.4. Complete installation and configuration of PHP
server
2. Implement PHP Logic 2.1. Proper use of program flow control 2.2. Effective use of functions 2.3. Effectivei of file processing 2.4. Proper handling of errors and exceptions
3. Perform PHP MySQL Database
interactions
3.1. Proper connection and access of MySQL database 3.2. Proper management of sessions and cookies 3.3. Correct implementation of database CRUD
operations 3.4. Proper management of dynamic forms
4. Use PHP Frameworks 4.1. Proper introduction to frameworks 4.2. Effective implementation of CakePHP framework 4.3. Effective implement Laravel framework
LU 1: Apply PHP Fundamentals
1
Learning Outcomes:
1. Define PHP language and its basics 2. Describe PHP Syntax, Data types, Variables, Operators and Arrays 3. Introduce an overview of comments, Include and Require
20 Hours
Learning Outcome1.1:Define PHP language and its basics
Introduction to PHP as a scripting language What PHP stands for Purpose of PHP PHP files PHP program structure
Difference between scripting and programming languages Server-side processes Interpreter Compiler Inside HTML files
o Group discussions on scripting languages
o Group discussion on PHP basics
o Installation and configuration of PHP Server
- Computer - Internet - Books - Pens - Papers - Markers - Board - Wamp - Xamp
Formative Assessment 1.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper definition of PHP and its basics
Types of evidence Portfolio assessment tools
Written Oral
Matching True-False questions Record of questions by assessor and responses of trainees
Checklist Score
Yes
No
Indicator: PHP as a scripting language is described
PHP in full words
Purpose of PHP
PHP files
PHP program structure
Indicator: Difference between scripting and programming language are described
Server side processes
Interpreter
Compiler
Inside HTML files
Observation
Learning Outcome 1.2: Describe PHP Syntax, Data types, Variables, Operators and Arrays.
Identification of PHP Syntax
rules
Primitive Data types
Variable declaration
Constants
Operators
Expressions
User defined data types
Arrays
o Group discussion about syntax rules
o Practical exercises on arrays
Computer
Internet
Books
Pens
Papers
Markers
Board
Formative Assessment 1.2
Content Learning activities Resources
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Multiple choice True or false question Matching Sentence completion Expose /presentation Record of questions by assessor and responses of trainees
Checklist Score
Yes No Indicator: PHP Syntax rules are identified
Primitive Data types
Variable declaration
Constants
Operators
Expressions
Indicator: User defined data types are implemented
Arrays
Observation
Performance criterion
Effective description of Syntax, Data types, Variables and Operators, Arrays
Learning Outcome 1.3: Introduce PHP comments
Introduction to PHP comments Purpose of comments Types of comments
Use of PHP comments
o Practical Exercises on comments
o Group discussion on types of comment
Internet
Computer
Books
Pens and papers
Markers
Board
Formative Assessment 1.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Matching Sentence completion Expose /presentation Record questions by assessor and responses of trainees
Checklist Score
Yes No
Indicator: PHP comments described
Purpose of comments
Types of comments
Indicator: PHP comments are implemented
Observation
Content Learning activities Resources
Performance criterion
Proper introduction and overview of Comments, Include and Require
LU 2: Implement PHP logic
2
Learning Outcomes:
1. Use PHP of program flow control 2. Use PHP functions 3. Implement PHP file processing 4. Handle errors and exceptions
30 Hours
Learning Outcome 2.1: Use PHP control structures
Application of program flow control Conditional
statements Iterative statements
o Practical exercises to use all program flow control
Internet
Computer
Books
Pens
Papers
Markers
Board
Formative Assessment 2.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper use of program flow control
Types of evidence Portfolio assessment tools
Written Oral Performance
Multiple choice questions
True or false questioning
Matching
Record of questions asked by assessor and responses of the trainee
Observation checklist
Performance checklist
Checklist Score
Yes
No
Indicator: Program flow control are implemented
Conditional statements Iterative statements
Observation
Learning Outcome 2.2 : Use PHP Functions
Application of PHP functions Built-in functions User-defined functions String manipulation
functions
o Brainstorm about PHP functions
o Trainees will be given practical exercises on various PHP functions
Internet
Computer
Books
Pens
Papers
Markers
Board
Formative Assessment 2.2
Content Learning activities Resources
Performance criterion
Effective use of PHP Functions
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Expose Matching Observation checklist Performance checklist
Learning Outcome 2.3 : Implement PHP File processing
File formats supported by PHP Image formats File functions in PHP Is_file file_exists fopen fwrite fclose fget fgetss copy unlink file_get_contents
o Brainstorm about various image formats
o Practical exercises on file functions
Internet
Computer
Books
Pens
Papers
Markers
Board
Checklist Score
Yes
No
Indicator: PHP Functions are used
Built-in functions User-defined functions String manipulation functions
Observation
Content Learning activities Resources
Formative Assessment 2.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Group expose True-false questions Matching Observation checklist Performance checklist
Checklist Score
Yes
No
Indicator: File formats supported by PHP are used
Image formats Indicator: File functions in PHP are applied
file_exists fopen fwrite fclose fget copy fgetss Is_file Unlink File_get_contents unlink are used
Observation
Performance criterion
Effective Implementation of File Processing
Learning Outcome 2.4 : Handle errors and exceptions
Description of program error types Syntax errors Logical errors
Run time errors
Introduction to error functions die custom error functions
Application of exception block Try and catch keywords
o Group discussion about program errors and exceptions
o Practical exercises to flow and catch exceptions
Internet
Computer
Books
Pens
Papers
Markers
Board
Formative Assessment 2.4
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Matching True-false questions Group expose Observation checklist Performance checklist
Content Learning activities Resources
Performance criterion
Proper handling of Errors and Exceptions
Checklist Score
Yes
No
Indicator: Program error types are described
Syntax errors Logical errors Run time errors
Indicator : Error functions are introduced
Die custom error functions
Indicator : Exception block is applied
Try and catch keywords
Observation
Perform PHP MySQL Database interactions
3
Learning Outcomes:
1. Connect and access MySQL database 2. Implement database CRUD operations 3. Manage sessions and cookies 4. Manage dynamic forms
30 Hours
Learning Outcome 3.1 : Connect and access MySQL Database
Application of connection object and method Connection object Mysqli_connect PDO
Application database access methods Mysqli_select Mysqli_query Mysqli_num_rows Mysqli_fetch_array Mysqli_close
o Practical exercises on database connection and accessibility
MySQL database
Computer
Internet
Editors
Browsers
Formative Assessment 3.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper connectionand access of MySQL database
Types of evidence Portfolio assessment tools
Written Performance
Multiple choice questions Matching True or false questions Observation checklist Performance checklist
Checklist Score
Yes
No
Indicator: Connection object and methods are applied
Connection object Mysqli_connect PDO
Indicator: Database access methods are applied
Mysqli_select Mysqli_query Mysqli_num_rows Mysqli_fetch_array Mysqli_close
Observation
Learning Outcome 3.2 : Implement database CRUD operations
Manipulation of database table records
Insert record Retrieve records Retrieve one record Update record Delete record Export and import
records
o Practical exercises on SQL queries to manipulate records
- MySQL database - Computer - Internet - Books - Pens - Papers - Markers - Board
Content Learning activities Resources
Formative Assessment 3.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Matching Multiple choice True or false question Observation checklist Performance checklist
Checklist Score
Yes
No
Indicator : Database table records are manipulated
Insert record Retrieve records Retrieve one record Update record Delete record Export and import records
Observation
Learning Outcome 3.3: Manage sessions and cookies
3 Introduction and use of cookies 3.1.1 Importance of cookies 3.1.2 Cookies life time 3.1.3 Servlet API
o Practical exercises on cookies programming
o Practical exercises on sessions programming
- Computer - Internet - Books - Pens
Content Learning activities Resources
Performance criterion
Proper implementation of database CRUD operations
3.1.4 Create cookies 3.1.5 Retrieve cookies value 3.1.6 Delete cookies
4 Introduction and use of sessions 4.1.1 Importance of
sessions 4.1.2 Session life time 4.1.3 Create sessions 4.1.4 Destroy session
variables
- Papers - Markers - Board
Formative Assessment 3.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Multiple choice questions True or false questions Observation checklist Performance checklist
Checklist Score
Yes
No
Indicator : cookies are used
Cookies life time Servlet API Create cookies Retrieve cookies value Delete cookies
Indicator: sessions are managed
Session life time Create sessions
Performance criterion
Correct management of sessions and cookies
Destroy session variables
Observation
Learning Outcome 3.4:Manage dynamic Forms
5 Application of HTML form processing methods
Embedded PHP scripts POST method GET method PHP form validation
o Practical exercises on form processes
o Practical exercises on input PHP validation
Computer
Internet
Books
Pens
Papers
Markers
Board
Formative Assessment 3.4
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Matching Multiple choice questions True or false question Observation checklist Performance checklist
Content Learning activities Resources
Performance criterion
Proper management of dynamic Forms
Checklist Score
Yes
No
Indicator : HTML forms are processed
Embedded PHP scripts
POST method
GET method
PHP form validation
Observation
LU 4: Perform PHP MySQL Database interactions
4
Learning Outcomes:
1. Introduce Frameworks 2. Implement the CakePHP framework 3. Implement the Laravel framework
40 Hours
Learning Outcome 4.1:Introduce Frameworks
Description of PHP frameworks CakePHP Laravel Symfony Zend Phalcon
o Brainstorm about PHP frameworks
o Group discussion to compare PHP frameworks
- Computer - Internet - Books - Pens - Papers - Markers - Board
Formative Assessment 4.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral
Written
Record asked questions and answers of trainees Expose True-False questions Matching
Content Learning activities Resources
Performance criterion
Analyze project requirements
Checklist Score
Yes
No
Indicator : PHP frameworks are discribed
CakePHP
Laravel
Symfony
Zend
Phalcon
Indicator : PHP frameworks are compared
CakePHP vs Laravel
Laravel vs Symfony
Observation
Learning Outcome 4.2: Implement the CakePHP framework
Installation of CakePHP 3.x
CakePHP API Class components Controller Components
collection EventManager EventListener
Develop a web application using CakePHP framework CakePHP MVC
Architecture
o Brainstorm about CakePHP MVC architecture
o Practical exercise on website creation using CakePHP framework
- CakePHP setup - Papers - Computer - Books - Internet - Pen - Boards - Chalks - Marker
Content Learning activities Resources
Naming conventions
Formative Assessment 4.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Product
Observation checklist Performance checklist Physical end product with assessor’s completed quality checklist Report with assessor’s completed quality checklist
Checklist Score
Yes No Indicator : CakePHP 3.x is installed
5.1
Indicator : CakePHP API is described
Class components
Controller
Components collection
EventManager
EventListener
Indicator : a web application is developed using CakePHP framework
CakePHP MVC Architecture
Naming convention
Observation
Performance criterion
Publish animations
Learning Outcome 4.3 : Implement the Laravel framework
Installation of Laravel framework
Laravel APIs RESTful APIs
6 Development of web application using Laravel
Root directory Application directory Namespacing Service providers Service containers Contracts Services Database Building a list of links
o Brainstorm about Laravel MVC architecture
o Practical exercise to develop a web application using Laravel framework
- Papers - Computer - Books - Internet - Pen - Boards - Chalks - Marker pen - Flipchart
Formative Assessment 4.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance product
Observation checklist Performance checklist Physical end product with assessor’s completed quality checklist Report with assessor’s completed quality checklist
Content Learning activities Resources
Performance criterion
Effective Implementation of CakePHP framework
Checklist Score
Yes
No
Indicator : Laravel framework is installed
6.1
Indicator: Laravel APIs are described
RESTful APIs
Indicator: a web application is developed using Laravel framework
Root directory Application directory Namespacing Service providers Service containers Contracts Services Database Building a list of links
Observation
Summative Assessment
Integrated situation
MINADEF is the Ministry of Defense in Rwanda which located at Kimihurura in Gasabo District. They have a market to serve soldiers and policemen where they buy the products they need. This market is called “Army shop”. The company has have a problem of using a file system where the information get lost and it hard to produce daily reports about stock in and stock out operations. “Army shop” has a web front-end developer who developed web pages and database-developer who developed a database to keep the stock information.
They want to hire a web application developer to program PHP server scripts to link the front end to the database. The codes must perform stock in, stock out, report the status of the stock and expired products.
Tools to use:Windows operating system,Text Editor, XAMPP web server. The software is needed within 3 hours.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator:Tools, equipment and materials are selected
Tools
XAMPP setup
PHP Framework setup
Windows Operating system
RAM
Processor
Materials
PHP
PHP Framework
Editor
Equipment
Computer
Uninterruptable Power Supply
Indicator:CRUD operations are implemented
Insert
Retrieve
Update
Delete
Observation
Assessment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Front end and Database are integrated
Inventory
Export
Import
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Reports are generated
Expired products
Stock status by product
Indicator: Time is respected
Task completed within 3 hours
Observation
References:
1. PHP Tutorials for Beginners at https://www.guru99.com/php-tutorials.html
2. https://www.w3schools.com/php-tutorials.html
3. Steve Suehring, Tim Converse, and Joyce Park, PHP6 and MySQL6 BIBLE
4. Robin Nixon, Learning PHP, MySQL and JavaScript, 4th Edition
Competence
S F D W D 5 0 1 - WEB APPLICATION DEPLOYMENT
SFDWD501 Deploy a web application
REQF Level: 5 Learning hours
Credits: 4 40
Sector: ICT
Sub-sector: Software Development
Issue date:December 2018
Purpose statement
This module describes the skills, knowledge and attitudes to be acquired by the learner to Analyze web
application deployment requirements and therefore deploy a web application.
At the end of this module the learner will be able to describe deployment environment requirements,
identify deployment tools and equipment, and deploy any web application.
Learning assumed to be in place
Setup a database server
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 for application deployment 1.1. Proper introduction of web application deployment 1.2. Adequate description of the deployment environment 1.3. Proper identification of deployment tools in accordance
with application requirements
2. Analyze software deployment
requirements
2.1 Right exploration of deployment server in line with application requirements
2.2 Appropriate interpretation of hardware and software requirements
2.3 Proper identification of technology used and network compatibility
3. Deploy application 3.1. Systematic inspection of application deployment model 3.2. Correct allocation of application package 3.3. Precise experimentation and launch application in line
with user needs
LU 1: Prepare for application deployment
1
Learning Outcomes:
1. Introduce web application deployment 2. Describe the deployment environment 3. Identify deployment tools, equipment and materials in
accordance with application requirements
10 Hours
Learning Outcome 1.1: Introduce web application deployment
Description of Deployment Definition Reasons Benefits
Exploration of deployment process / activities
Release Installation De- / Activation Uninstall Update Built-in update Version tracking Adaptation
o Group discussions on activities and steps to go through while deploying a web application
- Computer - Internet - Books - Pens - Papers - Markers - Board
- Tomcat/ apache web
server
Formative Assessment 1.1
Content Learning activities Resources
Performance criterion
Proper introduction of web application deployment concepts
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Essay (extended responses) Sentence completion Expose /presentation
Concept / mind map (organizational chart)
Checklist Score
Yes No
Indicator: Deployment is described
Definition
Reasons
Benefits
Indicator: Processes of deployment are explored
Release
Installation
Activation
Deactivation
Uninstaller
Update
Version tracking
Adaptation
Observation
Learning Outcome 1.2: Explore the deployment environment
Description of 5-tier system architecture Persistence Back-end services Virtualization Application logic Presentation layer
Exploration of virtualization technology Description of
virtualization Properties and benefits
of Virtual machine Hyper-visor technology
o Group discussion about preparation of deployment and virtualization technology
Computer
Internet
Books
Pens
Papers
Markers
Board
Tomcat/ apache
web server
Formative Assessment 1.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Matching Sentence completion Expose /presentation Recorded questions
Content Learning activities Resources
Performance criterion
Adequate description of the deployment environment
Learning Outcome 1.3: Identify deployment tools, equipment in accordance with application
requirements
Description of software deployment Tools Jenkins Google cloud
deployment manager CircleCI Octopus deploy AWS Code deploy
Description of hardware deployment equipment Server Computer Operating system Antivirus
o Group discussion on web application deployment tools and equipment
Internet
Computer
Books
Papers
Markers
Board
Tomcat/ apache web
server
Checklist Score
Yes No
Indicator: 5-tier system architecture is described
Persistence
Back-end services
Virtualization
Application logic
Presentation layer
Indicator: Virtualization technology is explored
Description of virtualization
Properties of virtual machine
Benefits of virtual machine
Hyper visor technology
Observation
Content Learning activities Resources
Formative Assessment 1.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Matching Sentence completion Expose /presentation Recorded questions
Checklist Score
Yes No
Indicator: Deployment tools are described
Jenkins
Google cloud deployment manager
CircleCI
Octopus deploy
AWS CodeDeploy
Indicator: Hardware deployment equipment is described
Server
Computers
Operating systems
Antivirus
Observation
Performance criterion
Proper identification of deployment tools and equipment in accordance with
application requirements.
U 2: Analyze web application deployment requirements
2
1. Explore web application deployment server in line with application requirements
2. Interpret hardware and software deployment requirements 3. Identify technologies used and network compatibility
10 Hours
Learning Outcome 2.1: Explore web application deployment server in line with application
requirements
Analysis of application requirements Customer
requirements Functional
requirements Non-functional
requirements Performance
requirements Design requirements Delivery requirements Allocation
requirements
Identification of suitable deployment server Backup Services Customer Service Adequate Scalability Guaranteed Up-time Reputation
o Group discussions on the analysis of application requirements
o Group discussions on suitable deployment server
Internet
Computer
Books
Pens
Papers
Markers
Board
Formative Assessment 2.1
Content Learning activities Resources
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation) Recorded questions
Checklist Score
Yes No
Indicator: Application requirements are explained
Customer requirements
Functional requirements
Non-functional requirements
Performance requirements
Design requirements
Derived requirements
Allocated requirements
Indicator: Suitable deployment server is identified
Backup services
Customer service
Adequate scalability
Guaranteed up-time
Reputation
Observation
Performance criterion
Right exploration of deployment server in line with application requirements.
Learning Outcome 2.2: Interpret hardware and software deployment requirements.
Identification of hardware deployment requirements Server processor Server RAM Disk storage
Identification of software deployment requirements Operating system Third party software’s
compatibility Firewalls settings
Production of analysis report Server Deployment package
o Group discussion on hardware and software deployment requirements.
o Group discussion on how to document the analysis and interpretation of the web application deployment
Internet
Computer
Books
Pens
Papers
Markers
Board
Formative Assessment 2.2
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Essay (short responses /extended responses) Role play Scenarios - completed checklist Recorded questions
Checklist Score
Yes No
Indicator: Hardware deployment requirements are identified
Server processor
Server RAM
Content Learning activities Resources
Performance criterion
Appropriate interpretation of hardware and software requirements.
Learning Outcome 2.3: Identify technologies used and network compatibility.
Exploration of Network compatibility Protocols Server accessibility Server visibility
Identification of web technology used for web development
PHP Version MySQL version Apache server
o Group discussion on network compatibility
o Group discussion on technologies used for web development
Internet
Computer
Books
Pens
Papers
Markers
Board
Formative Assessment 2.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Disk storage
Indicator: Software deployment requirements are identified
Operating system
Third party software’s compatibility
Firewalls settings
Indicator: Analysis report is produced
Server
Deployment package
Observation
Content Learning activities Resources
Performance criterion
Proper identification of technology used and network compatibility.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice question Observation checklist Testimony Report Scenarios
Checklist Score
Yes No
Indicator: Network compatibility and protocols are explored
Protocols
Server accessibility
Server visibility
Indicator: Web technology used for web development are identified
PHP Version
MySQL version
Apache server
Observation
LU 3: Deploy application
3
Learning Outcomes:
1. Inspect web application deployment model. 2. Allocate the web application package. 3. Experiment and launch application in line with customer
20 Hours
Learning Outcome 3.1: Inspect web application deployment model
Analysis of web application deployment models Platform as a service
(PaaS) Infrastructure as a
service (IaaS) Software as a service
(SaaS)
o Group discussions on analysis of web application deployment models
- Computer - Internet - Books - Pens - Papers - Markers - Board
Formative Assessment 3.1
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Systematic inspection of web application deployment models
Types of evidence Portfolio assessment tools
Written
Oral
Expose /presentation Concept / mind map (organizational chart)
Checklist Score
Yes No
Indicator: Web application deployment models are analyzed
Platform as a service (PaaS)
Infrastructure as a service (IaaS)
Software as a service (SaaS)
Observation
Learning Outcome 3.2: Allocate the web application package
Allocation of web application deployment package Application files Database file
Application code/logic configuration Client-side code Server-side code
Configuration of database server Server configuration Server validation
o Group discussion on allocation of web application deployment package
o Practical exercise on server configuration, application logic and database validation
Computer
Internet
Deployments tool
Editors
Browsers
Formative Assessment 3.2
Content Learning activities Resources
Performance criterion
Correct allocation of application package.
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Product
Multiple choice exercises Essay& cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator: Web application deployment package is allocated
Application files
Database file
Indicator: Application Code/logic configuration
Client-side code
Server-side code
Indicator: Configuration of database server
Server configuration
Server validation
Observation
Learning Outcome 3.3: Experiment and launch application in line with customer needs
Collection process of web application files Index file Resources folder Includes folder Classes Database
Deployment in staging environment Staging server Staging Database Staging application files
o Group discussions on available archiving tools and compression techniques.
o Practical work on deployment of a web application.
Staging Production
- Computer - Internet - Books - Pens - Papers - Markers - Board
Content Learning activities Resources
Testing phase and validation process Smoke test User acceptance Validity
Deployment in production environment Deployment server Database Application files Final delivery
Formative Assessment 3.3
The assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice True or false question Question and answer Observation checklist
Checklist Score
Yes No
Indicator: Collection process of web application files
Index file
Resources folder
Includes folder
Classes
Database
Indicator:Deployment in staging environment
Staging server
Staging application
Indicator:Testing phase and validation process
Smoke test
Performance criterion
Precise experimentation and launch application in line with user needs.
User acceptance
Validity
Indicator:Deployment in production environment
Deployment server
Database
Application files
Final delivery
Observation
Summative Assessment
Integrated situation Resources
SkyLine Digital Ltd. is a Rwandan tech company which digitizes services
with specialty in web development, mobile applications development
and digital marketing. It is situated in Kacyiru, Kigali Rwanda and has it’s
headquarter at the Telecom House building. Mr. Mbonigaba Eric, a web-
developer at SkyLine Digital Ltd., recently developed the “Gerayo” web
application and reported the final package, a locally running application
to the IT manager of SkyLine Digital.
Due to the client’s demand, customers are having trouble accessing the
platform since the company have purchased and published the domain
name address at www.gerayo.rw, and consequently, the IT manager
was advised to hire a web-master to deploy and distribute the
application so that it becomes publicly accessible to the customers to
start using this application.
As a web-master, you are hired to deploy and distribute “Gerayo” web application on an online server. First, test the application on a local Tomcat server, then deploy it online using Amazon web services on CloudWays platform. The management requires the application to be accessible in maximum three hours. To accomplish this duty you are required to identify the deployment model, analyze and select a suitable server for the deployment, analyze technologies used to develop this application, inspect the application files and distribute the application, after fixing any server or network compatibility issues.
Assesment Criterion 1: Quality of Process
Indicator: Deployment test is successful
Smoke test
Staging
Production
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Web application is deployed
Accessibility
Usability
Responsive
Observation
Checklist Score
Yes No
Indicator: Server requirements are analyzed
Processor
Memory/RAM
Storage
Indicator: Technologies used for development are identified
PHP Version
MySQL Version
Indicator:Deployment tools are analyzed
Oracle VM Virtual box
Tomcat server
CloudWays
Amazon AWS EC2
Indicator:Deployment package is inspected
Application files
Database files
Third-party libraries
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Specified tools are respected
Oracle VM Virtualbox
CloudWays Platform
Amazon web services
Indicator: Time is respected
Task completed within 3 hours
Observation
References:
1. Web Application Architecture: Principles, protocols and practices, 2nd Edition, Leon Shklar
2. Network virtualization for cloud computing, Article Citation by Baroncelli, Fabio & Martini,
Barbara & Castoldi, Piero. (2010)
3. Azodolmolky, Siamak & Wieder, Philipp & Yahyapour, Ramin. (2013). Cloud Computing
Networking: Challenges and Opportunities for Innovations. IEEE Communications Magazine. 51.
54-62. 10.1109/MCOM.2013.6553678
4. https://aws.amazon.com/what-is-cloud-computing/
5. https://docs.microsoft.com/en-us/iis/publish/using-web-deploy/introduction-to-web-deploy
6. https://www.cloudways.com/blog/host-php-on-aws-cloud/
7. https://hackernoon.com/how-to-select-the-perfect-cloud-deployment-model-for-your-business-
b66f1e768f8f
8. http://sd.rw/
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.
RWANDA POLYTECHNIC – RP P. O. BOX 164 Kigali / Rwanda E info@rp.ac.rw I www.rp.ac.rw
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