tvet certificate iii in software programming

3

TVET CERTIFICATE III in

SOFTWARE PROGRAMMING

CODE

ICTSFP3001 Kigali December, 2018

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ICTSFP3001-TVET CERTIFICATE III

Software Programming

REQF Level 3 CURRICULUM

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© Rwanda Polytechnic, 2018

Copies available from:

Rwanda Polytechnic (RP)

P. O. BOX 164 Kigali / Rwanda

Email: [email protected]

Web: www.rp.ac.rw

Original published version updated:

December, 2018

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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 the RP.

© Rwanda Polytechnic (RP) 2018

Published by

Rwanda Polytechnic (RP)

Internet: http:// www.rp.ac.rw

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

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Table of Contents

C o p y r i g h t i i

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

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

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

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

2 . Q U A L I F I C A T I O N D E T A I L S 1

2.1 Description 1

2.2 Minimum entry requirements 1

2.3 Information about pathways 1

2.4 Job related information 7

2.5 Employability skills and life skills 8

2.6 Information about competencies 10

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

3.1 Course structure 11

3.2 Competencies chart 11

3.3 Flowchart 13

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

4.1 Assessment Methodology 14

4.2 Portfolio 14

C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 7

LU 1: Participate as part of a team and respect the rules of the training environment. 19

LU 2: Explain the occupation and learning process 23

LU 3: Respect the facilitation and apply learning methods. 26

LU 4: Develop personal plans based on self-assessment practices 29

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

LU 1: Listen and speak effectively 37

LU 2: Cooperate and work as a team member 42

LU 3: Apply customer care 47

LU 4: Assess and react to play incidents 51

Summative Assessment 54

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C C M H E 3 0 1 - M A I N T A I N I N G S H E A T W O R K P L A C E 5 7

LU 1: Maintain personal health, hygiene and sanitation 59

LU 2: Apply safe reproductive health practices 64

LU 3: Address unsafe situations on the job 67

LU 4: Respond appropriately to emergencies at work 70

LU 5: Ensure environmental sustainability 74


C C M E N 3 0 1 - P R E - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 8 2

LU 1: Talk about familiar events and activities 84

LU 2: Write short compositions on familiar topics 89

LU 3: Read and interpret messages from simple texts and social letters 95

LU 4: Write short compositions on familiar topics 102

C C M K N 3 0 1 - I K I N Y A R W A N D A K I B O N E Y E 1 0 8

LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi 111

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

itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru 117

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 123

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

ibidukikije. 129

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 135

C C M F T 3 0 1 - A C T I V I T E S D E C O M M U N I C A T I O N E N F R A N Ç A I S D A N S L E M E T I E R

1 4 2

LU 1: Réagir à un message oral qui lui est adressé 144

LU 2: Répondre oralement aux questions de compréhension. 147

LU 3: Exposer une opinion devant l’auditoire 150

LU 4: Lire un texte lié à son métier 153

LU 5: Exécuter les accords 157

LU 6: Exécuter les accords 162

C C M I A 3 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 6 6

LU 1: Apply for internship/employment 168

LU 2: Demonstrate appropriate workplace behavior and attitudes 173

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LU 3: Respect worker’s and employer’s rights and responsibilities 177

LU 4: Organize and evaluate one’s internship 182

S F P B D 3 0 1 - B A S I C S O F D A T A B A S E D E V E L O P M E N T 1 8 6

LU 1: Perform Database Preliminary work 188

LU 2: Define database objects 195

LU 3: Manipulate databases 201


S F P C B 3 0 1 - C O M P U T E R B A S I C S 2 1 4

LU 1: Describe Computers 216

LU 2: Install software system 223

LU Use Application Software and Internet 228

S F P W P 3 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 U S I N G P H P 2 3 3

LU 1: Describe PHP Fundamentals 235

LU 2: Implement PHP Logic 241

LU Perform PHP MySQL Database interactions. 247

LU Perform PHP MySQL Database interactions. 254


S F P W J 3 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 U S I N G J A V A S C R I P T 2 6 2

264

LU Use Fundamental Features of JavaScript 264

LU Create Dynamic Website 270

LU Apply JavaScript Frameworks, Semantic Web and Web Statistics 276


S F P N F 3 0 1 - N E T W O R K I N G F U N D A M E N T A L S 2 8 5

LU Describe computer networking components 287

LU 2 Describe computer network models 293

LU 3: Perform Network Addressing 298

S F P G I 3 0 1 - G R A P H I C U S E R I N T E R F A C E D E S I G N 3 0 5

LU 1: Describe graphic design basics 308

LU 2: Draw a digital sketch 315

LU 3: Design User Interface 321

S F P P F 3 0 1 - P R O G R A M M I N G F U N D A M E N T A L S 3 2 8

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LU 1: Describe computer programming languages 330

LU 2: Write Algorthms and flowcharts 336

LU 3 Write/develop/solve problems with C++ 343

LU 4: Apply advanced programing concepts with C++ 350

S F P W I 3 0 1 - D E V E L O P M E N T O F W E B U S E R I N T E R F A C E 3 5 8

LU Design a Web Page 360

LU Develop a Website 367

LU Manage Website 372

G E N M A 3 0 1 - B A S I C S O F A L G E B R A 3 8 0

LU Apply the properties on sets of numbers 383

LU Perform operations on sets 388

LU Perform operations related to the number system 392

LU Perform operations on polynomials 397

LU 5: Solve algebraically or graphically linear and quadratic equations or inequalities 402

LU 6: Extend the concept of arithmetic and geometric progression to sequences and serie 410



G L O S S A R Y 7

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List of abbreviations

CCM Complementary Competencies

CSS Cascading style sheet

GIF Graphic interface format

HTML Hypertext markup language

I/O Input/output

IAP Industrial Attachment Program

ICT Information Communication Technology

ICTSOE Information and Communication Sector / Software Engineering Sub-sector

LAN Local Area Network

MiTEC Ministry of ICT and Innovation

NA Not Applicable

PRPs Prerequisite programs

RAM Random Access Memory

RDB Rwanda Development Board

REQF Rwandan Education Qualification Framework

ROOM Read Only Memory

RP Rwanda Polytechnic

TSS Technical Secondary Schools

TVET Technical and Vocational Education and Training

USB Universal Serial Bus

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Acknowledgments

Rwanda Polytechnic wishes to thank the following persons who participated in the

development of this curriculum:

Coordination

Kalema Gordon / Director General, Digital Transformation, MiTEC

RWAMASIRABO Aimable / Curriculum Coordinator, RP

Facilitator

NKUBITO Jean Pierre / Curriculum Consultant, RING ltd

HABUMUGISHA Fulgence / Lecturer/ IPRC Kigali

Curriculum Development Team

Name Function Institution

NYIRASAFARI Jemima Trainer/ software developer SOS Technical High school KAGUGU

BYIRINGIRO Audifax System analyst Greentech ltd NGEZAHAYO Emmanuel Maths teacher/ Author RUSUMO High School HATEGEKIMANA Ernest Senior software developer BK Techouse MUTANGUHA Pelin Lecturer University of Rwanda IZABAYO Narcisse Director of studies/ IT Trainer KAVUMU TVET School/ REB MAJYAMBERE Silas Lecturer University of Rwanda MASENGESHO Donatien Senior Software engineer Pivot access ltd HABIMANA Clement Robert Software engineer IREMBO ltd BYIRINGIRO David Data manager and curriculum

formatting Mars construction ltd

IRADUKUNDA Aime Ag.FMS Rwanda Polytechnic YAMFASHIJE Jeanne Head of Infrastructure DMM HeHe ltd NKURANGA David ICT Infrastructure specialist Rwanda Polytechnic MBONABUCYA Celestin Lecturer University of Rwanda TWAHIRWA Eric Network and system

administrator Rwanda Polytechnic

KAYINAMURA Aloys Mathematics Specialist

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of an assistant computer programmer. 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.

Assistant computer programmers apply the

principles and techniques of computer

science, engineering, and mathematical

analysis to assist in the design, development,

testing, maintenance and evaluation of the

software and the systems that enable

computers to perform their many

applications.

Typically, they work for companies that

develop, configure, implement, and install

complete computer systems. They work in a

team with minimum supervision and may be

members of the marketing or sales staff,

serving as the primary technical resource for

sales workers and customers.

At the end of this qualification, qualified

learners will be able to:

1. Describe the occupation and learning process

2. Maintain SHE at workplace 3. Communicate effectively at workplace 4. Communicate simply using English in

familiar situations 5. Gukoresha Ikinyarwanda kiboneye 6. Pratiquer les activités de

communication en français dans le métier

7. Apply Basics of Algebra 8. Apply Computer Basics 9. Apply networking fundamentals 10. Apply Programming fundamentals 11. Design graphic user interface 12. Develop web user interface 13. Develop web application using PHP 14. Develop web Application using

Javascript 15. Develop basic database 16. Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be mentally fit with broad

knowledge, skills and attitude of ICT,

Mathematics, Physics and English

background

Title: TVET Certificate III in Software Programming

Level: REQF Level 3 Credits: 120

Sector: ICT Sub-sector: Software Programming

Issue date: December, 2018

Section

2

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the Software & Programming Industry with the

professionalization of web developer and code writer. This qualification again offers the opportunity to

execute the works while assisting in the preparation of programs for the solution of problems through the

use of electronic data processing equipment and in the preparation of short programs of portions of more

complex programs in accordance with flow charts and specific instructions.

Preferred pathways for candidates

entering this qualification include:

Completion of 9 years basic education or other related qualifications

Recognition of prior learning related

to this qualification

Progression route of candidates

achieving this qualification include:

TVET Certificate IV in Software

programming

A range of other related TVET

Certificate IV qualifications.

Pathways into the qualification

Pathways from the qualification

Possible jobs related to this qualification

Technical documents writer/ Instructional Materials designer Junior Web Developper User Interface (UI) designer User experience (UX) designer Assistant Software application developer Assistant Computer network architect Code writer Customer support Webmaster

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2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English Questioning, clarifying and evaluating information Reading and reviewing a range of reports Using specialist language in written and oral communication Writing in a range of styles to suit different audiences

Teamwork

Working collaboratively with team members

Referring matters to nominated person as required

Working as a member of a team and applying knowledge of one's own role to achieve

team goals

Working with diverse persons and groups

Health, hygiene and safety

Know the standard health and safety practices and regulations in the workplace;

Maintain hygiene and personal cleaning;

Identify unsafe situations;

Respond to emergencies and accidents at work;

Prevent HIV/Aids and sexual violence.

Health and reproduction

Rwanda environmental protection, practices rules and regulations

Anti-doping

Problem solving

Checking reports for accuracy and correcting errors as required

Collecting, comparing and contrasting data in order to create reports

Using problem solving tools and techniques to solve reconciling problems

Integration of the workplace

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Know how to apply for and present themselves for employment;

Demonstrate good time management and show up for work on time;

Demonstrate behaviour and attitudes that are appropriate for the workplace and

understand that workplaces have policies and procedures that need to be followed;

Take initiative and responsibility for own work and know how to work under and

respect supervision;

Know the rights and responsibilities of workers and employers and explore ways to

exercise rights in the workplace.

Initiative and enterprise

Contributing to solutions to workplace challenges

Designing reports to effectively present workplace information

Self-management

Managing own time and priorities and dealing with contingencies

Operating within industry standards, legislation and regulations

Taking responsibility as required by work role and ensuring all organisational policies

and procedures are followed

Learning

Acquiring and applying knowledge of products, services and organisational policies

and procedures

Applying knowledge of the industry to workplace activities

Learning new ideas, skills and techniques

Seeking appropriate technical help with stand-alone and online computerised

systems.

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Number of competencies: 16 Core competencies : 9 Complementary competencies : 7 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL301 Describe the occupation and learning process 3

2 CCMHE301 Maintain SHE at workplace 3

3 CCMWC301 Communicate effectively at workplace 3

4 CCMEN301 Communicate simply using English in familiar situations 3

5 CCMFT301 Pratiquer les activités de communication en français dans le métier 3

6 CCMKN301 Gukoresha Ikinyarwanda kiboneye 3

7 CCMIA301 Integrate the workplace 20

Total 38

No Code Core competencies Credit

GEN

ERA

L

1 GENMA301 Apply Basics of Algebra 12

2 SFPCB301 Apply Computer Basics 5

3 SFPNF301 Apply networking fundamentals 5

4 SFPPF301 Apply Programming fundamentals 12

SPEC

IFIC

5 SFPGI301 Design graphic user interface 8

6 SFPWI301 Develop web user interface 8

7 SFPWP301 Develop web application using PHP 10

8 SFPWJ301 Develop web Application using Javascript 12

9 SFPBD301 Develop basic database 10

Total 82

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

symbol (∆) indicates a relationship between a specific competency and a step in the process of

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

description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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Assistant computer programmer PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

Du

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Duration (720 Hrs) 30

30

30

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30

30

20

0

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0

50

50

12

0

1 Design graphic user interface

80 ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ● ○ ● ● ●

2 Develop web user interface

80 ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ● ○ ○ ● ●

3 Develop web application using PHP

100 ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ● ○ ○ ● ●

Develop web Application using Javascript

120 ○ ● ○ ○ ○ ○ ● ○ ○ ● ●

4 Develop basic database 100 ▲ ∆ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ● ○ ○ ● ●

Figure 1: Competencies chart

Between the process and particular competencies | Between general and particular

competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.3 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of acquisition

of the competencies. It provides an overall planning of the entire training programme and shows

the relationship between the modules. This type of planning is to ensure consistency and

progression of learning. For each module, the flowchart shows the learning that is already in

place, the learning that is to take in parallel or later. The positions defined will have a decisive

impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the

modules of the training programme is presented on the following page.

Figure 2: Flowchart

Occupation and learning process 3

Maintaining SHE at workplace 3 Workplace communication skills 3

Pre-intermediate workplace English skills 3 Ikinyarwanda kiboneye 3

Pre-intermediate workplace English skills 3

Acivites de communication en Francais dans le metier 3

Computer basics 5 Basics of Algebra 12

Networking fundamentals 5 Programming fundamentals 12

Graphic user interface design 8 Development of web user interface 8

Basics of database development 10

Web application development using PHP 10

Web application development using Javascript 12

Industrial attachment program (IAP) 20

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

modules)

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

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

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

competent on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

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

the curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

those indicators that can cause any hazard, or the one indicator that is performed poorly where

there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

completed and should be documented in the trainee portfolio.

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

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

CCMOL301 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

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

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

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

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

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

presented to the learner. This approach encourages greater motivation and, subsequently, a

better integration of various learning.

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Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

19 | P a g e

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

1

Learning Outcomes:

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

6 Hours

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

Introductions

Expectations about the

training

o Introduction

o Game

Presentation of trainees’ expectations

- Trainer manual

Formative Assessment 1.1

Content Learning

activities

Resources

Performance criterion

Proper introduction of oneself

20 | P a g e

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

performance criterion has been achieved.

Types of evidence Portfolio assessment tools

Written or performance

o Written assessment (Recommendation: ranking exercise) o Group work (e.g. role play or scenario)

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

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

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

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

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

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

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual

Content Learning

activities

Resources

21 | P a g e





Performance

o Practical task of a team

Checklist Score

Yes No

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Contribution of someone

Complying with rules set

Observation

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

Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual

Content Learning

activities

Resources


Appropriate integration in team.

22 | P a g e





Written

o Practical task of a team

Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.

23 | P a g e

LU 2: Explain the occupation and learning process

2

Learning Outcomes:

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

12 Hours

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

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

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

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector


Content Learning

activities

Resources


Proper description of the main/major elements of occupation

24 | P a g e




Written

Oral

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF level


Award certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

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

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable

Content Learning

activities

Resources

25 | P a g e





Written

Oral

o Written exercise o Verbal explanation (interview)

Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

26 | P a g e

LU 3: Respect the facilitation and apply learning methods.

3

Learning Outcomes:

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

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual


Content Learning

activities

Resources


Proper engagement in active and participatory learning methods

27 | P a g e




Written

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

Checklist Score

Yes No

Results of assignment

Active participation


Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

Presentation by the trainer

- Assessment manual




Content Learning

activities

Resources


Adequate description of the assessment procedures

28 | P a g e


Written

Oral

written assessment

Verbal explanation (interview)

Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

29 | P a g e

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

4

Learning Outcomes:

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

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace





Written

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

Content Learning

activities

Resources


Proper identification of values, skills and interests

30 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written values, skills and interest self-assessment exercise

JOHARI window assessment

Content Learning

activities

Resources


Proper assessment of values, skills and interests

31 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Written

Written exercise

Project work

Content Learning

activities

Resources


Correct Setting of goals

32 | P a g e

Checklist Score

Yes No

Correct Setting of goals

o Medium term SMART goals set

o Long term SMART goals set

o Strategies to reach set goal

o Roadmap/timeframe

o Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual


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

Yes No

Resources required

Activities to be performed

Possible obstacles

follow up on goal/progress report against set goal Action to be taken

One's learning style type (s)

features of one's learning styles (s)

Observation

Content Learning

activities

Resources

33 | P a g e

Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

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

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Written

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation

Learning Outcome 4.6: Identification of learning strategies

Content Learning

activities

Resources

Content Learning

activities

Resources


Proper assessment of one’s learning style

34 | P a g e





Written

Performance

Scenario analysis

Checklist Score

Yes No

Auditory

Visual

Learning strategies for each style

Observation

Reference books:

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

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


Adequate identification of learning strategies

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

CCMWC301 Communicate effectivelly at workplace

REQF Level: 3 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

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

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

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

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

service and write simple reports.

36 | P a g e


N/A

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.




Elements of competence Performance criteria

1. Listen and speak effectively

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

followed. 1.3. Clear and accurate information and instructions are

provided to colleagues.

2. Cooperate and work as a team member

2.1. Team objectives are reached through effective cooperation.

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

skills

3. Apply customer care

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

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

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

adequately.

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

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

37 | P a g e

LU 1: Listen and speak effectively

1

Learning Outcomes:

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

perceptions 4. Demonstrate effective speaking skills

6 Hours

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

Effective listening skills & strategies

Assess one’s listening skills

Model good listening skills

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

- Role play scenarios - List of effective

listening skills & strategies

- Effective Listening Observation Form

- Speaking Scenarios for group work





Content Learning

activities

Resources


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

38 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.2: Give and receive instructions.

Importance of giving clear, concise instructions

Formulation of instructions

Strategies to ask questions for clarification

o Individual work o Group discussion

˗ Role play scenarios ˗ List of effective

listening skills & strategies

˗ Effective Listening Observation Form

˗ Speaking Scenarios for group work





Content Learning

activities

Resources



39 | P a g e

Checklist Score

Yes No

Observation

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

perceptions

Importance of non-verbal communication

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

o Pair work o Large group discussion

˗ Role play scenarios ˗ List of effective listening

skills & strategies ˗ Effective Listening

Observation Form ˗ Speaking Scenarios for

group work





Content Learning

activities

Resources



40 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.4: Demonstrate effective speaking skills

Effective speaking skills and strategies

o Small group work o Practice presentations o Large group discussion

- Role play scenarios - List of effective listening

skills & strategies - Effective Listening

Observation Form - Speaking Scenarios for

group work





Content Learning

activities

Resources



41 | P a g e

Checklist Score

Yes No

Observation

42 | P a g e

LU 2: Cooperate and work as a team member

2

Learning Outcomes:

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

8 Hours

Learning Outcome 2.1: Identify the different personalities.

Different personalities and approaches that individuals bring to a group

o Self-assessment o Large group activity

(inner/outer circles) o Discussion

Working in Groups Self Assessment

Cooperating with Others Roles

Elements of an Effective & Cooperative Team Member





Content Learning

activities

Resources



43 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Handle different personalities in a group.

Characteristics of an effective and cooperative team member

o Large group activity o Large group discussion o Individual

reflection/journal writing o Pair work

Working in Groups Self Assessment

Cooperating with Others Roles

Elements of an Effective & Cooperative Team Member





Content Learning

activities

Resources



44 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2. 3: Cooperate with others to reach the same objective.

Characteristics of an effective and cooperative team member

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

writing o Pair work





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



45 | P a g e

Learning Outcome 2.4: Lead a team efficiently

Qualities of an effective leader

Different leadership styles

Appropriate leadership style in a given context

Strategies to lead a team efficiently

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

Role play scenarios





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



46 | P a g e

Learning Outcome 2.5: Demonstrate problem solving and decision making skills

challenges and dynamics amongst people during the problem solving process

steps of problem solving to work and community related problems

Communication as a tool for problem solving

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

competition

Scenarios for problem solving activity





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



47 | P a g e

LU 3: Apply customer care

3

Learning Outcomes:

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

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

to face 4. Handle conflict with difficult customers 10 Hours

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

care

Definition of customer service

Levels of customer service

Customer care principles

Importance of customer care

o Experience sharing o Brainstorming o Presentation by trainer





Content Learning

activities

Resources



48 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Provide exceptional quality service

Basic customer needs

Service to meet basic customer needs

Definition of customer’s perception

Meeting and exceeding expectations

Getting feedback on the provided service

o Individual reflection o Large group discussion o Role play





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



49 | P a g e

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

face

Telephone tips

Recording a telephone message

o Large group discussion o Skit o Pair role plays

Role Play scenarios for Communicating with Customers





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



50 | P a g e

Learning Outcome 3.4: Handle conflict with difficult customers

Definition of conflict, conflict resolution/management

Steps of conflict management with difficult customers

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





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



51 | P a g e

LU 4: Assess and react to play incidents

4

Learning Outcomes:

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

6 Hours

Learning Outcome 4.1: Identify types of reports required

Tip elements to notice the need of help:

Recognition of volleyball common injuries

Awareness of signs of common incidents

First aid provision application

o Practical exercises: - Shoulder injuries

identification - Ankle injuries

identification - Ankle sprains

identification - Knee injuries ligament

identification o Audio-visual analysis of

injuries and incident identification drills

˗ First aid flip charts ˗ Audio-visual tools




Content Learning

activities

Resources



52 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.2 Produce the relevant report

Tips element of injuries prevention

Warm up and stretching exercises

Use of volleyball external support tools

Physical exercises load management

o Practical exercises - Warm up drills - Stretching drills - External Support tool

use - Physical exercise status

˗ Cones ˗ Whistle ˗ First aid kit ˗ Audio-visual tools





Content Learning

activities

Resources



53 | P a g e

Checklist Score

Yes No

Observation

Outcome 4.3. Hand the report to the appropriate persons

Timing patient assistance

Time management of patient care component

Time management of injuries declaration

Time management of injury recovery

o Practical exercises - Basics on injury

handling - Injury declaration form

use - State of injury

assessment

˗ Rolled blanket ˗ Blanket with 2

poles ˗ Audio-visual tools





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



54 | P a g e

Summative Assessment

Integrated situation Resources

You are a chef de cuisine at Kigali Marriott hotel, and you received an order of spaghetti a la Napolitaine for 4 people from customers who are in a hurry. You oversee three people: the person in charge of the mise en place, the cook and the dish washer. As the chef, you give instructions to your team to prepare the food and supervise the work. The order should be ready within 30min.

Assesment Criterion 1: Relevance

Checklist Score

Yes No

Indicator: Time is respected

Indicator: The required covers are communicated

Indicator: The required covers are communicated

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

Observation

55 | P a g e

Assesment Criterion 2: Quality of process

Checklist Score

Yes No

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

Indicator: Responsibilities are assigned

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

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

Indicator: The problem is solved

Observation

56 | P a g e

Assesment Criterion 3: Quality of information

Checklist Score

Yes No

Indicator: The information is given precisely

Indicator: The information is short and clear

Indicator: The technical terms are used accordingly

Indicator: The information is given directly

Indicator: The information is given timely/immediately

Observation

References:

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

Project.

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

CCMHE301 Maintain SHE at workplace

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: June, 2016

Purpose statement

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

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

sector.

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

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

to eliminate or control and minimize the risk.

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

58 | P a g e


Not applicable







1. Maintain personal health, hygiene and sanitation

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

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

1.3. Proper maintenance and cleanliness of working environment 1.4. Correct wearing of work clothing or Personal Protective

Equipment to perform work

2. Apply safe reproductive health practices

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

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

3. Address unsafe situations on the job

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

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

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

4. Respond appropriately to emergencies at work

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

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

5. Ensure environmental sustainability

5.1. Respect of environmental laws, standards and regulations 5.2. Proper application of best practice to keep the environment

clean (waste management and pollution control) 5.3. Proper identification and reporting of workplace

environmental hazards. 5.4. Accurate application of climate change adaptation and

mitigating measures

59 | P a g e

LU 1: Maintain personal health, hygiene and sanitation

1

Learning Outcomes:

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

10 Hours

Learning Outcome 1.1: Maintain good health and hygiene.

Importance of maintaining good health

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

Importance of body cleanliness

Body cleaning products and equipment

Body cleanliness practices

Workplace dress code and practices

o Brainstorming o Group discussion o Documentary research and

group discussion o Individual practice

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


Content Learning

activities

Resources


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

and dress code according to the standards

60 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.2: Apply hygiene and sanitation practices.

Importance of environmental Cleanliness Water and waste (clean water,

toilette and hand washing facilities)

Materials and equipment cleaning and disinfection

o Demonstration on hygiene and sanitation practices

o Individual practical work on hygiene and sanitation practices

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

room


Content Learning

activities

Resources


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

that no cross-contamination of other items occurs

61 | P a g e




Checklist Score

Yes No

Observation

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

How food handlers can contaminate food

Prevention of food contamination

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

o Brainstorming o Group discussion

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


Content Learning

activities

Resources


Proper maintenance and cleanliness of working environment

62 | P a g e




Checklist Score

Yes No

Observation

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

Composition of work clothing or Personal Protective Equipment

Proper maintainance of work clothing

o Individual practice

Work clothing or Personal Protective Equipment




Content Learning

activities

Resources


Correct wearing of work clothing or Personal Protective Equipment to perform

work

63 | P a g e


Checklist Score

Yes No

Observation

64 | P a g e

LU 2: Apply safe reproductive health practices

2

Learning Outcomes:

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

other STI’s 2. Identify and avoid sexual violence types

5 Hours

Learning Outcome 2.1: Describe reproductive health.

Puberty and body change

Female reproduction

Male reproduction

Consequences of early pregnancy

- Small group discussions - Pair discussion

- Hand-outs - Reference books - Didactic materials





Content Learning

activities

Resources


Proper identification of reproductive health principles

65 | P a g e

Checklist Score

Yes No

Observation

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

other STI’s.

Definition

Transmission

Prevention (ABC)

Treatment

Other STI’s

Stigma and VCT

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

negotiation)

- Scenarios for HIV game

- True and false statements





Content Learning

activities

Resources


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

66 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.3: Identify and avoid sexual violence types.

Definition of sexual violence

Definition of rape

Consequences of sexual violence

- Story telling - Group discussion - Large group discussion





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Adequate identification and avoiding of sexual violence

67 | P a g e

LU 3: Address unsafe situations on the job

3

Learning Outcomes:

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

5 Hours

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

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

- Brainstorming - Group work - Discussion - Discussion

-Reference books -Hand-outs -Stories and pictures





Content Learning

activities

Resources


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

anyone else in the workplace

68 | P a g e

Checklist Score

Yes No

Observation

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

Hazardous situations

Dangerous substances

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

Use of PPE

Health and safety at workplace Rwandan law.







Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate removal of hazards from work area

69 | P a g e

Learning Outcome 3.3: Implement control measures.

Hazardous situations

Dangerous substances

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

Use of PPE

Health and safety at workplace Rwandan law.







Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper implementation of control measures according to individual level of

responsibility or appropriate personnel is referred to for permission or further

action

70 | P a g e

LU 4: Respond appropriately to emergencies at work

4

Learning Outcomes:

1. Identify emergencies 2. Handle emergencies 3. Manage safety equipment

5 Hours

Learning Outcome 4.1: Identify emergencies.

Definition of emergency

Types of emergencies in a workplace

- Presentation by the trainer - Experience sharing




Content Learning

activities

Resources


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

responsibility

71 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.2: Handle emergencies.

Possible responses to emergencies in the workplace

- Disaster Blaster Game - Role play

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





Content Learning

activities

Resources


Provision of appropriate response to emergencies

72 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.3: Manage safety equipment.

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

Safety equipment usage

- Brainstorming on safety equipment

- Demonstration on safety equipment usage

- Organize safety drills - Compile activities reports

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

extinguisher




Content Learning

activities

Resources


Proper management of safety equipment

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Checklist Score

Yes No

Observation

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LU 5: Ensure environmental sustainability

5

Learning Outcomes:

1. Identify environmental laws, standards and regulations in Rwanda 2. Identify the best practices to keep the environment clean 3. Describe climate change adaptation and mitigation measures

5 Hours

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

Importance of environmental sustainability

Natural process that takes place in the environment

Awareness of the interdependence of all species

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

- Brainstorming - Group work - Role play - Plenary discussion

- Reference books - Role play scenario - Environmental regulations

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

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

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

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

Types of waste: Non-hazardous waste Hazardous waste

Types of pollutions and pollutants

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

Reporting hazards to appropriate person

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

- Pictures - Videos - Sustain environment

manual and procedures

Content Learning

activities

Resources


Respect of environmental laws, standards and regulations

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Checklist Score

Yes No

Observation

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

Rain water harvesting

Soil erosion control

Afforestation and reforestation

Alternative energy use

Greening and beautification

Impact of climate change

- Group discussion / Brainstorming

- Group work - Research - Field visit - Role play

- Pictures - Videos


Content Learning

activities

Resources


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


Accurate application of climate change adaptation and mitigating measures

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Checklist Score

Yes No

Observation

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1. A director of a computer lab enterprise would like to protect lab users and is coming to you with pictures of his computer lab, which show various safety and health related problems. Identify the relevant problems that are portrayed by the shown pictures.

2. Write a one page set of general instructions related to health (at least 10 instructions), safety (at least 3) and security (at least 2) in a computer lab.

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

Paper

Pen

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

Checklist Score

Yes No

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

Observation

Assesment Criterion 2: Health precautions (≥3)

Checklist Score

Yes No

Indicator: Example of health related instructions (other possible answers should be considered by the examiner)

Don’t smoke in the lab

Maintain cleanliness in the room

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

Users should take regular breaks

Maintain a conducive environment (temperature between 18 and 24

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

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

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

Observation

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Assesment Criterion 3: Safety precautions (≥7)

Checklist Score

Yes No

Indicator: Example of safety related instructions (other possible answers should be considered by the examiner)

Keep emergency exit clear

Keep carbon dioxide fire extinguishers near any ICT equipment

Maintain adequate ventilation as fluids used for cleaning and in some

reprographic processes are flammable

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

Cover and secure power cables

Replace damaged plugs

Check regularly plugs, leads and other electrical equipment.

Avoid cluttered cables

Avoid water flooding

Protect the equipment from dust

Insure the equipment

Use mouse pads

Protect computers by UPS

Observation

Assesment Criterion 4: Security precaution (≥1)

Checklist Score

Yes No

Indicator: Example of security related instructions (other possible answers should be considered by the examiner)

Use of antivirus

Protection of sensitive content

Observation

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

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

CCMEN301 Communicate simply using English in familiar situations


Credits: 3 30

Sector: ALL

Sub-sector: ALL

Issue date: January, 2017

Purpose statement

This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The

trainee will be able to Give accounts of social events attended, Describe social events attended, Justify

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

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

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

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

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

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

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

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

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

reading: silent, loud, and close reading, Discuss

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Not Applicable







1. Talk about familiar events and activities

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

1.2. Accurate accounts of social events and ceremonies attended

1.3. Justification of social activities engaged in (why do you go to church? Why do you attend weddings, etc.)?

1.4. Talking about professional experiences and ambitions

2. Write short compositions on familiar topics

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

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

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

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

2.5. Effective use of punctuation marks

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

3.1. Extraction of specific information from the text read 3.2. Identification of the most important ideas in the text 3.3. Effective identification of the lessons conveyed by the

text 3.4. Identification of the main elements of social letters 3.5. Provision of an appropriate reply to social letters

4. React to common trade-related oral English

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

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

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

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

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LU 1: Talk about familiar events and activities

1

Learning Outcomes:

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

10 Hours

Learning Outcome 1.1: Describe social events

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

Adjectives

Adverbs

Verbs

Gerunds

Colours

Shapes

Weather

o Brainstorming on potential social events

o Presentation on description of events

o Role plays on description of events

o Documentary research

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


Content Learning

activities

Resources


Describe social events

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Oral

Performance

Discussions

Presentations

Task: Describe social events using

descriptive words

Checklist Score

Yes No

Use of descriptive words

Observation

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

Describing events in place and time

Asking and Telling (Reading the clock, Asking and)

Giving Accounts of social events according to

when they happen

where they take place

who is involved in them

how they happen

how long they last

Enquiring about social events using question words

Who?

When?

Where?

What?

How?

Why?

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

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

Content Learning

activities

Resources

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Oral

Performance

Discussions

Presentations

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

Checklist Score

Yes No

Use of question words

Question formulation

Observation

Learning Outcome 1.3: Justify social activities engaged in

Using conjunctions to justify social activities by expressing their

Reason

Result

Purpose

o Story telling o Presentation o Brainstorming o Group discussions

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

Content Learning

activities

Resources


Give account of social events and ceremonies attended

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Oral

Performance

Discussions

Presentations

Task: Why did you take part in the social

activity you attended?

Checklist Score

Yes No

Use of conjunctions

Sentence structure

Observation

Learning Outcome 1.4: Talk about professional experiences and ambitions

Talking about professional experiences

The use of past tenses

The use of perfect tenses

Talking about professional ambitions

The use of future tenses

Introduction to sentence structure

Simple sentences

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

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

Content Learning

activities

Resources


Justify social activities engaged in

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Compound sentences

Complex sentences





Oral

Performance

Discussions

Presentations

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

Checklist Score

Yes No

Sentence structure

Tense use

Observation


Talk about professional experiences and ambitions

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LU 2: Write short compositions on familiar topics

2

Learning Outcomes:

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

5 Hours

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

Types of sentence:

A simple sentence

A compound sentence

A complex sentence

A compound-complex sentence

The building blocks of a simple sentence /clause

Subject

Predicate:

Verb

Object

Complement/ Predicative noun/adjective

Adverbial/prepositional phrases

Types of paragraph:

A descriptive paragraph

A narrative paragraph

An expository paragraph

A persuasive paragraph

The building blocks of a paragraph

Topic sentence

o Presentation o Group Discussions o Brainstorming o Practical exercises

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

Content Learning

activities

Resources

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Supporting sentences

Concluding sentence





Written

Performance

Matching

Multiple choice

Discussions

Yes or no questions

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

Checklist Score

Yes No

Building blocks of a sentence

Sentence types

Observation


Use the building blocks of sentences and paragraphs

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Learning Outcome 2.2: Use punctuation marks

Identification and use of different punctuation marks:

Full stop/period

Comma

Question mark

Exclamation mark

Colon

Semicolon

Quotation/Speech marks

Apostrophe

Hyphen

Dash

Round brackets/parentheses

Square brackets

Curly brackets

Ellipsis

Slash

Dot

o Brainstorming o Documentary research o Practical exercises






Written Performance

Sentence completion

Yes or no questions

Multiple choice

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

Content Learning

activities

Resources


Use punctuation marks

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Checklist Score

Yes No

Use of Punctuations marks

Observation

Learning Outcome 2.3: Identify types of compositions

Different types of composition

Essay

Letter

Short Story/Narrative

Email

Review

Article

Report

o Documentary research o Presentation o Brainstorming






Oral

Written

Performance

Discussions

Rearranging parts of a composition

Yes or no questions

Matching

Presentations

Task: Distinguish between a report and a letter.

Content Learning

activities

Resources


Identify types of compositions

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Checklist Score

Yes No

Types of compositions

Observation

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

Identification of Parts of a composition

Introduction

Body

Conclusion

Contents of each part of a composition

Introduction

Topic background

Thesis statement

Body

Thesis development

Thesis support

Conclusion

Thesis Restatement

Conclusions drawings

Solution/encouragement

o Brainstorming o Presentations o Documentary research o Practical exercise

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




Content Learning

activities

Resources


Develop any topic of interest into a composition

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Written

Performance

Composition writing

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

Checklist Score

Yes No

Parts of a composition

Content

Observation

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

3

Learning Outcomes:

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

5 Hours

Learning Outcome 3.1: Extract specific information from the text read

Brief introduction to

Deep reading

Application of deep reading according to procedures:

Silent procedure

Loud procedure

Close procedure

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

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




Content Learning

activities

Resources


Extract specific information from the text read

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Oral

Written

Performance

Multiple choice

Discussions

Matching

True or false

Yes or no questions

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

Checklist Score

Yes No

Text comprehension

Answering comprehension questions

Observation

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

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

Main ideas

Supporting ideas

Detailed information

Examples/illustrations of ideas

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



Content Learning

activities

Resources


Identify the most important ideas in the text

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Oral

Written

Performance

Discussions

Presentations

Multiple Choice

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

Checklist Score

Yes No

Distinction of main ideas from details

Observation

Learning Outcome 3.3: Identify the lessons conveyed by the text

Text purposes

Advising

Warning

Instructing

Informing

o Presentation o Group Discussions o Brainstorming o Practical exercises



Content Learning

activities

Resources


Identify the lessons conveyed by the text

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Written

Performance

Discussions

Presentations

Multiple Choice

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

Checklist Score

Yes No

Understanding of the text’s purpose

Observation

Learning Outcome 3.4: Identify the main elements of social letters

Kinds of letter

Social letters

Business letters

The main elements of a letter

The heading

The greeting

The body

The closing

The signature

Types of social letters

Friendly/informal letter

Invitation note

Apology letter

Thank you letter

Condolences /Sympathy letter

Acceptance letter

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

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

Content Learning

activities

Resources

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Regret letter





Written

Performance

True or false

Matching

Rearranging letter parts

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

Checklist Score

Yes No

Elements of a social letter

Observation

Learning Outcome 3.5: Provide an appropriate reply to social letters

Possible replies according to types of social letters

Positive reply

Negative reply

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

- Scenarios - Projector - Computer - Flipchart - Marker - White/chalkboard

Content Learning

activities

Resources


Identify the main elements of social letter

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- Stationeries - Trainee manual - Lesson plan

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• Oral • Written • Performance

Social letter writing

Task: Reply to a social letter given to you by the teacher?

Checklist Score

Yes No

Elements of a social letter

Word choice

Types of social letters

Observation


Provide an appropriate reply to social letters

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LU 4: Write short compositions on familiar topics

4

Learning Outcomes:

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

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

recordings/speeches 4. Answer specific questions on a trade-related audio material 10 Hours

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

slow speech/ recording

Definition of speech

Kinds of speech according to purpose

Speech that informs

Speech that persuades

Speech that entertains

Components of a speech

The introduction

The main points or Body

The conclusion

Transitions

Use of active listening to separate

the main points

supporting details/ commentary

Reporting of the main points of a speech / recording

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

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

Content Learning

activities

Resources

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Oral

Written

Performance

Discussions

Presentations

Note taking

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

Checklist Score

Yes No

Identification of main points

Reporting of information

Observation

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

Expressing ones’ own views using a variety of expressions

In my opinion…

In my view…

Personally, …

To be honest …

To tell the truth …

According to …

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

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

- Audiovisual materials

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

Content Learning

activities

Resources


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

speech/recording

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From my point of view…

I agree/ disagree

I think that…

I would like to …

- Lesson plan - Projector - Computer - Radio recorder





Oral

Written

Performance

Discussions

Presentations

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

Checklist Score

Yes No

Use of appropriate expressions

Clarity of views/opinions

Observation


Express own opinions/views on the recording listened to

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

recordings/speeches

The sides/positions of a discussion

Supporting an idea

Refuting/rebutting an idea

Using linkers/connectors to defend one’s side

First of all

Last but not least

On the one hand, on the other hand

On the contrary

While, whereas

Apart from

For instance/ for example

Finally

As a result

In addition to …

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

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





Oral

Written

Performance

Discussions

Presentations

Writing practice

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

Content Learning

activities

Resources


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

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Checklist Score

Yes No

Use of linkers and connectors

Observation

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

The sides/positions of a discussion

Supporting an idea

Refuting/rebutting an idea

Using linkers/connectors to defend one’s side

First of all

Last but not least

On the one hand, on the other hand

On the contrary

While, whereas

Apart from

For instance/ for example

Finally

As a result

In addition to …

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

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




Content Learning

activities

Resources


Answer specific questions on a trade-related audio material

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Oral

Written

Performance

Multiple choice

True or false

Matching

Yes or no questions

Task: Answer the comprehension

questions on the recording played

to you by the teacher

Checklist Score

Yes No

Understanding of audio questions

Identification of main points

Answering questions

Observation

Reference books:

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C C M K N 3 0 1 - IKINYARWANDA KIBONEYE

CCMKN301 Gukoresha Ikinyarwanda Kiboneye

Ikiciro: 3 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Ukuboza, 2016

Intego nyamukuru

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

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

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

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

Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda.

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

Gusobanura inshoza y’ubuke, ubumwe n’ ubwinshi.

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

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

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Ubushobozi fatizo

Ubushobozi mu Kinyarwanda k’ibanze

Ingingo n’ibipimo by’ubushobozi

Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.

Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi.

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

1.2 Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo.

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

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

1.5 Gutarama akoresheje ubuvanganzo bwizwe.

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

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

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

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

isanisha riboneye ryo mu bisekuru.

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

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

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

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

4. Gukoresha Ikinyarwanda k’ibanze agaragaza uburyo bunyuranye bwo kurwanya

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

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

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indwara no gusobanura intêgo ya ntera.

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

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

ntera.

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

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

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

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

y’Ikinyarwanda.

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LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi

1

Umusaruro w’inyigisho:

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

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

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

neza ingingo. 5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

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

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

Ubuvanganzo gakondo: Insigamigani Ibimenyetso by’utega

amatwi atarogoya abandi;

Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco

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

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

Igitekerezo cyo muri rubanda Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco ; Inshoza n’uturango

by’igitekerezo; Isomo ry’ingenzi ; Ihinamwandiko; Igitaramo.

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

matsinda. o Gusoma Insigamigani

aranguruye. o Gusubiza ibibazo byo kumva

Insigamigani : o Gusobanura amagambo

akomeye. o Guhuza ibivugwa mu

nsigamigani n’indangagaciro. o Gukoresha Ikinyarwanda

k’ibanze agaragaza insanganyamatsiko z’ingenzi.

o Gusobanura ingingo z’umuco n’amateka.

o Gusobanura inshoza n’uturango by’Insigamigani.

o Guhina Insigamigani. o Gutahura isomo ry’ingenzi. Igitekerezo cyo muri rubanda o Gusoma igitekerezo bucece.

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

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

Ibyigwa Ibikorwa by’uwiga

activities

Imfashanyigisho

112 | P a g e

o Gusoma igitekerezo mu matsinda.

o Gusoma igitekerezo aranguruye.

o Gusubiza ibibazo byo kumva igitekerezo.

o Gusobanura amagambo akomeye.

o Guhuza ibivugwa mu gitekerezo n’indangagaciro na za kirazira.

o Kugaragaza insanganyamatsiko z’ingenzi.

o Gusobanura ingingo z’umuco n’amateka bikubiye mu gitekerezo.

o Gusobanura inshoza n’uturango by’ igitekerezo.

o Gutahura insanganyamatsiko zikubiye mu gitekerezo.

o Gutahura ingeso mbi zumvikana mu gitekerezo.

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

o Gutandukanya insigamigani n’igitekerezo cyo muri rubanda.

o Gutarama.

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

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

Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

113 | P a g e

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ibimenyetso by’uteze amatwi atarogoya

Umwanzuro

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

Reba Umusaruro w’inyigisho 1.1





Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo byo kumva umwandiko


activities

Imfashanyigisho


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo.

114 | P a g e


Yego Oya

Insanganyamatsiko;

Inyunguramagambo;

Ingingo z’umuco n’amateka;

Isomo ry’ingenzi;

Umwanzuro

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

utwatuzo n’isesekaza.






Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


activities

Imfashanyigisho


Yasomye neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo

n’isesekaza.

115 | P a g e


Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

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

neza ingingo.






Gihamya Isuzuma

Inshamake n’umwandiko by’uwiga


Yego Oya

Ihinamwandiko;

Inshamake.

Umwanzuro


activities

Imfashanyigisho


Yahinnye anahimba umwandiko w’ubuvanganzo gakondo akurikiranya neza

ingingo.

116 | P a g e

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.






Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo ku buvanganzo gakondo

Umwanzuro


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

117 | P a g e

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

2


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

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

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

Amasaha 6

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

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

ngiro zinyuranye.

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoya abandi.

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

n’imibanire myiza y’Abanyarwanda;

Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ihangamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Imurikamwandiko;

o Gutega amatwi. o Kutarogoya ufite ijambo nta

mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

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

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

isesekaza. o Gukusanyiriza mu matsinda

ibitekerezo ku kamaro

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

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


activities

Imfashanyigisho

118 | P a g e

Isesekaza n’utwatuzo.

Amazina bwite n’amazina

rusange; Uturango tw’amazina bwite

n’amazina rusange; Isanisha ryo mu bisekuru.

k’uburinganire n’ubwuzuzanye.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo kutubahiriza uburinganire n’ubwuzuzanye n’ingamba zafatwa mu kwimakaza iryo hame.

o Gutahura amazina bwite n’amazina rusange mu nteruro.

o Gusanisha mu mazina y’ibisekuru.

o Gutandukanya amazina bwite n’amazina rusange mu nteruro.



Gihamya Isuzuma

Amajwi n’amashusho y’uwiga ateze amatwi umwandiko atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoye;

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko ku

nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro

zitandukanye.

119 | P a g e

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






Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco;

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

Umwanzuro

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





activities

Imfashanyigisho


activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

120 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya


Umwanzuro

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







activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

121 | P a g e

Gihamya Isuzuma

Inshamake y’umwandiko

Umwandiko w’uwiga


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Umwanzuro

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

iterambere ry’umwuga.






Gihamya Isuzuma

Inyandiko, amajwi n’amashusho by’imurikamwandiko


Yego Oya

Imurika ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Umwanzuro


activities

Imfashanyigisho


Yamuritse ingero zihamya n’izibangamira uburinganire n’ubwuzuzanye mu

muryango.

122 | P a g e

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






Gihamya Isuzuma

Ibisubizo by’imyitozo ku mazina bwite/rusange


Yego Oya

Amazina bwite n’amazina rusange;

Umwanzuro


activities

Imfashanyigisho


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

123 | P a g e

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

3


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

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

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

Amasaha 6

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

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

zitandukanye.

Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

Ibimenyetso by’uteze amatwi atarogoya.

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco

n’amateka; ingero zifatika

zihamya n’izibangamira uburenganzira bw’umwana mu muryango;

o Gutega amatwi. o Kutarogoya ufite ijambo nta

mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo. o Kuvumbura insanganyamatsiko

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

isesekaza. o Gukorera mu matsinda,

bungurana ibitekerezo ku kamaro k’uburenganzira bw’umwana.

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

kutubahiriza uburenganzira bw’umwana.

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

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


activities

Imfashanyigisho

124 | P a g e

Ihinamwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

isesekaza n’utwatuzo; Ihangamwandiko ku

burenganzira bw’umwana

Inshoza y’ubuke, ubumwe n’ubwinshi.



Gihamya Isuzuma

Amashusho y’uteze amatwi atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

Ibimenyetso by’uteze amatwi atarogoya;

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’uburenganzira bw’umwana abinyujije mu ngiro

zitandukanye.

125 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho by’ibisubizo ku kumva umwandiko


Yego Oya

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

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

Umwanzuro

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







activities

Imfashanyigisho





126 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho y’usoma ry’umwandiko


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Ihinamwandiko

Ihangamwandiko


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

127 | P a g e


Yego Oya

Ihinamwandiko ku nsanganyamatsiko;

Ihangamwandiko ku burenganzira bw’umwana;

Umwanzuro

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

bw’umwana mu muryango.






Gihamya Isuzuma

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


activities

Imfashanyigisho


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

muryango nyarwanda.

128 | P a g e


Yego Oya

Ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu

muryango;

Umwanzuro

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






Gihamya Isuzuma

Imyitozo ku buke, ubumwe n’ubwinshi


Yego Oya

Inshoza y’ubuke, ubumwe n’ubwinshi;

Umwanzuro


activities

Imfashanyigisho


Yatandukanyije ubuke, ubumwe n’ubwinshi.

129 | P a g e

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

4


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

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

Amasaha 6

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

umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;

Ibimenyetso cy’uteze amatwi atarogoya;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ibitera indwara

n’ibizirinda; Ihimbamwandiko; Ihinamwandiko; imurikamwandiko; isesekaza n’utwatuzo; Inshoza ya ntera,

uturango twa ntera n’ibicumbi bya ntera;

Uturemajambo twa ntera n’amategeko y’igenamajwi muri ntera;

Ibicumbi bya ntera.

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.

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

umwandiko n’inyunguramagambo. o Kuvumbura insanganyamatsiko

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

isesekaza. o Gukorera mu matsinda, bungurana

ibitekerezo kuri za gahunda zo kurwanya indwara.

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

gahunda zo kurwanya indwara. o Gusobanura Inshoza ya ntera

n’uturango twa ntera. o Kugaragaza intego no kurondora

ibicumbi bya ntera.

˗ MINEPRISEC, Izina na ntera, 1988;

˗ Igitabo gikubiyemo imyandiko;

˗ ku nsanganyamatsiko yerekeye kurwanya indwara.


activities

Imfashanyigisho

130 | P a g e

o Kugaragaza amategeko y’igenamajwi muri ntera.



Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;

Ibimenyetso cy’uteze amatwi atarogoya;

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko

ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.

131 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho ku bisubizo byo kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko

Umwanzuro

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







activities

Imfashanyigisho





132 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma umwandiko


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku Ihimbamwandiko,

Ihinamwandiko n’imurikamwandiko


activities

Imfashanyigisho


Yahimbye anamurika umwandiko akurikiranya neza ingingo.

133 | P a g e


Yego Oya

Ihimbamwandiko;

Ihinamwandiko;

Imurikamwandiko;

Umwanzuro

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






Gihamya Isuzuma

Amashusho n’amajwi uwiga atandukanya indwara


Yego Oya

Indwara zandura n’izitandura;

Umwanzuro


activities

Imfashanyigisho


Yatandukanyije indwara zandura n’indwara zitandura.

134 | P a g e

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






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ibicumbi bya ntera;

Igenamajwi muri ntera;

Umwanzuro


activities

Imfashanyigisho


Yagaragaje uturemajambo n’amategeko y’igenamajwi muri ntera.

135 | P a g e

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

5


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

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

Amasaha 6

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

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

Ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere;

-bimenyetso by’uteze amatwi atarogoya;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo yabugenewe avuga ku myaka y’ubukure;

Isesekaza n’utwatuzo; Ingingo z’umuco

n’amateka; Udukino ku

nsanganyamatsiko y’ ubuzima bw’imyororokere.

Ikata ry’inyajwi zizoza

ibinyazina ngenera

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

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

ikinamico n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu

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

abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’imyitwarire idakwiye.

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

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

˗ Ibitabo bikubiyemo imyandiko yerekeyeubuzima bw’imyorororkere;

˗ Ibitabo by’ikibonezamvugo ;

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

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


activities

Imfashanyigisho

136 | P a g e

n’ibyungo “na” na “nka”;

Inyajwi zisoza zidakatwa;

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



Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva ikinamico

ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro

zitandukanye.

137 | P a g e



Gihamya Isuzuma

Amashusho n’amajwi ku bibazo byo kumva ikinamico


Yego Oya

Inyunguramagambo ku ngeri y’ikinamico;

Ingingo z’umuco n’amateka

Umwanzuro

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango.







activities

Imfashanyigisho


Yashubije ibibazo mu mvugo iboneye ku ikinamico.


Yasomye ikinamico yubahiriza uturango twayo.

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Gihamya Isuzuma

Amajwi n’amashusho by’uwiga asoma ikinamico


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko z’udukino


activities

Imfashanyigisho


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

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Yego Oya

Udukino ku nsanganyamatsiko y’ ubuzima bw’imyororokere;

Umwanzuro

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

y’ubukure.






Gihamya Isuzuma

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


Yego Oya

Amagambo yabugenewe avuga ku myaka y’ubukure;

Umwanzuro


activities

Imfashanyigisho


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

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

y’Ikinyarwanda.






Gihamya Isuzuma

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


Yego Oya

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

Inyajwi zisoza zidakatwa

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

Umwanzuro


activities

Imfashanyigisho


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

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Ibitabo n’inyandiko byifashishijwe:

1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition

2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 1ère Edition

3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris. 4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré Champion, Paris.

5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain

Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain

Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain

Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions

actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.

11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,

Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu

Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo

Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

142 | P a g e

C C M F T 3 0 1 - ACTIVITES DE COMMUNICATION EN FRANÇAIS DANS LE METIER

CCMFT301 Pratiquer les activités de communication en français dans le métier

Niveau: 3 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration: Novembre, 2017

But visé

Ce module décrit les activités de communication en français dans le métier. A la fin de ce

module, l’apprenant sera capable de réagir à un message oral qui lui est adressé, répondre

oralement aux questions de compréhension, exposer une opinion devant l’auditoire, lire un

texte lié à son métier, exécuter les accords, et utiliser les discours (direct et / ou indirect) dans

la phrase.module décrit l’application des éléments de la langue aux domaines techniques. A la

fin de ce module, l’apprenant sera capable de lire les différents textes techniques devant le

public, rédiger des textes simples et autres écrits techniques, appliquer certains éléments de la

littérature en rapport avec le métier, utiliser les expressions usuelles de la langue française tels

que jeux de rôles, devinettes, humours, proverbes et dictons et rédiger des lettres en rapport

avec le métier.

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Prérequis pour le nouvel apprentissage

Eléments fondamentaux de la communication en Français

Expression dans le langage simple en Français

Eléments de compétence et les Critères de performance

Les unités d’apprentissage décrivent les résultats essentiels d’une compétence

A la fin de ce module, l’apprenant sera capable de:

Elements de competence Critères de performance

1. Réagir à un message oral qui

lui est adressé.

1.1. Ecoute attentive du message par les gestes appropriés

1.2. Manifestation des émotions d’une façon appropriée

1.3. Rétroaction adaptée au message par des réactions conformes

aux connotations identifiées

2. Répondre oralement aux

questions de compréhension.

2.1. Précision nette de sa réponse relative au texte

2.2. Prononciation distincte des énoncés de ses réponses

2.3. Articulation convenable tenant compte de la ponctuation

3. Exposer une opinion devant

l’auditoire.

3.1. Production effective d’avis personnels dans son

argumentation devant l’auditoire

3.2. Défense systématique des arguments pertinents

3.3. Application correcte des techniques de l’éloquence

4. Lire un texte lié à son métier. 4.1. Lecture appropriée respectant les signes de ponctuation

4.2. Lecture méthodique respectant les éléments segmentaux et

supra segmentaux

4.3. Production effective des messages personnels liés à son

métier

5. Exécuter les accords 5.1. Traitement correct des règles d'accord du verbe avec le sujet

5.2. Traitement correct des règles d'accord avec le participe

5.3. Traitement correct des règles d'accord avec le genre et le

nombre

5.4. Traitement correct des accords particuliers du participe passé

6. Utiliser les discours (direct et

/ ou indirect) dans la phrase

6.1. Utilisation correct du discours direct.

6.2. Utilisation correct du discours indirect

6.3. Utilisation approprié de la ponctuation et du changement

des temps liée au passage du discours direct vers le discours

indirect.

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LU 1: Réagir à un message oral qui lui est adressé

1

Résultats d’apprentissage:

1. Réaliser l’écoute du message par les gestes appropriés. 2. Manifester des émotions suite au message reçu. 3. Répondre au message par des réactions conformes aux connotations

identifiées.

6 Heures

Résultats d’apprentissage 1.1: Réaliser l’écoute du message par les gestes appropriés.

Ecoute du message Faire des gestes d’acceptation ou de

refus réagissant au message.

- Livres et Textes - Illustrations - Dialogues - CD audio-visuels

Evaluation Formative 1.1

Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critere de

performance à observer atteint ou a atteint le résultat escompté

Types de preuves Instruments d’evaluation du portfolio

Preuves ecrites

Preuves orales

Contenus Activités d’Apprentissage Ressources

Critère de performance

Ecoute attentive du message par les gestes appropriés

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Liste de contrôle Résultat

Oui Non

Gestes répondant au message reçu :

Gestes d’accord

Gestes de désaccord

Gestes de confusion

Observations

Résultats d’apprentissage 1.2: Manifester des émotions suite au message reçu.

Manifestation des émotions

Manifester des émotions de joie ou de tristesse en réponse au message reçu.





Types de preuves Instruments d’evaluation du portfolio

Preuves écrites

Preuves orales



Manifestation des émotions d’une façon appropriée

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Oui Non

Emotions de joie (rire)

Emotions de désolation (pleurs).

Observations

Résultats d’apprentissage 1.3: Répondre au message par des réactions conformes aux

connotations identifiées.

Rétroaction à la connotation du message

Répondre aux messages oraux ou écrits compte tenu de leur connotation en rapport avec le métier





Types de preuves Outils d’evaluation Portfolio

Preuves écrites

Preuves orales

Activités proposées : o Identifier les termes liés au métier dans le message reçu.


Oui Non

Interprétation de trois (3) termes qui connotent le métier évoqué dans le message.

Observations



Rétroaction adaptée à la connotation du message

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LU 2: Répondre oralement aux questions de compréhension.

2


1. Préciser la réponse relative au texte. 2. Prononcer des énoncés de ses réponses. 3. Articuler en tenant compte de la ponctuation.

4 Heures

Résultats d’apprentissage 2.1: Préciser la réponse relative au texte.

o Précision de sa réponse liée au texte

o Répondre oralement à des questions de compréhension du texte.

- Textes - Illustrations - Dialogues - CD audio-

visuels;






Précision nette de sa réponse relative au texte

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Preuves ecrites

Preuves orales


Oui Non

Trois (3) réponses aux questions de compréhension

Observations

Résultats d’apprentissage 2.2: Prononcer des énoncés de ses réponses

Prononciation des énoncés de ses réponses

Prononcer des énoncés en articulant distinctement.

- Textes - Illustrations - Dialogues - CD audio-visuels;





Preuves ecrites

Preuves orales

Activités Proposées :

Lire silencieusement les énoncés.



Prononciation distincte des énoncés de ses réponses

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Oui Non

Prononciation de trois (3) énoncés dans ses réponses

Observations

Résultats d’apprentissage 2.3: Articuler en tenant compte de la ponctuation

o Articulation o Ponctuation

o Répondre oralement en respectant la ponctuation.






Preuves ecrites

Preuves orales


Oui Non

Réponses à trois (3) questions de compréhension du texte en respectant la ponctuation.

Observations



Articulation convenable tenant compte de la ponctuation

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LU 3: Exposer une opinion devant l’auditoire

3


1. Produire des avis personnels dans son argumentation devant l’auditoire.

2. Défendre des arguments pertinents. 3. Appliquer des techniques de l’éloquence.

6 Heures

Résultats d’apprentissage 3.1: Produire des avis personnels dans son argumentation devant

l’auditoire

Production d’avis dans son argumentation devant l’auditoire

Produire un texte défendant son opinion et le lire en classe.







Production effective d’avis personnels dans son argumentation devant

l’auditoire

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o Preuves écrites o Preuves orales

Activités proposées :

Préparer par écrit les arguments à exposer.


Oui Non

Trois (3) arguments pour défendre sa position

Observations

Résultats d’apprentissage 3.2: Défendre des arguments pertinents.

o Arguments o Forts o Faibles

o Produire un texte d’opinion contenant des arguments de défense.






o Preuves écrites o Preuves orales

Activités proposées :

Préparer par écrit le texte à exposer..



Défense systématique des arguments pertinents

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Oui Non

Production d’un texte avec trois (3) idées enchaînées avec logique

Observations

Résultats d’apprentissage 3.3: Appliquer des techniques de l’éloquence.

Techniques de l’éloquence

Produire un texte d’opinion contenant des précautions oratoires.






Preuves écrites

Preuves orales


Lire le texte donné.


Oui Non

Application de trois (3) techniques de l’éloquence :

Observations



Application correcte des techniques de l’éloquence

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LU 4: Lire un texte lié à son métier

4


1. Lire en respectant les signes de ponctuation. 2. Lire en respectant les éléments segmentaux et supra

segmentaux. 3. Produire des messages personnels liés au métier.

4 Heures

Résultats d’apprentissage 4.1. Lire en respectant les signes de ponctuation.

o Signes de ponctuation o Point o Point d’interrogation o Point d’exclamation o Point de suspension o Virgule o Point-virgule o Guillemets o Double point.

o Lire des textes de son métier en respectant les signes de ponctuation.







Lecture appropriée respectant les signes de ponctuation

154 | P a g e


Preuves écrites

Preuves orales

Activités Proposées o Lire le texte donné.


Oui Non

Lecture d’un paragraphe d’un texte sur le métier en respectant les signes de ponctuation à l’intérieur et en fin de la phrase.

Observations

Résultats d’apprentissage 4.2 Lire en respectant les éléments segmentaux et supra

segmentaux.

o Eléments segmentaux o Voyelles o Consonnes o Syllabes o Supra segmentaux o Accents o Intonations o Rythmes.

o Lire des textes de son métier en respectant l’articulation et l’intonation.

Textes

Illustrations

Dialogues

CD audio-visuels;






Lecture méthodique respectant les éléments segmentaux et supra segmentaux

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Preuves écrites

Preuves orales


Lire le paragraphe donné.


Oui Non

Lecture d’un paragraphe en respectant :

Les syllables

Les liaisons

Les accents

Observations

Résultats d’apprentissage 4.3 Produire des messages personnels liés au métier.

Messages personnels

Avis

Arguments.

Composer un texte lié à son métier et le lire en classe.







Production effective des messages personnels liés à son métier

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Preuves ecrites

Preuves orales


Rédiger un texte


Oui Non

Production d’un texte contenant au moins cinq (5) termes relatifs à son métier

Observations

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LU 5: Exécuter les accords

5

Résultats d’apprentissage

1. Traiter les règles d'accord du verbe avec le sujet. 2. Traiter les règles d'accord avec le participe. 3. Traiter les règles d'accord avec le genre et le nombre. 4. Traiter les accords particuliers du participe passé

6 Heures

Résultats d’apprentissage 5.1. Traiter les règles d'accord du verbe avec le sujet.

Règles d'accord

Verbe avec le sujet.

Exécuter l’accord du verbe avec le sujet en construisant les phrases avec les verbes déjà étudiés.

- Livres et Textes - Illustrations - Dialogues - CD audio-visuels - Site internet





Preuves écrites

Preuves orales



Traitement correct des règles d'accord du verbe avec le sujet

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Oui Non

Correction de trois (3) phrases d’applications des règles d'accord du verbe avec le sujet

Observations

Résultats d’apprentissage 5.2 Traiter les règles d'accord avec le participe.

o Règles d'accord o Participe

o Exécuter l’accord avec le participe dans les phrases proposées.






Preuves écrites

Preuves orales



Traitement correct des règles d'accord avec le participe

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Oui Non

Correction de trois (3) phrases d’applications des règles d'accord du verbe avec le participe.

Observations

Résultats d’apprentissage 5.3 Traiter les règles d'accord avec le genre et le nombre.

o Règles d'accord o Genre o Nombre

o Exécuter l’accord avec le genre et le nombre dans les phrases proposées.






Preuves écrites

Preuves orales



Traitement correct des règles d'accord avec le genre et le nombre

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Oui Non

Correction de trois (3) phrases d’applications des règles d'accord avec le genre

Correction de trois (3) phrases d’applications des règles d'accord avec le nombre

Observations

Résultats d’apprentissage 5.4 Traiter les accords particuliers du participe passé.

Accords particuliers du participe passé

Participe passé suivi d’un infinitive

Participe passé des verbes pronominaux

Exécuter les accords particuliers du participe passé






Preuves écrites

Preuves orales



Traitement correct des accords particuliers

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Oui Non

Production d’un texte contenant au moins cinq (5) termes relatifs à son métier

Observations

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LU 6: Exécuter les accords

6

Résultats d’apprentissage

1. Utiliser le discours direct. 2. Utiliser le discours indirect. 3. Utiliser la ponctuation et les changements des temps liés au

discours direct et au discours indirect

4 Heures

Résultats d’apprentissage 6.1. Utiliser le discours direct.

Discours direct Mettre les phrases au discours direct. - Livres et Textes - Illustrations - Dialogues - CD audio-visuels - Site internet





Preuves écrites

Preuves orales



Utilisation correcte du discours direct

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Oui Non

Composition de deux (2) phrases en utilisant le discours direct

Observations

Résultats d’apprentissage 6.2. Utiliser le discours indirect.

o Discours indirect o Mettre les phrases au discours indirect. - Livres et Textes - Illustrations - Dialogues - CD audio-visuels - Site internet





Preuves écrites

Preuves orales



Utilisation correcte du discours indirect

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Oui Non

Composition de deux (2) phrases en utilisant le discours indirect

Observations

Résultats d’apprentissage 6.3 Utiliser la ponctuation et les changements des temps liés au

discours direct et au discours indirect.

Ponctuation

Discours direct

Discours indirect

Utiliser les signes de ponctuation propres au discours direct.

Utiliser les signes de ponctuation et les changements des temps propres au discours indirect.






Preuves écrites

Preuves orales



Utilisation correcte de la ponctuation liée au discours direct et au discours

indirect

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Oui Non

Correction d’un texte en indiquant quatre (4) cas de ponctuation liée au discours direct et au discours indirect

Correction d’un texte en indiquant quatre (4) cas liés au changement de temps lors du passage du vers discours direct et au discours indirect

Observations

References:

1. Édouard BLED et Odette BLED, BLED Orthographe, HACHETTE LIVRE, 1998Ministère de l’Enseignement Primaire et Secondaire (1983) Ma Colline, Méthode de français pour les écoles primaires. 5ème, Livre du maître

2. GREVISSE Maurice (1990). Précis de grammaire française 3. Librairie Larousse (Canada) (1972). Dictionnaire PETIT LAROUSSE en couleurs 4. National Curriculum Development Centre (2007). A l’unisson : Méthode de français. ISBN : 978-2-

7531-0103-6 5. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-6 Y.DELATOUR et all, Grammaire du français, HACHETTE, Paris, 1991

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

CCMIA301 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: September, 2014

Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the workplace for an

internship or employment. At the end of this module, participants know how to apply for and present

themselves for employment. They demonstrate good time management and show up for work on time.

They demonstrate behavior and attitudes that are appropriate for the workplace and understand that

workplaces have policies and procedures that need to be followed. They take initiative and responsibility

for their own work and know how to work under and respect supervision. Participants are familiar with

the rights and responsibilities of workers and employers and have explored ways to exercise rights in the

workplace.

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All the modules covered at REQF level 3.


Learning units describe the essential outcomes of a competence


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


1. Apply for internship/employment

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

1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills

2. Demonstrate workplace behavior and attitudes

2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time

effectively 2.3. Efficient management of personal and work lives

3. Respect worker’s and employer’s rights and responsibilities

3.1. Respect of universal human rights 3.2. Respect of worker’s and employer’s obligations according to

the Rwandan Labour code 3.3. Respect of worker’s rights and responsibilities at the

workplace 3.4. Respect of employer’s rights and responsibilities at the

workplace 3.5. Appropriate reaction when the labour code is broken

4. Organize and evaluate one’s internship

4.1. Appropriate securing of the internship agreement with the enterprise

4.2. Adequate outlining of findings and experience 4.3. Proper writing of the internship report that contains all the

required elements as well as one’s own findings and

experience

4.4. Active participation in the assessment of one’s internship

5. Develop one’s competences on the workplace

5.1. Adequate performance of tasks assigned according to the agreement with the enterprise

5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)

5.3. Adequate demonstration of work behaviour and attitudes

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LU 1: Apply for internship/employment

1

Learning Outcomes:

1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview

8 Hours

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

Resources to find employment in the community and at national level

Identify contact persons

- Small group work - Panel discussion - Large group discussion - Speakers

- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…


Content Learning

activities

Resources


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

169 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

- Large group discussion - Individual work - Pair work

- Sample CVs and application letters

- Format of an application letter





Content Learning

activities

Resources


Proper writing of a basic accurate and neat CV

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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview

Interviewing tips: what to do before, during and after the interview

Typical questions asked during an interview

- Small group work - Interview role plays - Large group discussion

- Interview observation tool





Content Learning

activities

Resources


Proper demonstration of effective interviewing skills

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Checklist Score

Yes No

Observation

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LU 2: Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

1. Identify appropriate workplace behaviors and attitudes 2. Manage time 2. Balance work and personal life

5 Hours

Learning Outcome 2.1: Identify appropriate workplace behaviours and attitudes.

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

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

- Small group work - Large group discussion - Brainstorming

- Workplace behaviour scenarios

- Work habits inventory


Content Learning

activities

Resources


Appropriate application of workplace habits and attitudes

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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

- Large group discussion - Small group activity (tower

building) - Reflection - Pair sharing

- Workplace behaviour

scenarios - Work habits inventory




Content Learning

activities

Resources


Adequate implementation of strategies to manage time effectively

175 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.3: Balance work and personal life.

Common situations that make it challenging to balance work & personal life

Tips to manage personal and work lives

- Large group discussion - Individual work - Self-assessment - Pair sharing

- Scenarios: “did she/he do the right thing?”




Content Learning

activities

Resources


Efficient management of personal and work lives

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Checklist Score

Yes No

Observation

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

3

Learning Outcomes:

1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan Labour

Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken

8 Hours

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

Definition of “right” and “human right”

Universal Declaration of Human Rights

- Small group work - Large group discussion

-Universal Declaration of Human Rights - Plain language version





Content Learning

activities

Resources


Appropriate of universal human rights

178 | P a g e

Checklist Score

Yes No

Observation

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

Legal obligations of employers

Legal obligations of workers

- Large group activity - Discussion - Small group work - Observation

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

- Articles 47 and 48 of the labour code





Content Learning

activities

Resources


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

179 | P a g e

Checklist Score

Yes No

Observation

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

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

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

- Large group discussion - Small group work - Skits

- Worksheet on rights and responsibilities at work.





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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

180 | P a g e

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

Definition of “responsibility”

Relationship between rights and responsibilities

- Individual work - Pair share - Large group brainstorming

and discussion

- Worksheet on rights and responsibilities at work.





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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

181 | P a g e

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

Possible solutions or responses in case the labour code is broken

- Small group work - Scenario analysis - Large group discussion

- Labour code scenarios

- Labour code excerpts





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate reaction when the labour code is broken

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LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

1. Conclude an internship agreement 2 Outline one’s findings and experience 3. Write and present the report of the internship 4. Participate actively to the assessment of one’s internship

9 Hours

Learning Outcome 4.1: Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

- Brainstorming - Group discussion - Presentation by the trainer

- Sample internship agreement





Content Learning

activities

Resources


Appropriate securing of the internship agreement with the enterprise

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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Outline one’s findings and experience.

Presentation of the logbook

Tips to fill in the logbook

- Presentation by the trainer - Logbook





Content Learning

activities

Resources


Adequate outlining of findings and experience

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Checklist Score

Yes No

Observation

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

Contents of the internship report

Presentation techniques

- Group discussion - Role play

- Sample internship report





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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

185 | P a g e

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

Internship assessment and self-assessment package s

- Group discussion - Presentation by the trainer





Checklist Score

Yes No

Observation

Reference books:

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

Content Learning

activities

Resources


Active participation in the assessment of one’s internship

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S F P B D 3 0 1 - BASICS OF DATABASE DEVELOPMENT

SFPBD301 Develop a basic database


Credits: 10 100

Sector: ICT

Sub-sector: Software Programming


Purpose statement

This module describes the skills, knowledge and attitudes required in basic database design and

development. At the end of this module, participants will be able to create a data model for an

information system by applying formal data modeling techniques, use different database engine or

database modeling tools or apps while incorporating any needed database rules and objects such as

database keys, schemas, indexes, column constraints and relationships.

187 | P a g e


Apply Computer basics







1. Perform Database

Preliminary work

1.1. Proper interpretation of database design documents according to

database concepts.

1.2. Proper installation and configuration DBMS according to the

specifications

1.3. Proper creation of database and set up users privileges according

to syntax rules

2. Define database objects 2.1. Proper application of Database definition syntaxes

2.2. Proper application of SQL table definition syntaxes

2.3. Proper application of SQL table constraints syntaxes

3. Manipulate databases 3.1. Adequate inserting, updating and deleting records according to the

SQL syntax rules

3.2. Adequate retrieval of records from one table according to the SQL

3.3. Proper retrieval of records from different tables according to the

SQL syntax rules

3.4. Correct data manipulation using nested queries

3.5. Proper Data manipulation using Aggregate functions

188 | P a g e

LU 1: Perform Database Preliminary work

1

Learning Outcomes:

1. Interpret database design documents 2. Install and configure DBMS 3. Create database and set up users privileges

30 Hours

Learning Outcome 1.1: Interpret database design documents

Basic database concepts: Database Definition, Importance of Databases, Shortcomings of Traditional

File Processing System, Levels of Data, Different Types of Database

Users, History of DBMSs, Advantages and

Disadvantages of DBMSs

Database Architecture Three Level Schema

Architecture, Data Independence, Database Languages, Database, Data Model and DBMS, Functions and Components of

a DBMS, Multi-user DBMS

Architectures

Relational Model and Languages Relational Data Model,

o Observation o Group discussion o Presentation

- ERD templates - Projector - Computer

Content Learning

activities

Resources

189 | P a g e

Brief History, Advantages, Relational Model

Terminology, Mathematical Relations,

Database Relations, Characteristics of Relations, Understanding tables, The Concept of Key, Different Types of Keys, Integrity Constraints Over

Relations, Key Constraints, Foreign Key Constraints, General Constraints, Data dictionaries, Views

Entity-Relationship Modeling Entity Sets Relationship Sets Design Issues Mapping Constraints Keys E-R Diagram Extended E-R Features Design of an E-R Database

Schema Reduction of an E-R Schema

to Table





Written Open questions

Multiple questions


Proper interpretation of database design documents according to database

concepts

190 | P a g e

Checklist Score

Yes No

Indicator: Basic database concepts are well described

Importance of databases is explained

Shortcomings of Traditional File Processing System are described

Levels of Data are described

Different Types of Database Users are identified

History of DBMSs is explained

Advantages and Disadvantages of DBMSs are outlined

Indicator: Database Architecture is well described

Three Level Schema Architecture are identified

Data Independence is explained

Database Languages are identified

Data Model and DBMS are described

Functions and Components of a DBMS are described

Multi-user DBMS Architectures are described

Indicator: Relational Model and Languages are described

Relational Data Model is described

Brief History is described

Advantages are described

Relational Model Terminology are well used

Mathematical Relations are explained

Relations are identified

Characteristics of Relations are identified

Tables characteristics are identified

The Concept of Key is explained

Different Types of Keys are described

Integrity Constraints Over Relations are identified

Key Constraints are described

Foreign Key Constraints are described

General Constraints are described

Data dictionaries are explained

Views are explained

Indicator: Entity-Relationship Modeling is interpreted

Attributes types are identified

Mapping cardinalities and relationship set degree are described

Design Issues are described

Mapping Constraints are identified

Difference between keys is explained

E-R Diagram notations and their symbols are described

Extended E-R Features are identified

Design of an E-R Database Schema is well interpreted

191 | P a g e

Reduction of an E-R Schema to Table is well interpreted

Observation

Learning Outcome1.2: Install and configure DBMS

Installation requirements: Hardware Storage Memory Software

DBMS Features: Data structuring Database customization Data retrieval Query languages Multi user access Data integrity Metadata

DBMS Installation steps

DBMS Configuration: User Configurations Port Configurations Networking Options Security Configurations

o Observation o Practical exercises on

installation and configuration of DBMS

- Setup CDs, - Computer - Server - Instructions




Content Learning

activities

Resources


Proper installation and configuration DBMS according to the specifications

192 | P a g e


Written

Performance

Matching questions

Multiple questions

Short questions

Task: Install a DBMS

Checklist Score

Yes No

Indicator: Installation requirements are well described

Hardware requirements are identified

Storage requirements are identified

Memory requirements are identified

Software requirements are identified

Indicator: DBMS Features are well identified

Data structuring is well explained

Database customization is well described

Data retrieval is described

Query languages are listed and described

Multi user access is explained

Data integrity feature is described

Metadata feature is explained

Indicator: DBMS Configurations

User Configurations are well described

Port Configurations are well described

Networking configurations are well described

Security Configurations are well described

Observation

193 | P a g e

Learning Outcome 1.3: Create database and set up users privileges

Create database Syntax Description Or Replace IF not Exists

Create syntax specification Character Set, Collation Name

Grant Command Account Names and Passwords Global Privileges Database Privileges Table Privileges Column Privileges Implicit Account Creation

o Observation o Group Discussions o Practical on creating database

user and setting privileges o

- Computer - Software





Written

Performance

Open questions

Multiple questions

Short questions

Task: Create database user with privileges

Content Learning

activities

Resources


Proper creation of database and set up users’ privileges according to syntax rules

194 | P a g e

Checklist Score

Yes No

Indicator: Create Database Syntax is well identified

Create syntax parts are well described

Or Replace option is described

Use IF Exists keyword is well demonstrated

Indicator: Create syntax specifications are identified

Character Set is well described

Collation Name is well described

Indicator: Grant command is well used

Account Names and Passwords are well identified

Global Privileges are described

Database Privileges are described

Table Privileges are explained

Column Privileges are explained

Implicit Account Creation is demonstrated

Observation

195 | P a g e

LU 2: Define database objects

2

Learning Outcomes:

1. Apply SQL Database definition syntaxes 2. Apply SQL table definition syntaxes 3. Apply SQL table constraints syntaxes

20 Hours

Learning Outcome 2.1: Apply SQL Database definition syntaxes

Database objects concepts

Create database syntax

Drop database Statement

Rename database

Import Database Import concepts and formats Using command line Using import wizard

Export Database Export formats Using command line Using import wizard

o Observation o Practical on applying data

definition syntaxes

- Computer - Projector




Content Learning

activities

Resources


Proper application of Database definition syntaxes

196 | P a g e


Written

Performance

Open questions

Short questions

Task: apply different data definition syntaxes for databases

Checklist Score

Yes No

Indicator: Database objects are well described

Types of database objects are identified defined

Difference between database object are described

Indicator: Create database statement is well described

General syntax of create database is described

Different variation of create database syntax are described

Create database syntax options are identified and described

Indicator: Drop database Statement is well described

General syntax of drop database is described

Different variation of drop database syntax are described

drop database syntax options are identified and described

Indicator: Rename database Statement is well described

General syntax of rename database is described

Different variation of rename database syntax are described

rename database syntax options are identified and described

Indicator: Import Database is done successfully

Import database formats are described

Import database using CLI is demonstrated

Import database using DBMS Wizard is well demonstrated

Indicator: Export database is done successfully

Export database formats are described

Export database using CLI is demonstrated

Export database using DBMS Wizard is well demonstrated

Observation

197 | P a g e

Learning Outcome 2.2: Apply SQL table definition syntaxes

Create table statement Table Name Temporary Tables Cloning or Copying a Table Column Data Types and Attributes Indexes and Foreign Keys Table Options Creating Partitioned Tables

Alter Table statement Table Options Performance and Space

Requirements Concurrency Control Adding and Dropping Columns Renaming, Redefining, and

Reordering Columns Primary Keys and Indexes Foreign Keys Changing the Character Set Partitioning Options

Drop Table Statement Temporary option IF EXISTS option Restrict option Cascade Option

Truncate Table

o Observation o Practical exercise to create

database tables o Practical exercises on

Altering database tables o Practical exercise on

dropping tables

- Computer - Projector - DBMS





Written

Performance

Open questions

Short questions

Task: create table with all options

Checklist Score

Content Learning

activities

Resources


Proper application of SQL table definition syntaxes

198 | P a g e

Yes No

Indicator: Create table statement is well described

Table Name concepts are well described

Temporary Tables are well described

Cloning or Copying a Table is demonstrated

Column Data Types and Attributes are identified

Indexes and Foreign Keys are described

Create Table Options are explained

Creating Partitioned Tables is demonstrated

Indicator: Alter Table statement is well described

Alter Table Options are explained

Performance and Space Requirements are explained

Altering table’s Concurrency Control is described

Adding and Dropping Columns is demonstrated

Renaming, Redefining, and Reordering Columns is demonstrated

Altering table’s Primary Keys and Indexes are described

Altering table’s Foreign Keys is demonstrated

Changing the table Character Set is described

Partitioning Options are explained

Indicator: Drop Table Statement

Dropping table with Temporary option is described

Dropping table IF EXISTS option is described

Dropping table with Restrict option is explained

Dropping table with Cascade Option is explained

Truncate table command is described

Observation

199 | P a g e

Learning Outcome 2. 3: Apply SQL table constraints syntaxes

Constraints basic concepts Constraint Definition Types of Constraints

Column Constraints Not Null Primary key Unique Foreign Key Check Default index

Table constraints Primary Key Unique Foreign key Check

Referential actions No Action Restrict Cascade Set Null

o Observation o Practical exercise on applying

each constraint on a table

- Computer - Projector - DBMS Software





Written

Performance

Open questions

Multiple choice questions

Task: using command line interface to apply constraints

Content Learning

activities

Resources


Proper application of SQL table constraints syntaxes

200 | P a g e

Checklist Score

Yes No

Indicator: Basic Constraints concepts are well described

Constraint Description

Types of Constraints

Indicator: Column Constraints are well used

Use of Not Null is well demonstrated

Use Primary key constraint is well demonstrated

Applying Unique constraint is well identified

Use of Foreign Key constraint is well demonstrated

Applying Check constraint is used correctly

Default constraint is used correctly

Indicator: Table constraints are well used

Primary Key constraint on a table is well described

Unique key constraint on a table is well described

Foreign key constraint on a table is well described

Check constraint on a table is well described

Indicator: Referential actions are well described

No Action option is described

Restrict option is described

Cascade option is described

Set Null option is described

Observation

201 | P a g e

LU 3: Manipulate databases

3

Learning Outcomes:

1. Insert, Update and delete records according to the SQL syntax rules

2. Retrieve records from one table according to the SQL 3. Retrieve records from different tables according to the SQL

syntax rules 4. Manipulate data using nested queries 5. Use Aggregate functions to manipulate data

50 Hours

Learning Outcome 3.1: Insert, Update and delete records according to the SQL syntax rules

SQL INSERT Statement Definition of insert Insert syntax Insert in specified columns Insert multiple columns Insert records from another

table

SQL UPDATE Statement Definition of update Update Syntax Update a single record Update a set of records

SQL Delete Statement Definition of Delete delete syntax delete a single record Delete multiple records

o Observation o Practical exercise on

applying insert update and delete records


software

Content Learning

activities

Resources

202 | P a g e





Written

Performance

Open questions

Short questions


Task: insert, update and delete records from the database.

Checklist Score

Yes No

Indicator: SQL INSERT Statement is well identified

SQL insert command is defined

Insert syntax is described

Insert in specified columns is demonstrated

Insert multiple columns is described

Insert records from another table is described

Indicator: SQL UPDATE Statement is well described

SQL update command is defined

Update Syntax is described

Update a single record is described

Update a set of records is described

Indicator: SQL Delete Statement is well described

SQL Delete command is defined

delete syntax is described

delete a single record is demonstrated

Delete multiple records is demonstrated

Observation


Adequate inserting, updating and deleting records according to the SQL syntax

rules

203 | P a g e

Learning Outcome 3.2: Retrieve records from one table according to the SQL

Select Statement basics Definition Syntax Select Column Simple calculation using select

statement Select all records

Select records based on condition Syntax for where clause

WHERE clause operators = != < > <= >= BETWEEN LIKE

Wildcard operators IN AND OR

ORDER BY clause Default ASC DESC

DISTINCT

ALIAS

LIMIT

o Observation o Practical exercise on the

use of select statement to retrieve records in a single table.



Content Learning

activities

Resources


Adequate retrieval of records from one table according to the SQL

204 | P a g e




Written

Performance

Matching questions

Open questions


Task: perform different queries using select command

Checklist Score

Yes No

Indicator: Select Statement basics are well described

Select is well described

SELECT Syntax is clearly illustrated

Select table Columns is well described

Perform Simple calculation using select statement is clearly described

Querying all table records using SQL is described

Indicator: Select records based on condition is well described

Syntax for querying records using a condition is well described

WHERE clause is described

Use of multiple conditions is well described

Indicator: WHERE clause operators are clearly described

Use of equal operator in where clause is described

Not equal operator in where clause is clearly identified

Less Than operator use is described

Greater than operator use is described

Use of Less than or equal operator in where clause is described

Greater than or equal operator usage is described

BETWEEN Operator in where clause is described

Use of LIKE operator and its wildcards is described

IN operator in where clause is demonstrated

AND operator in where clause is demonstrated

OR operator in where clause is described

Indicator: ORDER BY clause in select statement is properly described

Default value for ORDER BY clause is identified

Use of ASC keyword for ORDER By clause is identified

Use of DESC keyword for ORDER BY clause is identified

Indicator: ALIAS in select statement is clearly described

SQL alias is described

SQL Column alias is described

SQL Table alias is described

Indicator: LIMIT clause in select statement is well described

Limit clause is defined

205 | P a g e

Limit clause syntax

Use of Limit Offset in select statement is described

Observation

Learning Outcome 3.3: Retrieve records from different tables according to the SQL syntax

rules

Key concept Join definition Types of join Advantages of joins

SQL JOIN SQL INNER JOIN SQL LEFT JOIN SQL SELF JOIN SQL FULL OUTER JOIN SQL FULL outer JOIN (with

intersection) SQL CROSS JOIN

SQL UNION UNION ALL UNION with ORDER BY

SQL INTERSECT operator

o Demonstration o Practical exercises on

retrieving records from different tables.






Content Learning

activities

Resources


Proper retrieval of records from different tables according to the SQL syntax

rules

206 | P a g e

Written

Performance

Open questions


Task: create query that retrieve records from multiple tables

Checklist Score

Yes No

Indicator: SQL JOIN is well described

SQL INNER JOIN is described

SQL LEFT JOIN is identified

SQL SELF JOIN is described

SQL FULL OUTER JOIN is described

SQL FULL outer JOIN without intersection is clearly described

SQL CROSS JOIN is described

SQL INNER JOIN is described

Indicator: SQL UNION is well described

Difference between UNION and JOIN is identified

UNION all is well described

Using UNION with ORDER BY is described

Indicator: SQL INTERSECT Operator is clearly identified

Intersect operator is clear identified

INTERSECT operator used with ORDER by is described

INTERSECT operator used with INNER JOIN is described

Observation

Learning Outcome 3.4: Manipulate data using nested queries

Key concept Definition Syntax of subqueries

Subquery used: With the IN or NOT IN operator With comparison operators With the EXISTS or NOT EXISTS

operator With the ANY or ALL operator In the FROM clause In the SELECT clause

o Demonstration on how to subqueries are done

o Practical exercises on separation querying using subqueries/nested queries

- Computer - Projector - DBMS - Books -

Content Learning

activities

Resources

207 | P a g e

In delete clause





Written

Performance

Open questions

Task: Perform complex queries using subqueries

Checklist Score

Yes No

Indicator: Retrieving records using nested queries is well described

Using Nested queries with the IN or NOT IN operator is described

Using Nested queries With comparison operators is described

Using Nested queries With the EXISTS or NOT EXISTS operator is described

Using Nested queries With the ANY or ALL operator is described

Using Nested queries In the FROM clause is described

Using Nested queries In the SELECT clause is described

Using Nested queries In delete clause is described

Observation


Correct data manipulation using nested queries

208 | P a g e

Learning Outcome 3.5: Use Aggregate functions to manipulate data

Key concept Definition

SQL AVG

SQL COUNT

SQL MAX

SQL MIN

SQL SUM

SQL GROUP BY

SQL GROUPING SETS

SQL HAVING

o Individual work of maintaining equipment and tools

o Practical exercises on separation of the set food from the mould substrate






Written

Performance

Open questions

Task: perform queries using aggregate functions

Checklist Score

Yes No

Indicator: Querying using aggregate functions is well described

SQL AVG syntax is described

SQL COUNT syntax is described

SQL MAX syntax is described

SQL MIN syntax is described

SQL SUM syntax is described

SQL GROUP BY syntax is described

SQL GROUPING SETS syntax is described

SQL HAVING syntax is described

Content Learning

activities

Resources


Accurate summarization of large volumes of data using SQL

209 | P a g e

Observation

210 | P a g e



KANYANA Village is a caring organization based in Nyamata that cares for the elderly in Rwanda. It doesn’t have a DB to be used while recording their customer, from that It had started the process of building a database to help in keeping the records of their customer’s details. A database developer had already provided an entity relationship diagram but due to health issues he was not able to create it.

As someone who has acquired the knowledge and skills of creating a database, you are tasked to create this MYSQL based database from the existing Entity Relationship Diagram. In addition to creating the database, data migration also has to be done from the existing records (in excel format) to the newly created database.

This organization needs the following lists:

Lists of the oldest elderly in each care home

List of details information of all elderly by the district of origin

List of the elderly admitted during 2016 and 2018

List of caregivers who are in charge of more than 5 elderly.

Work time: 3hours.

Perform this task to satisfy the customer’s needs.

Tools: - MYSQL Server

Equipment: - Computer

Materials - Existing records in excel format - ERD document -

211 | P a g e

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: sequence of activities are observed

Interpretation of the entity relationship diagram is successfully performed at the right time

DBMS installation and configuration is performed at right moment

Database development process is successfully performed at the right time

Data migration is successfully done at right time

Generate lists are created at the right moment.

Database documentation is done at the right time.

Indicator: precedence of activity sequence is coherent

Relationship begin - end is considered

Relationship Begin - Begin is considered

Relationship End - Begin is considered

Relationship End - End is considered

Indicator: Completion of compulsory activities is Observed

Revision of database requirements is done

Database installation is done

Database development is done

Data migration is done

Database reports

Database documentation is done

Observation

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Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Database normalization is observed

Data duplication is avoided

Table primary keys are properly set

Foreign keys are set

Indicator: database installation and configuration is well done

Security is considered

Installation requirements are considered

Operating system is well configured

Installation guides are followed

Indicator: data manipulation is well done

Accurate results are presented

Duplication in results is avoided

Documentation format is followed

Observation


Checklist Score

Yes No

Indicator: database objects are well defined

Right DBMS is installed

Required tables are created

Required Column data types and sizes are used

Required Entity and column constraints are considered

Correct User privileges are granted

Required database objects are created within given time

Indicator: SQL syntaxes are well applied

Necessary SQL statements are applied to produce the required lists

Aggregate functions are applied to get accurate required queries

Nested queries are considered to produce correct required lists

Syntax rules are followed

Observation

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Assesment Criterion 4: Safety and Hygiene

Checklist Score

Yes No

Indicator: Clean code and documented database is maintained

Database must be documented

SQL codes must be commented

Indicator: Security is maintained

All database users must have password

Database must be backed up.

Database must be developed in a safe environment

Ergonomic measures are followed

Observation

Reference books:

1. Learn SQL Programming And Database Management Today With This Easy Step-By-Step Guide! - SQL

Ultimate Beginner’s Guide 2018.

2. SQL QuickStart Guide: The Simplified Beginner's Guide To SQL Kindle Edition

3. SQL: The Ultimate Beginner’s Guide! Kindle Edition.

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S F P C B 3 0 1 - COMPUTER BASICS

SFPCB301 Apply Computer Basics


Credits: 5 50

Sector: ICT



Purpose statement

The Computer Basics Module provides a description of Computer Hardware and Software. This module

will equip the student with basic skills required to use computers, work with data, navigate Internet

websites and use different Internet applications. Through this module students will be familiar with

Windows Operating Systems and UNIX/Linux and will use a wide range of application software such

tabular data software, text processing software and presentation software. The students will be

introduced to virtualization technologies.

215 | P a g e


Not applicable







1. Describe computer

system

1.1 Proper description of computer components according to their types,

specifications and functions

1.2 Proper description of operating systems according to their types and

versions

1.3 Proper description of application software according to their intent use

1.4 Proper description of computer user ergonomic

2. Install software

systems

2.1 Proper flesh installation of the operating system

2.2 Proper manipulate the operating system

2.3 Proper description of virtualization technology

3. Use computer

applications

3.1 Proper installation of application software

3.2 Proper usage of Tabular Data Processing Software (MS Excel, MS Access and OpenOffice Excel )

3.3 Proper usage of Presentation Software ( MS PowerPoint, OpenOffice PowerPoint)

3.4 Proper usage of web browsers and internet 3.5 Proper usage of Text Processing Software (MS Word and OpenOffice

Word)

216 | P a g e

LU 1: Describe Computers

1

Learning Outcomes:

1. Describe computer components 2. Describe operating system 3. Describe software applications 4. Describe computer use ergonomic

20 Hours

Learning Outcome 1.1: Describe computer components

Key concepts Computer Hardware software

Types of computer Desktop Laptop Servers PDA Smart phones

Computer hardware Computer Peripherals

Computer components Central Unit

Motherboard Processor Hard disk drive CD drive RAM ROM Power Supply

Monitor Keyboard

o Pair share and pair work o Small or large group

discussion o Individual work o Documentary research o Presentation o Brainstorming o Watch a video

- Smart classroom - Computer

hardware workshop

- Computer components

- Internet - Projector - Video - Reference books - Didactic materials - Desktop - Laptop - Server - PDA - Smart phones - Printers - Scanners - Keyboard - Mouse scanner - HDD - Flash disk - Floppy disk - Memory card - CD

Content Learning

activities

Resources

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Mouse

Classification Computer Peripherals Input Devices

Mouse Scanner Keyboard Barcode reader Joystick Camera Microphone

Output Devices

monitors (LED, LCD, CRT)

printers projector speakers Headphones

Both Input-Output Devices

Modems Touch screens Network cars

Device Controller(drivers)

Audio Video Graphics System Device

Types of storage and memory devices

CD DVD HDD

Computer specifications Processor

Speed (GHZ) Types (

Pentium,Duo,2Duo, i3,i5,i7)

Storage and Memory RAM ROM Capacity(byte, bit, MB,

GB, TB) Display

Size Resolution(Pixel)

Keyboard Language(QWERT,

AZRTY)

- Power supply - Camera - Microphone - Monitors - Projector - Headphone - Modems

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Keyboard parts

Computer components functions Storage() Processing(data, information) Printing Scanning Audio Display Photo and video Game Typing networking





Written

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question

Checklist Score

Yes No

Indicator: Types of computer components are described

Main types of computer are identified

Computer hardware is categorized

Computer components are identified

Computer peripherals are classified

Types of storage and memories are identified

Indicator: Computer specifications are identified

Processor specifications are described

RAM and ROM are differentiated

Memory units are described

Screens sizes are identified and measured

Screen resolution(Pixel) are described


Proper description of computer components according to their types,

specifications and functions

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Keyboard parts are identified

Indicator: Computer functions are described

Generate information from data is described

Keeping data for later use is described

2D, 3D printing is described

Digitalization is described

Text formatting is described

Information and devices sharing is described

Audio, Video playing is described

Photo Editing is described

Game playing is described

Observation

Learning Outcome1.2: Describe Operating System

Key concepts Operating system Application software

Categorizations of Operating systems Command Line interface

Linux, Unix Graphic user interface

Windows Desktop Operating system

Windows 7, windows 10, Mac OS

Network operating system Window server 2008,

Windows server 2012, Linux, unix

Mobile OS Android, i OS, windows

Versions of an operating systems Batch Features Updates Service parks


discussion o Individual work o Documentary research o Presentation o Case studies/ scenarios o Brainstorming o Watch a video o Practical exercises

- Computer - Internet - Projector - Video - Reference books - Didactic materials - Operating

systems - Window 7 - Mac OS - Windows Sever - i OS

Content Learning

activities

Resources

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Written Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay

Checklist Score

Yes No

Indicator: Categorization of operating systems

Command Line interface

Graphic user interface

Desktop Operating system

Network operating system

Indicator: Description of Operating systems

Batch

Features

Updates

Service parks

Observation


Proper description of operating systems according to their types and versions

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Learning Outcome 1.3: Description of application software according to their intent use

Key concepts Application software

Types of application software Word processing (Ms

word, Apple works, notpad)

Spreadsheets(Ms Excel, Quatro pro, Lotus)

Desktop publishing (Ms publisher, Adobe page maker)

Database (Ms Access, adobe page maker)

Communication (Ms net meeting, IRC,ICQ)

Internet browsers(Ms internet explorer, google chrome )

Computer Aided Design (ArchCAD, AutoCAD)


discussion o Individual work o Documentary research o Presentation o Case studies/ scenarios o Brainstorming o Watch a video

- Computer - Compiler - Internet - Projector - Video - Reference books - Different types of

application software

Formative Assessment 1.3:




Written Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question

Content Learning

activities

Resources


Proper description of application software according to their intent use

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Checklist Score

Yes No

Indicator: Types of application software are described

Word processing

Spreadsheet

Desktop publishing

Database

Communication

Presentation

Web browsers

Computer Aided design

Editors

Media players

Production

Observation

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LU 2: Install software system

2

Learning Outcomes:

1. Install the operating system 2. Manipulate the Operating system 3. Customize the Operating system

20 Hours

Learning Outcome 2.1: Install the operating system

Identification of software and

hardware compatibility

Disk space

Memory capacity

Processor capacity

System type

Identification of Operating

system types

Windows OS

Open source OS(Linux)

Mac OS

Network OS

Identification of media storage

DVD/CD

Floppy disk

Flash disk

External HDD

Network

Operating system installation

process

Media selection



- Computer - Compiler - Internet - Projector - Video - Reference books - Didactic materials

Content Learning

activities

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Written

Practice on Computer

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay

Checklist Score

Yes No

Indicator: Operating system is installed

Identification of software and hardware compatibility

Identification of Operating system types

Create and Manage User Accounts

Identification of media storage

Operating system installation process

Testing the operating system

Observation

Boot selection

Start up

Follow instructions

Customization

Finalize the installation

Testing the operating system

Running the installed OS

Testing the performance

Checking features


Proper flesh installation of the operating system

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Learning Outcome 2.2: Manupulate the Operating system

Safe Mode

Safe mode with network support


Safe mode with command prompt

Last Known good configuration



- Computer with Installed Operating system

- Internet - Projector - Video - Reference books - Didactic materials





Written

Practice on computer


Checklist Score

Yes No

Indicator: Manipulate the Operating system

Safe Mode



Safe mode with command prompt

Observation

Content Learning

activities

Resources


Proper manipulation of the operating system

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Learning Outcome 2.3: Describe Virtualization Technologies

Describe Server and Client

Virtualization Describe Server Virtualization

Describe Client Virtualization

Describe Desktop Virtualization

Describe Network and Storage Virtualization Describe Host-based storage

virtualization

Describe Network-based storage

virtualization

Describe Virtual Hardware and

Software Resources

Describe Virtualization Software (VMWare) Describe VMWare Infrastructure

Describe Virtual Center Server

Describe vSphere Client and

vSphere Web Access

Describe Virtual Machine








Written o Multiple choices questions o Matching/ Sentence completion / Fill in blank o Presentation o Open questions or Short answer question o Essay

Checklist Score

Yes No

Content Learning

activities

Resources


Proper description of virtualization technology

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Indicator: Describe Server and Client Virtualization

Describe Server Virtualization

Describe Client Virtualization

Describe Desktop Virtualization

Indicator: Describe Network and Storage Virtualization

Describe Host-based storage virtualization

Describe Network-based storage virtualization

Describe Virtual Hardware and Software Resources

Indicator: Describe Virtualization Software (VMWare)

Describe VMWare Infrastructure

Describe Virtual Center Server

Describe vSphere Client and vSphere Web Access

Describe Virtual Machine

Observation

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LU Use Application Software and Internet

3

Learning Outcomes:

1. Use Text Processing and Tabular Software 2. Use Data Presentation Software 3. Use web browser and Internet

10 Hours

Learning Outcome 3.1: Use Text Processing and Tabular Software

Use Features of MS Word and OpenOffice Word Create a text document Use Text Formatting Features Use Tables, Listing, Forms and

Borders Use Images and drawing Features

Use Tabular Data Processing Software Create Tabular Data and Use

formula based formatting Use Statistical Functions on Tabular

Data Use Data Analysis and Visualization

(Pivot Tables, Charts and Graphs) Create Hyperlinks for different

worksheets Manipulate MS Access Database




Content Learning

activities

Resources

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Checklist Score

Yes No

Indicator: Use Features of MS Word and OpenOffice Word

Create a text document

Use Text Formatting Features

Use Tables, Listing, Forms and Borders

Use Images and drawing Features

Indicator : Use Tabular Data Processing Software

Create Tabular Data and Use formula based formatting

Use Statistical Functions on Tabular Data

Use Data Analysis and Visualization (Pivot Tables, Charts and Graphs)

Create Hyperlinks for different worksheets

Manipulate MS Access Database

Observation


Proper usage of Text Processing Software (MS Word and OpenOffice

Word)

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Learning Outcome 3.2: Use Data Presentation Software

Use PowerPoint Basics

Create PowerPoint Document Add Slides (Text and Images) Work with Tables and Charts

Format Text and Layout

Format Content Use Slide Design Use Slide Transition and Slide

Animation

Use Advanced Features of PowerPoint Use Slide Master Use Slide Sorter Add Multimedia Data









Checklist Score

Yes No

Indicator: Use PowerPoint Basics

Create PowerPoint Document

Add Slides (Text and Images)

Content Learning

activities

Resources


Proper usage of Presentation Software ( MS PowerPoint, OpenOffice PowerPoint

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Work with Tables and Charts

Indicator: Format Text and Layout

Format Content

Use Slide Design

Use Slide Transition and Slide Animation

Indicator: Use Advanced Features of PowerPoint

Use Slide Master

Use Slide Sorter

Add Multimedia Data

Observation

Learning Outcome 3.3: Use Internet

Use Web browser and Search Engine Use the features and Settings of

Web browser Use Web browser Add-ons Use the Search Engines

Use Internet Applications Use Internet Collaboration

Tools(Wiki, Google Drive, Office 365 and Bitrix24)

Use Internet GPS and File Sharing Tools

Use Social Networking Applications

Use Internet Communication Tools Use Instant Messaging Tools Use Email Communication Tools Use VoIP Tools (Internet Radio, IP

Television, Video on Demand)




Content Learning

activities

Resources

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Checklist Score

Yes No

Indicator: Use Web browser and Search Engine

Use the features and Settings of Web browser

Use Web browser Add-ons

Use the Search Engines

Indicator: Use Internet Applications

Use Internet Collaboration Tools(Wiki, Google Drive, Office 365 and Bitrix24)

Use Internet GPS and File Sharing Tools

Use Social Networking Applications

Indicator: Use Internet Communication Tools

Use Instant Messaging Tools

Use Email Communication Tools

Use VoIP Tools (Internet Radio, IP Television, Video on Demand)

Expose Content to External Applications

Observation

References:


Proper usage of web browsers and internet

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S F P W P 3 0 1 - WEB APPLICATION DEVELOPMENT USING PHP

SFPWP301 Develop a web application using PHP


Credits: 10 100

Sector: ICT



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. The module of website development using PHP prepares the students

to create dynamic and interactive websites. The pre-requisites of these modules are: Computer Basics,

Introduction to Web Design and Introduction to Database. In this module, students will start from the

basics to the advanced features of PHP; Apache Web Server MySQL Server will be used to run

PHP/MySQL Programs. At the end of website development using PHP module, students will be able to

use PHP variables, functions, control statements, Object Oriented Features of PHP, to connect PHP

program to MySQL and manipulate database records, to insert data from HTML to MySQL database and

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display data from MySQL on HTML pages, to create sessions and cookies using PHP/MySQL. Students

will be able to use PHP Frameworks.


Develop a database, Develop a web user interface







1. Describe PHP Fundamentals 1.1. Proper definition of PHP and its basics 1.2. Effective description of Syntax, Comments, Data

types, Variables and Operators, Arrays. 1.3. Effective use of Functions

2. Implement PHP Logic 2.1. Proper use of program flow control 2.2. Effective Implementation of File Processing 2.3. Proper handling of Errors and Exceptions

3. Perform PHP MySQL Database

interactions

3.1. Complete installation and configuration of PHP server

3.2. Proper connection and access of MySQL Database 3.3. Proper Management of Sessions and Cookies 3.4. Correct implementation of database CRUD

Operations

4. Use PHP Frameworks 4.1. Proper Introduction to Frameworks 4.2. Effective Implementation of CakePHP framework 4.3. Effective Implement Laravel framework

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LU 1: Describe PHP Fundamentals

1

Learning Outcomes:

1. Define PHP language and its basics 2. Describe PHP Syntax, Comments, Data types, Variables, Operators

and Arrays. 3. Define and use Functions, 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

- Computer - Internet - Books - Pens - Papers - Markers - Board


Content Learning activities Resources

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



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


Proper definition of PHP and its basics

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Learning Outcome 1.2: Describe PHP Syntax, Data types, Variables, Functions, Operators and

Arrays.

Identification of PHP

Syntax rules

o Primitive Data

types

o Variable

declaration

o Constants

o Operators

o Expressions

Usage of Arrays

o One dimension

array

o Two dimension

array

o Group discussion about syntax rules

o Practical exercises on arrays and functions.

Computer Lab

Internet

Books

Pens

Papers

Markers

Board





Written

Oral

Multiple choice True or false question Matching Sentence completion Expose /presentation Record of questions by assessor and responses of trainees

Content Learning

activities

Resources


Effective description of Syntax, Data types, Variables and Operators, Arrays

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Learning Outcome 1.3: Define and use Functions, Include and Require

Usage of User defined

functions

Function without

arguments

Function with

arguments

Function call

Usage of pre-defined

functions

Date function and

Date formatting

Use mktime

function and

Timestamp

o Practical Exercises on comments

o Group discussion on types of comment

Internet

Computer

Books

Pens

Papers

Markers

Board

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

One dimension array

Two dimension array

Indicator: Functions are defined and used

User defined functions

Pre-defined functions

Observation

Content Learning

activities

Resources

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Use Trim function

Use Explode and

Implode functions

strcasecmp

function

strlen function

strtolower and

strtoupper

functions

str_replace

function

htmlentities and

stripslashes

functions

Usage of Include and

Require

Include external

page

Require and

require_once

functions





Written

Oral

Multiple choice True or false question Matching Sentence completion Expose /presentation Record questions by assessor and responses of trainees


Proper introduction and overview of Comments, Include and Require

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Checklist Score

Yes

No

Indicator: User defined functions are used

Function without arguments

Function without arguments

Function call

Indicator: Pre-defined functions are used

String manipulation functions

Date and time functions

htmlentities and stripslashes functions

Explode and implode functions

Indicator: include, require and require_once are used

Include external page

Require external page

Require_once external page

Observation

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LU 2: Implement PHP Logic

2

Learning Outcomes:

1. Use PHP of program flow control 2. Implement PHP File Processing 3. Handle Errors and Exceptions

20 Hours

Learning Outcome 2.1: Use PHP control structures and dynamic forms.

Application of

conditionals and

branching controls

If---else statements

Nested if---else

statements

Switch case

statements

Application of Iterative

control

For loop

statements

While loop

statements

Do ---while

statements

Foreach statements

Usage of dynamic forms

o Practical exercises to use all program flow control

Internet

Computer

Books

Pens

Papers

Markers

Board

Content Learning

activities

Resources

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Embedded PHP

scripts

POST method

GET method

PHP form validation

Environment

variables





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

Dynamic forms

Indicator: Dynamic HTML form is used

Get method

Post method

Environment Variables

Observation


Proper use of program flow control

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Learning Outcome 2.2 : Implement PHP File Processing

Application of PHP file functions Is_file

file_exists

fopen

fwrite

fclose

fget

fgetss

copy

unlink

file_get_contents

Creation of files in PHP Text file

Excel File

Word File

PDF File

Read and modify file content Display file content on a

web page

Search in file content

Format file content

Save changes

Closing files

Deleting files

Upload and download files Upload files

Download files

Compress file

o Brainstorm about PHP functions

o Trainees will be given practical exercises on various PHP file processing

o Individual Homework

Internet

Computer

Books

Pens

Papers

Markers

Board

Content Learning

activities

Resources

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Written

Performance

Expose Matching Observation checklist Performance checklist

Checklist Score

Yes

No

Indicator: PHP File processing is done

File creation

File manipulation

File upload

File download

Observation


Effective use of PHP Functions

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Learning Outcome 2.3 : Handle Errors and Exceptions

Description of program error types

Syntax errors Logical errors

Run time errors Introduction to error handling functions Die function custom error functions

Application of exception block Try and catch keywords Throw keyword

o Group discussion about program errors and exceptions.

o Practical exercises to throw and catch exceptions

Internet

Computer

Books

Pens

Papers

Markers

Board





Written

Performance

Matching True-false questions Group expose Observation checklist Performance checklist



Proper handling of Errors and Exceptions

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Checklist Score

Yes

No

Indicator: program error types are described

Syntax errors

Logical errors

Run time errors

Indicator: error functions are introduced

Die function

custom error functions

Indicator: exception block is applied

Try and catch keywords

Throw keyword

Observation

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LU Perform PHP MySQL Database interactions.

3

Learning Outcomes:

4. Install and configure a PHP server 5. Connect and access MySQL Database 6. Implement database CRUD Operations 7. Manage Sessions and Cookies

40 Hours

Learning Outcome 3.1: Installand configure PHP server.

Introduction to web server Installation and

configuration of XAMPP or WAMP

Description of XAMPP components Apache MySQL PHP Perl

Test the web server Actions module for the

Apache http://localhost or

127.0.0.1 Splash screen

o Practical exercise to install XAMPP server

o Practical exercises to test a web server into a browser


Content Learning

activities

Resources

http://localhost/

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Written

Performance

Expose /presentation Matching True-False questions Observation checklist Performance checklist

Checklist Score

Yes

No

Indicator: web server is introduced

Installation and configuration of XAMPP or WAMP

Indicator: XAMPP components are description

Apache

MySQL

PHP

Perl

Indicator: web server is tested

Actions module for the Apache

http://localhost or 127.0.0.1

Splash screen

Observation


Proper installation and configuration of web server.

http://localhost/

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Learning Outcome 3.2: 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


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

criterion has been achieved.


Written

Performance

Multiple choice questions Matching True or false questions Observation checklist Performance checklist

Content Learning

activities

Resources


Proper connection and access of MySQL Database

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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 3.3 Implement database CRUD Operations

Manipulation of database table records Insert record

Retrieve records and display on HTML Table

Update record using HTML Form

Delete record Export and import records

o Practical exercises on SQL

queries to manipulate

records.

o Group project on creating

web application (2

students per project)

o Written Exam

- MySQL database - Computer - Internet - Books - Pens - Papers - Markers - Board


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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 Update record Delete record Export and import records

Observation

Learning Outcome 3.4 Manage sessions and cookies

Introduction and usage of cookies Importance of cookies Cookies life time Create cookies Retrieve cookies value Delete cookies

Introduction and use of sessions Importance of sessions Session life time

o Practical exercises on cookies

programming

o Practical exercises on sessions

programming




Proper implementation of database CRUD operations

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Create sessions Destroy session variables

Management of Visitors and Pages Count Web Page Visitors Count Web Page Numbers Use Mathematical rand and

md5 function

Writing PHP Secure Code Create PHP Bytecode and

Page Watermark Create Web Authentication

and Prevent Directory Listing Prevent Website

Downloading





Written

Performance

Multiple choice questions True or false questions Observation checklist Performance checklist


Correct management of sessions and cookies

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Checklist Score

Yes

No

Indicator: cookies are used

Cookies life time Create cookies Retrieve cookies value Delete cookies

Indicator: sessions are managed

Session life time Create sessions Destroy session variables

Indicator: page visitors is managed

Web page visitors Web page numbers Mathematical rand Md5 function

Indicator: PHP Secure code is written

Bytecode Page watermark Authentication using username and password Directory tree listing Website download

Observation

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LU Perform PHP MySQL Database interactions.

4

Learning Outcomes:

1. Introduce Frameworks 2. Implement the CakePHP framework 3. Implement the Laravel framework

20 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.





Content Learning

activities

Resources


Analyze project requirements

255 | P a g e


Oral

Written

Record asked questions and answers of trainees Expose True-False questions Matching

Checklist Score

Yes

No

Indicator: PHP frameworks are described

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

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

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Develop a web application using CakePHP framework. CakePHP MVC

Architecture

Naming conventions





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

Indicator: CakePHP API is described

Class components

Controller

Components collection

EventManager

EventListener

Indicator: a web application is developed using CakePHP framework

CakePHP MVC Architecture

Observation


Publish animations

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Learning Outcome 4.3 : Implement the Laravel framework

Setting up Laravel

Framework

Installation of Laravel Laravel APIs

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 Group Project on developing a

web application using Laravel

framework.

- Computer Lab - Books - Internet - Boards - Marker pen - Flipchart





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


Effective Implementation of CakePHP framework

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Checklist Score

Yes No

Indicator: Laravel framework is set up

Laravel framework

Laravel 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

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MINADEF is a 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”. They have a problem of using file system where

the information is 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.

Computer

Windows operating

system

Internet

Text editor

XAMPP web server

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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


Checklist Score

Yes No

Indicator: Front end and Database are integrated

Inventory

Export

Import

Observation


Checklist Score

Yes No

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Indicator: Reports are generated

Expired products

Stock status by product


Task completed within 3 hours

Observation

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S F P W J 3 0 1 - WEB APPLICATION DEVELOPMENT USING JAVASCRIPT

SFPWJ301 Develop a Web Application Using JavaScript


Credits: 12 120

Sector: ICT



Purpose statement

Dynamic Website Development Using JavaScript is a module which prepares the students to develop

dynamic and interactive websites. In this module, students will use the basics of JavaScript to modify the

look and feel of the website, they will use advanced features of JavaScript to work with graphics,

animations and backend JavaScript. At the end of this module, students will master JavaScript DOM and

Event Handlers, JavaScript for Data Validation, JavaScript OOP and JavaScript Frameworks. This module

provides the students with the ability to apply the principles of the user interface, and thus prepares

them to become JavaScript/Web UI developers.

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Develop a web user interface







1. Use Fundamental Features of

JavaScript

2.1 Proper Usage of Basic Features of JavaScript 2.2 Proper Usage of Intermediate Features of JavaScript 2.3 Proper Usage of Advanced Features of JavaScript

2. Create Dynamic Website 2.4 Proper creation of website according DHTML concepts 2.5 Proper Usage of Graphics using JavaScript and CSS 2.6 Proper Usage of Multimedia in Web Application

3. Describe and use JavaScript

Frameworks

3.1 Proper Description of JavaScript Frontend 3.2 Proper Description of JavaScript Backend 3.3 Proper Description of Semantic Web Application

264 | P a g e

LU Use Fundamental Features of JavaScript

1

Learning Outcomes:

1. Use Basic Features of JavaScript 2. Use Intermediate Features of JavaScript 3. Use Advanced Features of JavaScript

40 Hours

Learning Outcome 1.1: Use Basic Features of JavaScript

Usage of JavaScript in Web Browser JavaScript in HTML External JavaScript JavaScript Code in Comment

Usage of Data Types and Variables JavaScript Data Types JavaScript Variables JavaScript Literals

Usage of JavaScript Toolboxes Alert Toolbox Prompt Toolbox Confirm Toolbox

o Practical Exercise in Computer Lab

o Individual work on embedding JavaScript in HTML Page

- Computer Lab - Internet - Didactic materials




Content Learning

activities

Resources


Proper Usage of Basic Features of JavaScript

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Checklist Score

Yes No

Indicator: JavaScript is used in Web Browser

JavaScript in HTML

External JavaScript

JavaScript Code in Comment

Indicator: Data Types and Variables are used in JavaScript

JavaScript Data Types

JavaScript Variables

JavaScript Literals

Indicator: JavaScript ToolBoxes are used

Alert Toolbox

Prompt Toolbox

Confirm Toolbox

Observation

Learning Outcome1.2: Use Intermediate Features of JavaScript

Usage of JavaScript Functions User-defined Functions Function Call JavaScript Built-in Functions

Usage of JavaScript Control Statements

if---else Control Statement Loop Statements

For While do---while

Switch---case Statement

o Practical Exercises on Events handling

o Individual work o Practice in Computer Lab


Content Learning

activities

Resources

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Usage of JavaScript Event Handling Keyboard and Mouse Events

Onclick Onkeydown Onmouseover Onmouseout

Drag and Drop Events Ondrop Ondropover Ondropenter ondropleave

Input and Load Events Onload Onchange Onblur Onfocus Onselect Onsubmit Onreset






Checklist Score

Yes No

Indicator: JavaScript Functions are used


Proper Usage of Intermediate Features of JavaScript

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User-defined Functions

Function Call

JavaScript Built-in Functions

Indicator: Control Statements are used in JavaScript

if---else Statement

Loop Statements (for, while, do---while)

Switch---Case Statement

Indicator: JavaScript Event Handling is used

Onfocus

Onsubmit

Onload

Onmouseover

Onmouseout

Ondrop

Onclick

Observation

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Learning Outcome 1.3: Use Advanced Features of JavaScript

Usage of Document Object Model

(DOM) DOM Tree DOM Functions JavaScript DOM for HTML and CSS InnerHTML and InnerText

Properties Usage of OOP in JavaScript

Data Encapsulation, Class and Constructor

Extends, super, getters and setters Function Prototypes Inheritance and Polymorphism Usage of JavaScript Objects

JavaScript Native Objects User-Defined Objects This, with, new and let in JavaScript

o Individual work o Practical exercises in

Computer Lab







Checklist Score

Yes No

Content Learning

activities

Resources


Proper Usage of Advanced Features of JavaScript

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Indicator: Document Object Model (DOM) is used

DOM Tree

DOM Functions

JavaScript DOM for HTML and CSS

InnerHTML and InnerText Properties

Indicator: OOP Concepts in JavaScript are used

Data Encapsulation

Class

Constructor

Extends

Super

Getters

Setters

Function Prototypes

Inheritance

Polymorphism

Indicator: JavaScript Objects are used

JavaScript Native Objects

User-Defined Objects

This

Observation

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LU Create Dynamic Website

2

Learning Outcomes:

1. Create DHTML Document 2. Create Graphics in JavaScript and CSS 3. Apply Multimedia in Web Application

40 Hours

Learning Outcome 2.1: Create DHTML Document


Creation of web page using HTML and JavaScript

Pop-up windows Dialog boxes Dynamic Calendar Date and Time Client-side validation

Application of DOM in HTML5 and CSS3 Esthetic Website Layouts Colors and Fonts Responsive Web Page using CSS Media

and JavaScript concepts

Usage of CSS and JavaScript Look and Feel Website Animation Content Display

o Individual work on creating dynamic web page

o Practical exercises on DOM


Content Learning

activities

Resources

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Checklist Score

Yes No

Indicator: DHTML Document is created

Pop-up windows

Dialog boxes

Dynamic Calendar

Date Functions

Time Functions

Client-side validation

Indicator: DOM HTML5 and CSS3 are used

Esthetic Website (Layouts)

Colors

Fonts

Responsive Web Page

Indicator: CSS and JavaScript are used

Look and Feel Website

Animation

Content Display

Observation


Proper creation of website according DHTML concepts

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Learning Outcome 2.2: Create Graphics in JavaScript and CSS

Creation of Data Validation Form Data Validation Form Data Format Validation Server-side Data Validation HTML and CSS Constraint Validation

Creation of Animation and Dynamic Navigation

Objects Animation Pop-up and Drop down Menus Dynamic Hyperlinks

Create Image Rollover with CSS and JavaScript

CSS Properties for Images JavaScript Functions for Image Images Rollover and Images sliding

o Individual work o Practical Exercises on

Form Input validation o Written Exam







Content Learning

activities

Resources


Proper Usage of Graphics using JavaScript and CSS

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Checklist Score

Yes No

Indicator: Data Validation is used

Form Data Validation

Form Data Format Validation

Server-side Data Validation

Indicator: Animation and Dynamic Navigation are created

Objects Animation

Pop-up and Drop down Menus

Dynamic Hyperlinks

Indicator: Image Rollover with CSS and JavaScript are created

CSS Properties for Images

JavaScript Functions for Image

Images Rollover and Images sliding

Observation

Learning Outcome 2.3: Use Graphics and Multimedia in JavaScript and CSS

Creation and animation of Canvas Images Canvas Images using JavaScript

Canvas API Sprite animation Animated Images

Creation of Data Charts Data Visualization using CanvasJS Pie and Line Charts using CSS and

JavaScript Bar Charts and Pyramid Charts

Creation of Geolocation and MAP using JavaScript Geolocation API and Google Map Custom Map and SVG MapBox Tool GIS Map using JavaScript and

ESRI or ArcGIS

Usage of Animation and Transforms 2D and 3D Transforms

o Individual work o Group work on creation of

custom map o Practical exercises on

Animation and Advertisement


Content Learning

activities

Resources

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KeyFrames Translations Rotation

Usage of JavaScript and CSS for Audio and Video Custom Audio and Video Control Audio and Video File Formats Audio and Video Tracks Elements HTHM5 and JavaScript for

WebCam






Checklist Score

Yes No

Indicator: Animated Canvas Images are created

Canvas Images using JavaScript Canvas API

Sprite animation

Animated Images


Proper Usage of Multimedia in Web Application

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Indicator: Data charts are created

Data Visualization using CanvasJS

Pie and Line Charts using CSS and JavaScript

Bar Charts and Pyramid Charts

Indicator: Geolocation and MAP using JavaScript are created

Geolocation API and Google Map

Custom Map and SVG

MapBox Tool

GIS Map using JavaScript and ESRI or ArcGIS

Indicator: Animation and Transforms are used

JavaScript and CSS for 2D and 3D Transforms

JavaScript and CSS for KeyFrames

JavaScript and CSS for Translations

Indicator: JavaScript and CSS for Audio and Video are used

Custom Audio and Video Control

Audio and Video File Formats

Audio and Video Tracks Elements

HTHM5 and JavaScript for WebCam

Observation

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LU Apply JavaScript Frameworks, Semantic Web and Web Statistics

3

Learning Outcomes:

1. Create JavaScript Frontend 2. Create JavaScript Backend 3. Create Semantic Web Application and Web Statics

40 Hours

Learning Outcome 3.1: Create JavaScript Frontend

Application of JavaScript Libraries

JavaScript Content Delivery (jQuery) JavaScript Object Notation (JSON) Asynchronous JavaScript and XML

(AJAX) ActiveX in JavaScript

Application of JavaScript Engine JavaScript Browser Interpreter JavaScript Compiler JavaScript V8, SpiderMonkey and

TraceMonkey Engines


custom map o Practical exercises on

Animation and Advertisement


Content Learning

activities

Resources

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JavaScript Error Handling (Try and Catch, FireBugs)

Usage of JavaScript Front end Frameworks

JavaScript Framework Architecture Bootstrap Framework Bootstrap






Checklist Score

Yes No

Indicator: JavaScript Libraries are used

JavaScript Content Delivery (jQuery)

JavaScript Object Notation (JSON)

Asynchronous JavaScript and XML (AJAX)

ActiveX in JavaScript

Indicator: Describe JavaScript Engine JavaScript Browser Interpreter

JavaScript Compiler

JavaScript V8

SpiderMonkey

TraceMonkey Engines

JavaScript Error Handling (Try and Catch, FireBugs)


Proper description of atom particles according to their properties

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Indicator: JavaScript Front end Frameworks are used JavaScript Framework Architecture

Bootstrap Framework

Bootstrap

Observation

Learning Outcome 3.2: Usage JavaScript Backend

Usage of JavaScript Backend Features

Backend Servers Backend Databases (SQL and NoSQL

Databases) Backend Middleware JavaScript API(SOAP and REST)

Selection of JavaScript Backend

Frameworks

NodeJS AngularJS Meteor.js Ember.js

Application of JavaScript Backend Programming with Node.js

HTTP Server and Function Passing Node.js and Mysql Node.js MongoDB REST and SOAP web-services and their

application


web page using NodeJS o Practical exercises on

Backend Operations



Content Learning

activities

Resources

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Checklist Score

Yes No

Indicator: JavaScript Backend Features are used

Backend Servers

Backend Databases (SQL and NoSQL Databases)

Backend Middleware

Indicator: JavaScript Backend Framework is selected

NodeJS

AngularJS

Meteor.js

Ember.js

Indicator: JavaScript Backend Programming with NodeJS are used

Backend Servers

Backend Databases (SQL and NoSQL Databases)

Backend Middleware

JavaScript API(SOAP and REST)

Observation

Learning Outcome 3.3: Develop Semantic Web Application and Web Statics

Content Learning

activities

Resources



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Application of Semantic Web Technology

Resource Description Framework (RDF) Web Ontology Language RDF/XML RDF and JSON

Creation of Semantic Web Querying

SPARQL Protocol RDF Query Language SPARQL Update Language Semantic Web Entailment

Creation of Web Statistics

Web Analytics Web Activity Dashboard JavaScript Libraries for Dashboard

o Individual work o Group work o Practical Exercises of

creating Semantic Web. o Written Exam







Checklist Score

Yes No

Indicator: Semantic Web Technology is used

Resource Description Framework (RDF)

Web Ontology Language



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RDF/XML

RDF and JSON

Indicator: Semantic Web Querying are created

SPARQL Protocol

RDF Query Language

SPARQL Update Language

Semantic Web Entailment

Indicator: Web Statistics are created

Web Analytics

Web Activity Dashboard

JavaScript Libraries for Dashboard

Observation



Nyabihu TVET is a school located in the Northern Province. The school’s

compound consists of 3 separate buildings: administration offices,

classrooms, and dining room, and 2 open spaces: a garden, and a sports

area.

There is a problem that guests don’t have guidance to the TVET area and

sometimes can’t find or locate some places in that area. For example,

recently, a guest came and wanted to know where the dining room is,

but they could not locate it by themselves.

TVET administration wants to hire a JavaScript developer to design and

implement a solution that will be using a simple map to show all the

buildings and open spaces with their location in the school where the

user will have the ability to view and select each area at once on a

screen. For example, the user can select the dining room by hovering

(using a mouse cursor) on it, and the area will change the color to “RED”.

Each area will be viewed using a different color.

Computer

Windows Operating

Systems

Internet

Bootstrap

Geolocation API

jQuery

JavaScript

HTML

CSS

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If you have ever used Google Maps to select and zoom in on a location

and change your view mode, you were using features that were built

with JavaScript. JavaScript’s ability to create dynamic objects makes it a

natural fit for creative interactive maps on websites or in a web app. The

goal is not to recreate Google Maps, but create a simpler map built in

Javascript framework jQuery (a collection of Javascript libraries with

pre-written, reusable code). This project will help you to familiarize with

Javascript especially map-making capabilities.

Working Time: 3 hours.

Tools to use: Windows Operating System, Bootstrap, Geolocation API


Checklist Score

Yes No

Indicator1: Tools, equipment and materials are selected

Tools

Windows Operating system

Bootstrap

Geolocation API

Materials

jQuery

JavaScript

CSS

HTML

Equipment

Computer

Camera

Observation


Checklist Score

Yes No

Indicator: The interface is created

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The picture is well displayed and partitioned depending on the areas

The menus of all areas are created

The color of each area is displayed

Indicator: Mouse events are used

Onclick

Mouseover

Mouseout

Indicator: The map is created and partitioned

Coordinates are used

All areas are sectioned

The menu matches the area section

Observation


Checklist Score

Yes No

Indicator: The application is relevant done according to specifications

jQuery is used

Look and Feel is followed


Task completed within 3 hours

Observation

References: Books: [1]Mark J. Collins, Pro HTML5 withCSS, JavaScript, and Multimedia, 2017 [2]Eric Freeman & Elisabeth Robson, Head First JavaScript Programming, 2014 Websites: [1]"JavaScript Tutorial", W3schools.com, 2018. [Online]. Available: https://www.w3schools.com/js/. [Accessed: 29- Dec- 2018]. [2]"Learn JavaScript Tutorial - javatpoint", www.javatpoint.com, 2018. [Online]. Available: https://www.javatpoint.com/javascript-tutorial. [Accessed: 29- Dec- 2018].

https://www.w3schools.com/js/

http://www.javatpoint.com/

https://www.javatpoint.com/javascript-tutorial

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S F P N F 3 0 1 - NETWORKING FUNDAMENTALS

SFPNF301 Apply Networking Fundamentals


Credits: 5 50

Sector: ICT



Purpose statement

This module aims to teach and validate fundamental technology concepts. It will cover the fundamentals

of local area networking, defining networks with the OSI Model and understanding wired and wireless

networks. In addition it includes understanding Internet Protocol, implementing TCP/IP and working

with networking services. Students will better understand wide area networks along with defining

network infrastructures and network security.

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N/A







1. Describe computer networking

components

1.1. Proper description of computer network devices

based on their roles and types

1.2. Proper classification of computer networks based on

size

1.3. Proper classification of computer networks based on

topologies

2. Describe computer network models 2.1. Proper description of OSI reference model in line with

network devices, protocols and services used for each

layer

2.2. Proper description of TCP/IP model in line with

network devices, protocols and services used for

2.3. Proper description Cisco model in line with network

devices, protocols and services used for

3. Perform Network Addressing 3.1 Proper description of IPV4

3.2 Proper description of IPV6

3.3 Perform IP Subneting and assignment

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LU Describe computer networking components

1

Learning Outcomes:

1. Describe network devices 2. Classify computer network based on size 3. Classify computer network based on topology

15 Hours

Learning Outcome 1.1: Describe network components

Key concepts Host Node Hub Network interface card IP Mac Address RJ-45 RJ-11

End devices PC Laptop Phone PDA PAD IPad

Internetworking devices Router Multilayer switches Wireless router

Access devices



- Computer - Internet - Projector - Video - Reference books

Content Learning

activities

Resources

288 | P a g e

Hub Switch Bridge

Transmission Medium Physical medium/wired

Twisted pair Coaxial cable Fiber optical cable

Logical media/wireless Infrared Radio Frequency





Written

Performed

o Multiple choices questions o Matching/ Sentence completion / Fill in blank o Presentation o Open questions or Short answer question o Essay

Checklist Score

Yes No

Indicator: Key Concepts are defined

Host

Node

Hub

Network interface card

IP

Mac Address

RJ-45

RJ-11

Indicator: End devices are described

PC

Laptop

Phone

PDA


Proper description of computer network devices

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PAD

IPad

Indicator: Internetworking devices are described

Router

Multilayer switches

Wireless router

Indicator: Internetworking devices are described

Router

Multilayer switches

Wireless router

Indicator: Access devices are described

Hub

Switch

Bridge

Indicator: Transmission medium are described and prepared

Physical medium are prepared

Wireless medium are described

Observation

Learning Outcome1.2: Classify computer networks based on sizes

LAN Wired LAN

Wireless LAN

MAN Size Components

WAN Size Components





Content Learning

activities

Resources

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Written

Performed


Checklist Score

Yes No

Indicator: LAN is well described and prepared

Wired LAN is described

Wireless LAN is described

PCs are prepared

Internetworking devices are prepared

Cabling is prepared

Indicator: MAN is well described

Size is described

Components are described

Indicator: WAN is well described

Size is described

Components are described

Observation

Learning Outcome 1.3: Proper classification of computer networks based on topologies

Describe network topologies STAR Topology RING Topology BUS Topology TREE Topology

STAR Topology


discussion o Individual work o Documentary research o Presentation

- Computer - Internet - Projector - Video - Reference books - Pictures

Content Learning

activities

Resources


Proper classification of computer networks based on size

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File server Workstations Peripherals Central network Cabling

RING Topology Node placement Internetworking devices Cabling

BUS Topology Node placement Internetworking devices Cabling

TREE Topology Node placement Internetworking devices Cabling

o Case studies/ scenarios o Brainstorming o Watch a video





Written

Performance


Checklist Score

Yes No

Indicator: Network topologies are described

STAR topology is described

RING topology is described

BUS topology is described

TREE topology is described

Indicator: STAR Topology is made


Proper description of network topologies

292 | P a g e

Node are prepared

Internetworking Devices are prepared

Cabling is prepared

Indicator: RING Topology is made

Node are prepared


Cabling is prepared

Indicator: BUS Topology is made

Node are prepared


Cabling is prepared

Indicator: TREE Topology is made

Node are prepared


Cabling is prepared

Observation

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Learning Outcome2 .1: Describe OSI reference model in line with network devices, protocols and services

OSI model history

OSI model features

OSI layers

Network devices used for each layer

Router Switch End devices

Services/protocols used for each layer

Transport protocols TCP

o Brainstorming on OSI features

o Group discussion on Services/protocols used for each layer

o Group discussion on Function of each OSI layer

o Computer o Internet o Projector o Didactic

materials

LU 2 Describe computer network models

2

Learning Outcomes:

1. Describe OSI reference model in line with network devices, protocols and services

2. Describe TCP/IP model in line with network devices, protocols and Services used for each layer

20 Hours

Content Learning

activities

Resources

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UDP

OSI model evolution

Function of each OSI layer

OSI sub layers MAC (Media Access Control)

LLC (Logical Link Layer)






Checklist Score

Yes No

Indicator: OSI model features are identified

Indicator: Transport protocols are described

TCP

UDP

Indicator: OSI sub layers are described

MAC (Media Access Control)

LLC (Logical Link Layer)

Indicator: Network devices used for each layer are described

Router

Switch

End devices

Observation


Proper description of OSI reference model in line with network devices,

protocols and services used for each layer

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Learning Outcome 2.2: Describe cisco model in line with network devices, protocols and

Services used for each layer

cisco model history

cisco model features

cisco layers

Network devices used for each layer

Router Switch End devices

Services/protocols used for each layer

Transport protocols TCP UDP

Function of each cisco layer

o Brainstorming on cisco features

o Group discussion on Services/protocols used for each layer

o Group discussion on Function of each cisco layer

o Group discussion on cisco encapsulation


materials

Formative Assessment2.1





Content Learning

activities

Resources


Proper description Cisco model in line with network devices, protocols and

services used for each layer

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Checklist Score

Yes No

Indicator: cisco model features are identified

Indicator: Transport protocols are described

TCP

UDP

Indicator: cisco layers are described

Core layer

Distribution layer

Access layer

Indicator: Network devices used for each layer are described

Router

Switch

End devices

Observation

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LU 3: Perform Network Addressing

3

Learning Outcomes:

1. Describe Internet protocol Version 4(IPV4) 2. Describe Internet protocol Version 6(IPV6) 3. Perform IP Subnetting and assignment

20 Hours

Learning Outcome 3.1: Describe Internet Protocol version 4(IPV4)

IP V4 function

IP v4 structure Network Id Host part

IP v4 Classes and block Class A Class B Class C Class D Class E

IP v4 types Private addresses Public addresses

IP v4 assignment Static assignment Dynamic assignment

o Brainstorming on IPv4 structure

o Group discussion on IPv4 classes and block

o Computer o Internet o Projector o Didactic materials

Content Learning

activities

Resources

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Checklist Score

Yes No

Indicator: IPv4 structure are described

Network Id

Host part

Indicator: IP v4 Classes are described

Class A

Class B

Class C

Class D

Class E

Indicator: IPv4 type are described

Private addresses

Public addresses

Indicator: IP v4 assignment is described

IP v4 assignment

IP v4 assignment

Observation


Proper description of Internet protocol version 4(IPV4)

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Learning Outcome 3.2: Describe Internet Protocol version 6(IPV6)

IP v6 function

IP v6 features

IP addressing notation

IP v6 addressing model Link Local Site Local Global

IP v6 categories Unicast Multicast Any cast

IPv6 addressing structure Network prefix Interface Id

Unicast IPv6 Addresses Global unicast addresses Link-local addresses Site-local addresses Unique local IPv6 unicast

addresses Special addresses

Special IPv6 Addresses Unspecified address Loopback address

IP v6 assignment Static assignment Dynamic assignment Automatic assignment

o Brainstorming on IPv46 structure

o Group discussion on IPv6 categories

o Group discussion on IPv6 addressing model

o Group discussion on IPv6 assignment


materials




Content Learning

activities

Resources


Proper description of Internet protocol version 6(IPV6)

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Checklist Score

Yes No

Indicator: IP v6 addressing model is described

Link Local

Site Local

Global

Indicator: IP v6 categories are described

Unicast

Multicast

Any cast

Indicator: Unicast IPv6 Addresses are described

Global unicast addresses

Link-local addresses

Site-local addresses

Unique local IPv6 unicast addresses

Indicator: Special IPv6 Addresses are described

Unspecified address

Loopback address

Indicator: IP v6 assignment

Static assignment

Dynamic assignment

Automatic assignment

Observation

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Learning Outcome 3.3: Perform IP Subnetting and assignment

Network ID Host and

representation

Doted decimal notation

IP v4 Subnetting CIDR VLSM

IPv6 prefix

IP v6 Subnetting CIDR

Assignment of IPv4 Static assignment Dynamic assignment

Assignment of IPv6 Static assignment Dynamic assignment Automatic assignment

o Group discussion on IPv6 addressing model

o Group discussion on IPv6 assignment

o Practical exercises on IPv4 Subneting

o Practical exercises on IPv6 Subneting

o Practical exercises on IP address assignment


materials






Content Learning

activities

Resources


Perform IP Subnetting and assignment

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Checklist Score

Yes No

Indicator IP v4 Subnetting is perfumed

CIDR

VLSM

Indicator IP v6 Subnetting is perfumed

CIDR

Indicator: Unicast IPv6 Addresses are described

Global unicast addresses

Link-local addresses

Site-local addresses

Indicator : IPv4 is assigned

Static assignment

Dynamic assignment

Indicator: IPv6 IPv4 is assigned

Static assignment

Dynamic assignment

Automatic assignment

Observation

References:

1. Richard D. 2003, CCNA Cisco Certified Network Associate Study Guide (Exam 640-801),

McGraw – Hill/Osborne

2. Glen E. CompTIA Network + Certification Study Guide 4th Edition, McGraw – Hill

3. Rich S. The All-NEW SWITCH BOOK, The Complete Guide to LAN Switching Technology by and

Jim Edwards, Wiley Publishing, Inc.

4. Cisco, CCNA3 Exploration V4.0 Package.

5. TECHNIA International Journal of Computing Science and Communication Technologies,

VOL. 3, NO. 1, July 2010. (ISSN 0974-3375)

6. S. Haykin, Digital Communication, John Wiley & Sons, Inc.,Replika Press Pvt. Ltd., N. Delhi,

India, 2000-2001.

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S F P G I 3 0 1 - GRAPHIC USER INTERFACE DESIGN

SFPGI301 Design Graphic User Interface


Credits: 8 80

Sector: ICT



Purpose statement

The module of Graphics of multimedia, prepares the students to present ideas through graphics design

and animation. Throughout this module, students will describe and interact with computer graphics and

digital imaging, manipulate raster and vector graphics, manipulate audio and video in multimedia. At the

end of this module, students will be able to use adobe Photoshop, adobe Muse and adobe Illustrator

and create graphics and multimedia content such as design Logos, banner, Business cards, Invitations,

Advertisements and good looking of web interfaces.

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Not applicable



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

learning unit.



1. Describe graphic design basics

1.1 Proper description of core concepts and elements of

Graphic Design

1.2 Proper description of key features and formats of

digital images

1.3 Proper description of graphic design principles

2. Draw digital sketch 2.1 Proper description the use of Adobe Illustrator and

Photoshop

2.2 Proper drawing of a digital sketch

2.3 Proper drawing of a logo and banner

3. Design User Interface 3.1 Proper Development of User Interface Wireframe 3.2 Proper Development of User Interface Mockup 3.3 Proper Development of User Interface Prototype 3.4 Proper Evaluationof User Interface

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Learning Outcome1.1: Describe core concepts and elements of Graphic Design

Graphic design career description Definition of graphic design Benefits of graphic design

Basic graphic design tools description Sketchbook Computer Drawing tablet Software tools

Drawing application Image manipulation

application Page layout application

o Pair share and pair work

o Small or large group

discussion

o Individual work


o Presentation

o Brainstorming

o Watch a video

o Practice in Computer Lab

- Computer - Internet - Projector - Video - Reference books - Didactic materials

LU 1: Describe graphic design basics

1

Learning Outcomes:

1. Describe core concepts and elements of Graphic Design 2. Capture digital images 3. Describe key features and formats of digital images 4. Describe graphic design principles

10Hours

Content Learning

activities

Resources

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Elements of interface design identification Color

Color wheel

Primary colors

Secondary colors

Tertiary colors

Warm & cool colors Additive colors Subtractive color Color modes

RGB

CMYK

Grayscale Color meanings Color terms

Hue

Tints

Tone

Shade

Value

Saturation Color schemes

Monochromatic

Analogous

Complimentary

Triadic Shape Forms Line Texture Space

Interface elements interpretation Input Controls

Buttons text fields checkboxes radio buttons dropdown lists list boxes toggles date field

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Navigational Components Breadcrumb Slider search field pagination, slider tags icons

Informational Components tooltips icons progress bar notifications message boxes modal windows

Containers Formative Assessment 1.1





Checklist Score

Yes No

Graphic design career is described

Definition of graphic design

Benefits of graphic design

Basic graphic design tools are described

Sketchbook

Computer

Drawing tablet


Proper description of core concepts and elements of Graphic Design

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Software tools

Elements of interface design are identified

Color

Shape

Forms

Line

Texture

Space

Interface elements are interpreted

Input Controls

Navigational Components

Informational Components

Observation

Learning Outcome 1.3: Describe key features and formats of digital images

Description of digital images key features

Pixel Resolution Size Lossy image file compression Lossless image file compression Raster graphics Vector graphics

Describing common raster formats .JPEG .PNG .GIF .TIFF .BMP .PDF .RAW .CR .CR2 .DNG

Describing common vector formats .SVG .EPS



discussion

o Individual work


o Presentation

o Brainstorming

o Watch a video




Content Learning

activities

Resources

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Checklist Score

Yes No

Digital images key features are described

Pixel

Resolution

Size

Lossy image file compression

Lossless image file compression

Raster graphics

Vector graphics

Common raster formats are described

JPEG

PNG

GIF

TIFF

BMP

PDF

RAW

CR

CR2

DNG

Common vector formats are described

SVG

EPS

Observation


Proper description of key features and formats of digital images

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Learning Outcome 1.4: Describe graphic design principles

Principles of User Interface Design description Organize the structure

Consistency Screen layout Relationship Navigability

Economize Simplicity Clarity Distinctiveness Emphasis

Communicate Readability Typography

typefaces

typestyles

Symbolism multiple views color or texture

Color Design Principles demonstration color organization color economy color communication

Description of advantages and disadvantages for using color Color advantages Color disadvantages

Considerations on design and user experience Light - create depth using light

and shadow Color - use heat to manage focus Contrast - attract attention with

higher contrast



discussion

o Individual work


o Presentation

o Brainstorming

o Watch a video




Content Learning

activities

Resources

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Checklist Score

Yes No

Indicator: Principles of User Interface Design described

Organize the structure

Economize

Communicate

Indicator: Color Design Principles are demonstrated

color organization

color economy

color communication

Indicator: Advantages and disadvantages for using color are described

Color advantages

Color disadvantages

Indicator: Considerations on design and user experience are implemented

Light

Color

Contrast - attract attention with higher contrast

Observation


Proper description of graphic design principles

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LU 2: Draw a digital sketch

2

Learning Outcomes:

1. Describe the use of Adobe Illustrator and Photoshop 2. Draw a digital sketch 3. Draw a logo and a banner

30 Hours

Learning Outcome 2.1: Describe the use of Adobe Illustrator and Photoshop

Photoshop basics introduction Photoshop

installation Creating and saving

Document Photoshop file

extension Using Crop, layers

and selections tools Painting and using

paths, vector shapes and text



discussion

o Individual work


o Presentation

o Brainstorming

o Watch a video



Content Learning

activities

Resources

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Applying artistic effects

Export files and share images

Illustrator basics introduction Illustration

installation Creating and saving

Document Illustrator file

extension Using drawing tools Using colors tools Using raster graphics

Printing and Exporting

artworks






Checklist Score

Yes No

Indicator: Photoshop basics are introduced

Photoshop installation

Creating and saving Document

Photoshop file extension

Using Crop, layers and selections tools

Painting and using paths, vector shapes and text

Applying artistic effects


Proper description of the use of Adobe Illustrator and Photoshop

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Export files and share images

Indicator: Adobe illustrator basics are introduced

Illustration installation

Creating and saving document

Illustrator file extension

Using drawing tools

Using color tools

Using raster graphics

Printing and exporting artworks

Observation

Learning Outcome 2.2: Draw a digital sketch

Sketching lines and shapes and editing paths using Adobe illustrator

Lines sketches Straight lines Spiral lines Curved lines Mountain lines Walk-around lines

Shapes sketches Rectangle Triangle Circle Oval Cylinder

Smoothing and simplify path Adjusting path segments

Working with Symbol Creating symbol Setting symbol Using symbols

Working with brush tool Creating brush tool Setting brush tool Using brush tool



discussion

o Individual work


o Presentation

o Brainstorming

o Watch a video



Content Learning

activities

Resources

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Painting sketch design Painting with fills and strokes Applying and editing a gradient Transparency and blending

mode

Selecting and arranging sketch design objects Grouping and expending

sketches Rotating and reflecting sketches Selecting sketches Locking, hiding and deleting

object Duplicating object

Reshaping objects Transforming objects Creating 3D objects Reshaping objects with effects Clipping masks






Checklist Score

Yes No

Indicator: Lines and shapes are sketched and paths are edited

Lines sketches

Shapes sketches


Proper drawing of digital sketch

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Smoothing and simplify path

Adjusting path segments

Indicator: Symbols are used

Creating symbol

Setting symbol

Using symbols

Indicator: Brush tools are used

Creating brush tool

Setting brush tool

Using brush tool

Indicator: Sketch design is painted

Painting with fills and strokes

Applying and editing a gradient

Transparency and blending mode

Indicator: Sketch design objects are selected and arranged

Grouping and expending sketches

Rotating and reflecting sketches

Selecting sketches

Locking, hiding and deleting object

Duplicating object

Indicator: Reshaping objects

Transforming objects

Creating 3D objects

Reshaping objects with effects

Clipping masks

Observation

Learning Outcome 2.3: Draw a logo and banner

Logo implementation using Adobe illustrator Definition of logo Logo designing

Sketch logo design ideas Select and treat typeface Select logo motifs and apply

effects


discussion o Individual work o Documentary research o Presentation o Brainstorming o Watch a video


Content Learning

activities

Resources

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Choose logo colors Prepare logo for use and

Export

Banner drawing using Adobe illustrator Banner definition Webpage banner design

Static banner Animated banner

Printable Banner types design Pull-Up banner Vinyl banner Outdoor banner Fabric banner Bow banner

Banner sizes Export of designed banner






Checklist Score

Yes No

Indicator: Logo is implemented Definition of logo

Logo designing

Indicator: Banner is implemented

Banner definition

Webpage banner design

Printable banner design


Proper drawing of a logo and banner

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Banner sizes

Export of designed banner

Observation

LU 3: Design User Interface

3

Learning Outcomes:

1. Develop User Interface Wireframe 2. Develop User Interface Mockup 3. Develop User Interface Prototype 4. Evaluate User Interface

40 Hours

Learning Outcome 3.1: Develop User Interface Wireframe

Use Visual features of wireframe

Use Low-Fidelity Wireframe Use Wireframe Elements Use High-Fidelity Wireframe

Use Simple Vector, Interactive Wireframe and Storyboard

Use Vector Wireframe


discussion o Individual work o Documentary research o Presentation o Case studies/ scenarios


Content Learning

activities

Resources

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Use Interactive Wireframe Use Storyboard in Wireframe

Use Wireframe Tools (Wireframe.CC, FrameBox, JumpChart)

Select Wireframe Tool to be used (Open Source or Proprietary)

Sketch Wireframe for User Interface

Add Wireframe Elements on User Interface

o Brainstorming o Watch a video






Checklist Score

Yes No

Indicator: Visual features of wireframe are used

Use Low-Fidelity Wireframe

Use Wireframe Elements

Use High-Fidelity Wireframe

Indicator: Simple Vector, Interactive Wireframe and Storyboard are used




Proper development of User Interface Wireframe

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Indicator: Wireframe Tools (Wireframe.CC, FrameBox, JumpChart) are used




Observation

Learning Outcome 3.2: Develop User Interface Mockup

Use Mockup Features Use Mockup Visual Elements Develop User Interface Layouts Create Paper Mockup Use Mockup Tools (Balsamiq, MockPlus,

MockFlow) Select a Mockup Tool Use Mockup features of Selected Tool Develop UI/UX Mockups









Content Learning

activities

Resources


Proper development of User Interface Mockup

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Checklist Score

Yes No

Indicator: Mockup Features are used

Use Mockup Visual Elements

Develop User Interface Layouts

Create Paper Mockup

Indicator: Mockup Tools (Balsamiq, MockPlus, MockFlow) are used

Select a Mockup Tool

Use Mockup features of Selected Tool

Develop UI/UX Mockups

Observation

Learning Outcome 3.3: Develop prototypes

Describe Different Types of Prototypes, Techniques

Describe Different Types of Prototypes

Describe User Interface Prototyping techniques

Use Rapid Prototyping

Create User Interface Prototypes Create UI Paper Prototype




Content Learning

activities

Resources

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Create User Interface Prototypes using Tools (UML, Agile)

Use Usability Testing






Checklist Score

Yes No

Indicator: Different Types of Prototypes, Techniques are described

Describe Different Types of Prototypes

Describe User Interface Prototyping techniques

Use Rapid Prototyping

Indicator: User Interface Prototypes are created

Create UI Paper Prototype

Create User Interface Prototypes using Tools (UML, Agile)

Use Usability Testing

Observation



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Learning Outcome 3.3: Describe UI Evaluation Techniques

Usability Evaluation Describe Baseline Usability

Testing and Focus Group Describe Card Sort and Wireframe

Testing Describe First click testing and

User Satisfaction

Cognitive Walkthroughs Describe Specific User Task Describe Sequence of Actions Identify Problems on Interface

Heuristic Evaluation Describe Heuristic Evaluation

Team Describe Heuristic Evaluation

Principles Describe Heuristic Evaluation

Feedback









Content Learning

activities

Resources



https://www.usability.gov/how-to-and-tools/methods/usability-testing.html


https://www.usability.gov/how-to-and-tools/methods/card-sorting.html

https://www.usability.gov/how-to-and-tools/methods/first-click-testing.html

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Checklist Score

Yes No

Indicator: Usability Evaluation is described

Describe Baseline Usability Testing and Focus Group

Describe Card Sort and Wireframe Testing

Describe First click testing and User Satisfaction

Indicator: Cognitive Walkthrough is described

Describe Specific User Task

Describe Sequence of Actions

Identify Problems on Interface

Indicator: Heuristic Evaluation described

Describe Heuristic Evaluation Team

Describe Heuristic Evaluation Principles

Describe Heuristic Evaluation Feedback

Observation

References: https://online-learning.com/user-interface-design-course-outline/ https://www.usability.gov/what-and-why/user-interface-design.html http://www.usabilitypost.com/2008/08/14/using-light-color-and-contrast-effectively-in-ui-design/ http://web.cs.wpi.edu/~matt/courses/cs563/talks/smartin/int_design.html http://www.ambysoft.com/essays/userInterfaceDesign.html


https://www.usability.gov/how-to-and-tools/methods/card-sorting.html

https://www.usability.gov/how-to-and-tools/methods/first-click-testing.html

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S F P P F 3 0 1 - PROGRAMMING FUNDAMENTALS

SFPPF301 Programming Fundamentals


Credits: 12 120

Sector: ICT



Purpose statement

This module describes the skills, knowledge and attitudes required to describe basics of computer

programming, familiarize with programming paradigm, analyze problem and design a program using

flowchart and algorithm, categorize computer data, data storage and data structure, use different

algorithms for accessing and sorting data, analyze the efficiency of the algorithms, use different

concepts of C++ programming, implement solution using C++ programming language, apply advanced

features of C++ such as working with files, implement basic projects using C++. At the end of this module

students will be able to differentiate algorithm, computer program and software, apply principles of

programming in problem solving, to write C++ programs from algorithm and flowchart.

329 | P a g e


Computer Basics

Mathematics




learning unit.



1. Describe computer programming languages

1.1. Proper description of human-computer interaction according to the information flow from input to the output.

1.2. Proper description of a computer program 1.3. Proper description of programing languages types by levels of

hardware access 1.4. Proper classification of computer languages by usage 1.5. Proper description of programming paradigms

2. Write/Develop algorithms and flowcharts

2.1. Proper Application of steps in problem solving 2.2. Proper usage of appropriate symbols and rules in flowchart and

algorithm 2.3. Proper application of algorithm and flowchart in problem

solving. 2.4. Accurate conversion of an algorithm into a flowchart and vice-

versa

3. Write simple problems with C++

3.1. Identification of main components of a C++ program 3.2. Proper identification of data types from the description of the

problem to be solved 3.3. Efficient use C++ variables, constant and keywords based on the

problem a user is intending to solve. 3.4. Efficient use arithmetic operators in a program

4. Apply advanced programing concepts with C++

4.1. Efficient usage of control statements 4.2. Efficient usage of functions and pointers 4.3. Precise usage of C++ structures 4.4. Adequate implementation of basic data structures 4.5. Proper processing of file based C++ program

330 | P a g e

LU 1: Describe computer programming languages

1

Learning Outcomes:

1. Describe a computer program anatomy 2. Describe programming languages by level of access to the

hardware 3. Classify computer programming languages by usage 4. Describe programming paradigms

20Hours

Learning Outcome1.1: Describe a computer programa anatomy

o Computer programming overview

Definition of computer program

Types of computer software

Operating systems

Application programs

Utility programs

History of computer programming

Definition of computer programming language

o Computer program overview Interpreter Compilers Instructions

o First programing languages o Individual work o Documentary research o Presentation o Case studies/scenarios o Brainstorming o Watch a video o Practice in Computer Lab


Content Learning

activities

Resources

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Statements






Checklist Score

Yes No

Indicator: Computer programming overview

Computer program is defined

o Operating systems programs are described

o Application programs are described

o Utility programs are described

History of computer programming languages is described

Programming language is defined

Indicator: Computer program overview

Interpreter is defined

Compiler is defined

Instruction are described

Statements are defined

Anatomy of a computer program is described

Observation


Proper description of programming paradigm according to language requirements

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Learning Outcome1.2: Types of programming languages by level of access to the hardware

Low level programming languages Machine language Assembly language

High level programming languages Interpreted programming

languages Scripting languages

Compiled programming languages


discussion o Individual work o Documentary research o Presentation o Case studies/ scenarios o Brainstorming o Watch a video o Practice in Computer Lab







Checklist Score

Yes No

Indicator: Low level programming languages

Machine language is identified

Assembly language is identified

Back end programming languages are well identified

Indicator: High level programming languages

Interpreted programming languages are described

Compiled programming languages are described

Observation

Content Learning

activities

Resources


Proper description of computer languages according to their properties

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Learning Outcome 1.3: Types of programming languages by usage

Commercial languages COBOL

Scientific languages FORTRAN

General purpose languages BASIC C C++ Java

Special purpose languages SQL









Checklist Score

Yes No

Indicator: Commercial programming languages

Commercial programming language is described

Examples of commercial programming languages are described

Indicator: Scientific programming languages

Scientific programming language is described

Examples of scientific programming languages are described

Indicator: General purpose programming languages

General purpose programming language is described

Content Learning

activities

Resources


Proper description of computer programs according to the coding standards

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Examples of general purpose programming languages are described

Indicator: Special purpose programming languages

Special purpose programming language is described

Examples of special purpose programming languages are described

Observation

Learning Outcome 1.4: Computer programming paradigms

Procedural-oriented languages Procedural definition FORTRAN ALGOL C BASIC ADA

Logic-oriented languages Logic oriented definition Prolog

Object-oriented languages Object oriented definition C++ JAVA C#









Content Learning

activities

Resources


Proper description of computer programs according to the coding standards

335 | P a g e

Checklist Score

Yes No

Indicator: Procedural programming languages

Procedural programming languages are described

FORTRAN language is described as procedural language

ALGOL is described C is described as procedural language

C programming language is described as procedural language

BASIC is described as procedural language

ADA is described as procedural language

Indicator: Logic oriented programming languages

Logic oriented language is described

Prolog language is described as logic oriented language

Indicator: Object oriented programming languages

Object is defined

Java is described as an object oriented language

C# is described as an object oriented language

C++ is described as an object oriented language

Observation

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LU 2: Write Algorthms and flowcharts

2

Learning Outcomes:

2.1. Apply steps in problem solving 2.2. Use appropriate symbols and rules in flowchart and algorithm 2.3. Apply algorithms and flowcharts in problem solving. 2.4. Convert an algorithm into a flowchart and vice-versa

30 Hours

Learning Outcome 2.1: Apply steps in problem solving

Identify Properties of an

Algorithm

Finiteness Definiteness Input Output

Identify Algorithms by

Types

Sequence Branching (Selection)

o Individual work o Documentary research o Presentation o Case studies/ scenarios o Brainstorming o


Content Learning

activities

Resources

Content

337 | P a g e

Loop (Repetition)

Algorithm Development Process Obtain a description

of the problem. Analyze the problem. Develop a high-level

algorithm. Refine the algorithm

by adding more detail. Review the algorithm






Checklist Score

Yes No

Indicator: Steeps of problem solving are used

The Problem statement is clear

The problem was analyzed

A high level algorithm was developed and written

Details and explanation are added

The algorithm is reviewed

Indicator: Properties of Algorithms Identified

Finiteness

Definiteness

Input

Output

Indicator: Algorithms are identified

Sequence

Looping


Apply steps in problem solving

338 | P a g e

Branching

Observation

Learning Outcome 2.2: Use appropriate symbols and rules in flow charts and algorithm

Appropriate symbols and diagrams in flowchart and algorithm: Identify diagrams used in flowchart

and symbols in algorithm Meaning of shapes used in

flowcharts (Oval, Rectangular, Circle, Arrow, Line…)

identify keywords of algorithm and flowchart

Use rules of flowchart and algorithm Starting and ending of a flowchart

or algorithms Actions in flowchart or algorithms Connection and continuation of a

flowchart or algorithm Apply data flow controls and

decisions in algorithm and flowchart

Use properties of algorithm and flowchart

Evaluate efficiency of algorithm Determine complexity of algorithm Identify types of flowchart



- Computer - Compiler - Internet - Projector - Video - Reference books

-

Content Learning

activities

Resources

339 | P a g e






Checklist Score

Yes No

Indicator: Symbols and diagrams in flowchart and algorithm are identified

Diagrams used in flowchart and symbols in algorithm are well described

Keywords of algorithm and flowchart are well identified

Rules of flowchart and algorithms are well identified

Advantages and disadvantages of algorithm and flowchart are identified

Indicator: Flowchart diagrams and algorithm rules are used

Rules of flowchart and algorithm are well applied

Input, processes and output are well applied

Data flow in algorithm and flowchart is well used

Data decisions in algorithm and flowchart is well used

Data flow controls in algorithm and flowchart is well used

Observation

Learning Outcome 2.3: Apply algorithms and flowcharts in problem solving

Content

Learning

activities

Resources


Use appropriate symbols and rules in flow charts and algorithm

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Apply algorithm based on classification Recursive algorithm Iterative algorithm Logical algorithm

Evaluate algorithm based on rules and properties Completeness of algorithm Efficiency of algorithm Complexity of algorithm (Omega,

Big O, ...)

Advantages and disadvantages of algorithm and flowchart Advantages flowchart Disadvantages Flowchart Advantages algorithm Disadvantages algorithm









Checklist Score

Yes No

Indicator: Different types of algorithms are applied

Recursive algorithms are well applied

Logical algorithms are well applied

Iterative algorithms are well applied

Indicator: Evaluation of algorithm based on rules and properties is well done

Evaluation of completeness of algorithm is well done

Evaluation of efficiency of algorithm is well done

Evaluation of complexity of algorithm is well done


Apply algorithms and flowcharts in problem solving

341 | P a g e

Observation

Learning Outcome 2.4: Convert an algorthm into flowchart and vice-virsa

Convert algorithm into flowchart

Given an algorithm draw the

corresponding flowchart Compare the resulting flowchart

to the mother algorithm.

Convert flowchart into algorithm Given a flowchart write down a

corresponding algorithm Compare the resulting algorithm

to the mother flowchart Complexity of algorithm




2 Formative Assessment 2.4 Convert an algorthm into flowchart and vice-virsa





Checklist Score

Yes No

Indicator: Different types of algorithms are evaluated

Recursive algorithms are well evaluated

Logical algorithms are well evaluated

Iterative algorithms are well evaluated

Content Learning

activities

Resources



342 | P a g e

Indicator: Evaluation of algorithm based on rules and properties is well done

Evaluation of completeness of algorithm is well done

Evaluation of efficiency of algorithm is well done

Evaluation of complexity of algorithm is well done

Observation

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LU 3 Write/develop/solve problems with C++

3

Learning Outcomes:

1. Describe main components of a C++ program 2. Identify data types from the description of the problem to be

solved 3. Use C++ variables, constant and keywords based on the

problem a user is intending to solve. 4. Use operators in a program

30 Hours

Learning Outcome 3.1: Identify main components of a C++ program

Identify Components of a C++ programs Program Header Name spaces Main Class Objects Methods Variables Method Return Type Method Parameter

Sample of a complete C++ program writing

Write the programs by components

Compile the program




Content Learning

activities

Resources

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Debug the programs Run the program

Error Types Compiler time errors Run time errors Difference from Bug to

Errors






Checklist Score

Yes No

Indicator: Program components are identified

Header

Namespace

Class

Objects

Methods

Variables

Method Return Types

Indicator: Sample programs are written and executed successfully

Program written

Program debugged

Program Compiled

Program run

Observation


Proper description of main components of a C++ program

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Learning Outcome 3.2: Proper identification of data types form the description of the problem to be solved

Primitive Data Type Integer Boolean Characters Floating Point Double Floating Point

Arrays One dimensional arrays Two Dimensional Arrays

Built in Objects Use templates Use STL (Stand Template Library)




Formative Assessment 3.2:





Content Learning

activities

Resources


Proper identification of data types form the description of the problem to be

solved

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Checklist Score

Yes No

Indicator: C++ Primitive data types are used

Integer

Characters

Floats

Doubles

Indicator: Array well implemented well

One Dimensional arrays

Two Dimensional arrays

Observation

Learning Outcome 3.3: Use of C++ variables, constants and keywords

Variables Declaration, Scoping, and value assignment

Use Constants Local variables Global variables Instance/Class variables Static vs non-static variables Value Assignment Variable in operation

C++ Key words Explain a C++ keyword Identify C++ key word







Content Learning

activities

Resources


Efficient Use of C++ variables, constants and keywords

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Checklist Score

Yes No

Indicator: Constants and variable well used

Declaration

Value Assignment

Scoping

Indicator: C++ Key word explained Identified

Void

Do

class

Catch

Observation

Learning Outcome 3.4 : Use of C++ operators in a program

Arithmetic operators Adds two operands(+) Subtract second operand from the

first(-) Multiply both operands(*) Divide the numerator by de-

nominator(/) Modules operators and reminder of

after integer division (%) Increment operator(++) Decrement operator(--)

Relational Operators

Equality checking (==,!=)

Superiority checking(<,<=,>=,>)

Logical Operators


discussion o Individual work o Documentary research o Presentation o Case studies/scenarios o Brainstorming o Watch a video

- Computer - Compiler - Internet - Projector - Video - Reference books

Content Learning

activities

Resources

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AND(&&)

OR(||)

NOT (!)

Assignment Operators

=,+=,-=,*=,/=,%=

<<=,>>=,&=,….

Formative Assessment 3.4 use of C++ operators in a program






Effient use of C++ operators in a program

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Checklist Score

Yes No

Indicator: Arithmetic Operators are well used

Addition

Subtraction

Division

Multiplication

Module

Indicator: Relational Operators are well used

Equality

Superiority

Indicator : Logical operators well performed

AND

OR

NOT

Observation

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LU 4: Apply advanced programing concepts with C++

4

Learning Outcomes:

1. Use control statements 2. Use functions and pointers 3. Use C++ structures 4. Implement basic data structures 5. Process files with C++.

30 Hours

Learning Outcome 3.1: Use control statements

Decision control statements IF IF ELSE Nested IF ELSE Switch Case

Loop Control statements FOR loop WHILE loop DO While loop Nested loops statements




Content Learning

activities

Resources

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BREAK statements Continue statements






Checklist Score

Yes No

Indicator: Decision control statements

IF statement is used

IF ELSE statement is used

Nested IF ELSE statements are used

Switch Case statement is used

Indicator: Loop Control statements

For loop statement is used

While loop statement is used

Do while loop is used

Nested loop structure is used

Break statement is used inside decision control structure

Break statement is used inside loop control structure

Continue statement is used inside loop control structure

Observation

0



352 | P a g e

Learning Outcome 4.2: Use functions and pointers





Written o Multiple choices questions o Matching/ Sentence completion / Fill in blank o Presentation

Define a function

Types of functions Built-in functions User-defined functions

Built –in functions stlen strcpy size(),length() replace() substr() compare()

User-defined functions Function declaration Function calling and calling

conventions Passing values between functions Scope rule of functions Call by value and call by reference Adding functions to library




Content Learning

activities



353 | P a g e

o Open questions or Short answer question o Essay

Checklist Score

Yes No

Indicator: Functions and pointers

A Function is described

Built-in functions are described

User defined functions are described

Built in functions are used

Calling conventions are used

Values are passed between functions

A function scope is discovered from a given scenario

Call by value is used in a program

Call by reference is used in a program

A function is added to a library

Observation

Learning Outcome 4.3: Use C++ Structures

Declare a structure in C++

Use a structure in C++

Access structure elements

Arrays of structures




Content Learning

activities

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Checklist Score

Yes No

Indicator: C++ structures

A structure is declared in a program

A structure is used in a program

One element of a structure is accessed

Arrays of structures is declared

Array of structures is used in a program

Observation

Learning Outcome 4.4: Implement basic data structures

Queues

Stacks

Linked list

Sort algorithms Bubble sort Insertion sort Selection sort Merge sort


discussion o Individual work o Documentary research o Presentation o Case studies/ scenarios


Content Learning

activities



355 | P a g e






Checklist Score

Yes No

Indicator: C++ structures

A queue is described

A queue is implemented in a program

A stack is described

A stack is used in a program

A linked list is described

A linked list is used in a program

Bubble sort is described and implemented in a program

Insertion sort is described and implemented in a program

Observation

Learning Outcome 4.5: Process files with C++

o Brainstorming o Watch a video

Content Learning

activities

Resources



356 | P a g e

Describe file extensions

Data organization

Opening file

Reading from a file

Closing the file









Checklist Score

Yes No

Indicator: Working with files

File extensions are described

Data organization is described

File is opened with C++ program

Reading from a file is done via C++ program

File is closed with C++ program

Observation



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S F P W I 3 0 1 - DEVELOPMENT OF WEB USER INTERFACE

SFPWI301 Develop Web User Interface


Credits: 8 80

Sector: ICT



Purpose statement

This module describes the skills, knowledge and attitudes required to the basics of web design and

development tools and familiarize with HTML4 and HTML5 tags, creating and formatting content of web

sites, use CSS rules and properties for web site layouts and content presentation. At the end of this

module the students will be able to design responsive web sites, to combine HTML and CSS to create

static web pages, to manage web pages on local computer and on remote servers, to use advanced web

development tools known as WYSIWYG(what you see is what you get) tools.

359 | P a g e


Computer Basics




learning unit.



1. Design a web Page

1.1 Proper usage of HTML elements according to standards

1.2 Properusageof CSSstyles according to CSS Syntax

1.3 Proper application of webergonomics based the layout

2. Develop a website

2.1 Proper gathering and organizing the website contents according to the defined hierarchy

2.2 Proper implementation of web links according the organized website 2.3 Proper use of CSS file according to the given scenario

3. Manage a website 3.1 Proper deployment of a developed website according to the scenario 3.2 Proper optimize a web page for search engines according to the rules 3.3 Proper maintain a website according the website running environment

360 | P a g e

LU Design a Web Page

1

Learning Outcomes:

1. Use HTML elements 2. Use CSS styles 3. Apply Web Ergonomics

40Hours

Learning Outcome1.1: Usage of HTML Elements

Describe a web page

components Introduction to basic HTML

Editor Define HTML extension Define HTML Elements Define headings Create paragraphs Breaks Tables Lists HTML attributes LINKS Comments Fonts (Web Typography) Colors HTML blocks HTML ID and Classes HTML Entities and Symbols Forms Form element Inputs Inputs types


discussion o Individual work o Presentation o Case studies/ scenarios o Brainstorming o Watch a video

- Computer - Web Browsers - HTML Editing tools - Internet - Projector - Video - Reference books - Didactic materials

Content Learning

activities

Resources

361 | P a g e

Input attributes Form validation SVG HTML Media HTML API Design a web page layout

Debug HTML Debug using browser inspector

tool Debug using HTML debugging

tool





Written


Checklist Score

Yes No

Describe a web page components

Introduction to basic HTML Editor

Define HTML extension

Define HTML Elements

Define headings

Create paragraphs

Breaks

Tables

Lists

HTML attributes

LINKS

Comments

Fonts


Proper usage of HTML elements according to standards

362 | P a g e

Colors

HTML blocks

HTML Entities and Symbols

Forms

Form elements

Inputs

Inputs types

Input attributes

SVG

HTML Media

HTML API

Design a web page layout

Observation

363 | P a g e

Learning Outcome1.2: UsageCSS styles

CSS Introduction Inline CSS Internal CSS External CSS CSS Syntax CSS Colors CSS Backgrounds CSS Borders CSS Margins CSS Padding CSS Height CSS Width CSS Box Model CSS Outline CSS Text CSS Fonts CSS Icons CSS Links CSS Lists CSS Tables CSS Display CSS Position CSS Overflow CSS Float CSS Blocks CSS Alignment CSS Combinatory CSS Pseudo Class CSS Opacity CSS Navigation bar CSS Drop Downs CSS Image Gallery CSS Forms CSS Counters CSS Tooltips CSS Buttons CSS Transitions and Animation CSS 2D and 3D transformation CSS text Effects Object Fit CSS Flexbox CSS media Queries CSS Responsive Web Design

o Pair share and pair work o Pair share and pair work o Small or large group

discussion o Individual work o Presentation o Case studies/ scenarios o Brainstorming o Watch a video

- Computer - Web Browsers - HTML Editing

tools - Internet - Projector - Video - Reference books - Didactic materials

Content Learning

activities

Resources

364 | P a g e






Checklist Score

Yes No

CSS Introduction

Inline CSS

Internal CSS

External CSS

CSS Syntax

CSS Colors

CSS Backgrounds

CSS Borders

CSS Margins

CSS Padding

CSS Height

CSS Width

CSS Box Model

CSS Outline

CSS Text

CSS Fonts

CSS Icons

CSS Links

CSS Lists

CSS Tables

CSS Display

CSS Position

CSS Overflow

CSS Float


Proper usage of CSS styles according to CSS Syntax

365 | P a g e

CSS Blocks

CSS Alignment

CSS Combinatory

CSS Pseudo Class

CSS Opacity

CSS Navigation bar

CSS Drop Downs

CSS Image Gallery

CSS Forms

CSS Counters

CSS Tooltips

CSS Buttons

CSS Transitions and Animation

CSS 2D and 3D transformation

CSS text Effects

Object Fit

CSS Flexbox

CSS media Queries

CSS Responsive Web Design

Observation

Learning Outcome 1.3: Use of Web ergonomics

Using ergonomics Introduction of ergonomics Guidelines for best Web design,

Usability, and user Experience Tips on Web ergonomics Guidelines of web ergonomics Homepage Menus Links Navigation and Orientation Visual aspects and Legibility Error Management




Formative Assessment 1.3: Use of Web ergonomics

Content Learning

activities

Resources

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Checklist Score

Yes No

Introduction

Tips on Web ergonomics

Guidelines of web ergonomics

Homepage

Menus

Links

Navigation and Orientation

Visual aspects and Legibility

Error Management

Observation


Proper application of web ergonomics based the layout

367 | P a g e

LU Develop a Website

2

Learning Outcomes:

1. Gather and organize the website contents 2. Implement web links 3. Use CSS file

30 Hours

Learning Outcome 2.1: Gather and organize the website Contents

Defining web contents Define the website

mock-up

Define types of

contents

Creating directories Create directories

Create sub directories

Differentiate Contents according to their types Images

Videos

Music




-

Content Learning

activities

Resources

368 | P a g e

Types of web pages

(News, Entertainment,

Business, etc)

Create / Develop Contents





Written

Practice on Computer


Checklist Score

Yes No

Observation

Learning Outcome 2.2: Implement web links

Creating Links Hyper Link

Relative Link

Absolute Link

Internal Link

External Link


discussion o Individual work o Documentary research o Presentation


Content Learning

activities

Resources


Proper gathering and organizing the website contents according to the defined

hierarchy

369 | P a g e

HTML Multimedia mp3 mpg mp4 avi webm QuickTime Flash

Embedding media Files Videos Music

o Case studies/ scenarios o Brainstorming o Watch a video

- Pictures - Periodic table of

the elements

-

Formative Assessment 2.2 Implement web links





Checklist Score

Yes No

Creating Links

Hyper Link

Relative Link

Absolute Link

Internal Link

External Link

HTML Multimedia

mp3

mpg


Proper implementation of web links according the organized website

370 | P a g e

mp4

avi

webm

QuickTime

Flash

Embedding media

Files

Videos

Music

Observation

Learning Outcome 2.3: Use CSS file

Create CSS File

CSS File Format

CSS File layout

CSS Media Queries

Import other files

Import CSS file

Import custom fonts Family



- Computer - Internet - Projector - Text Editor - Video - Reference books - Didactic materials






Content Learning

activities

Resources


Proper use of CSS files according to the given scenario

371 | P a g e

Checklist Score

Yes No

Create CSS File

CSS File Format

CSS File layout

CSS Media Queries

Import other files

Import CSS file

Import custom fonts Family

Observation

372 | P a g e

LU Manage Website

3

Learning Outcomes:

1. Deploy a developed website 2. Optimize a web page for search engines 3. Maintain a website

10 Hours

Learning Outcome 3.1: Deploy a developed website

HTTP Protocol Introduction to http protocol Understanding HTTP Basics

Introduction to webserver What is a webserver How webserver works Different type of webservers Install Apache2

Deploy the web content Move content to htdocs Accessing the website from

localhost Accessing the website from

another computer



- Computer - Internet - Projector - Apache2 - Video - Reference books - Didactic materials

Content Learning

activities

Resources

373 | P a g e






Checklist Score

Yes No

HTTP Protocol

Introduction to http protocol

Understanding HTTP Basics

Introduction to web server

What is a web server

How web server works

Different type of web servers

Install Apache2

Deploy the web content

Move content to ht docs

Accessing the website from local host

Accessing the website from another computer

Observation

Learning Outcome 3.2: Optimize a web page for search engines

Content Learning

activities

Resources


Proper deployment of a developed website according to the scenario

374 | P a g e

Ways to optimize the website Sitemap Key works (HTML element) Webmaster Description Page structure Google site verification



- Computer - Internet - Text editor - Projector - Video - Reference books - Didactic materials






Checklist Score

Yes No

Ways to optimize the website

Sitemap

Key works (HTML element)

Webmaster

Description

Page structure

Google site verification

Key works (HTML element)

Observation


Proper optimize a web page for search engines according to the rules

375 | P a g e

Learning Outcome 3.3: Maintain a website

Website update Update website Content Feature Addition

Maintenance tasks Backup a website Monitor a website Link Check Software update









Checklist Score

Yes No

Website update

Update website Content

Feature Addition

Maintenance tasks

Backup a website

Monitor a website

Link Check

Software update

Observation

Content Learning

activities

Resources


Proper maintain a website according the website running environment

376 | P a g e



The Government of Rwanda, recently divided the Ministry of MyICT into the ministry of ICT and the Ministry of Youth. All these new ministries need to design their own websites. The ministry of Youth wishes to hire an expert in website development who will support in this exercise. As a Website Designer using a Notepad Editor, you are requested to design a three-pages website with the following characteristics:

1. A Home Page build in blocks with Top Horizontal menus bar,

three menus (Home, Services, Contact Us), image banner as

illustrated on the mockup, followed by a Welcome message

of the Minister and footer.

2. The About Us page build in tables. With two columns and one

row as illustrated in the mockup. The first Column contains a

dropdown menu called MENUS which shows HOME,

SERVICES and CONTACT US on hover. The second column

contains the list of services offered in the ministry, in

unordered format in square as style type. The second row

contains information about footer.

3. A Third page with a form to request information about the

staff(Family name, first name, Date of Birth, Sex, email,

Nationality, preferred games and submit) validated for

required and input types.

Note:

1. The developed website should be responsive to all devices

and compatible to the recent most used browsers

2. Use HTML debugging tools to verify the validity of your

website

- Computer

- Mock ups

- Images

- Staff Contacts

- List of Services

- Contents

- HTML Editor

377 | P a g e


Checklist Score

Yes No

Indicator: Using HTML Tags

Division

Image

Heading

Links

Table

Lists

Form

Form input

Form selector

Form radio

Form button

Indicator: Application of CSS

CSS margin

CSS display

CSS links

CSS Class

CSS Psedo class

CSS div

CSS Position

CSS Forms

CSS Dropdown

CSS margin

CSS display

CSS links

CSS Class

CSS Psedo class

CSS div

CSS Position

CSS Forms

CSS Dropdown

Observation


Checklist Score

Yes No

Indicator: Pages are well design

378 | P a g e

Website responsive

Interactive design

Browser Compatibility

Observation


Checklist Score

Yes No

Indicator: Resources are well used

No wasted materials

Indicator: The time is respected

Time required(3h)

Indicator: The website is Designed

All web pages are accessible on Local Web Server

Observation

Assesment Criterion 4: Perfection

Checklist Score

Yes No

Indicator: Comments

Code are well commented

Indicator: Code Writing

Codes are well readable

Indicator: Files organization

Files are well organized

Observation

References: www.w3schools.com

379 | P a g e

380 | P a g e

G E N M A 3 0 1 - BASICS OF ALGEBRA

GENMA301 Apply Basics of Algebra


Credits: 12 120

Sector: ICT

Sub-sector: Software programming


Purpose statement

This module describes the knowledge, skills and attitudes required to carry out operations on sets and

sets of numbers, to count and perform operations in different number systems, to carry out operations

on polynomials, to graphically and algebraically solve linear equations and inequalities, to extent the

knowledge of arithmetic and geometric progression to sequences and series, to apply various methods

and techniques related to matrix, determinant and vectors to solve system of linear equations.

During the learning of this module, it is advisable to take time and efforts to decipher / decode

Mathematical concepts and understand their meaning. Learning Mathematics is a little like

programming, it takes time to understand a lot of code and you never understand how to write code

without doing it. Mathematics is exactly the same you need to do and practice it. At the end of this

module, students will be able to apply basic algebraic concepts that are needed by computer scientists.

381 | P a g e


Not applicable







1. Apply the properties of sets of

numbers

1.1. Proper carrying out mathematical operations on set of

numbers basing on their properties

1.2. Proper application of operation properties on sets of

numbers and systematically demonstrating that a set is or

is not a group; a ring or a field under a given operation.

2. Perform operations on sets

basing on their properties

2.1. Proper using Venn diagrams to carry out operations on 2

or 3 sets basing on their properties

2.2. Correct representation of relations between sets as

mappings using Venn diagrams

3. Perform operations related to

the number system

3.1. Proper differentiating number base systems basing on their

properties

3.2. Accurate converting a given positive number from one

base to another and vice versa in accordance with their

properties

3.3. Correct carrying out arithmetic operations in binary system

basing on properties

4. Perform operations on

polynomials

4.1. Proper classification of polynomials basing on degree and

number of terms

4.2. Proper carrying out operations on polynomials based on

properties

4.3. Proper factorization and expanding of a given polynomial by

finding out the common factor or appropriate methods

5. Solve algebraically or graphically

linear and quadratic equations or

inequalities

5.1. Correct solving algebraically or graphically a linear equation

and inequality in accordance with the required steps

5.2. Perfect discussion on parametric equations and inequalities

in one unknown based on established condition.

382 | P a g e

5.3. Proper solving algebraically or graphically two simultaneous

linear equations in accordance with the required steps

5.4. Effective solving algebraically or graphically a quadratic

equation in accordance with the required steps

5.5. Proper solving algebraically or graphically a quadratic

inequality in accordance with the required steps

6. Extend the concept of arithmetic

and geometric progression to

sequences and series

6.1. Proper determination of nth term and general term of

arithmetic sequence and deduce arithmetic series based on

definition and appropriate formulae.

6.2. Proper determination of nth term and general term of

geometric sequence and deduce geometric series based on

definition and appropriate formulae.

7. Apply various methods and

techniques related to matric and

determinant to solve system of

linear equations

7.1. Accurate performing operations on matrices of order 2 or 3 in accordance with properties

7.2. Accurate calculation of determinant of matrices of order 2 or 3 in accordance with the required techniques

7.3. Proper solving a system of two or three linear equations in two or three unknown using different techniques

8. Use Mathematical logic as a tool

of reason and argumentation in

daily activities

8.1. Correct using the appropriate logical language in a

proposition or composite propositions and converting them

into logical formula.

8.2. Correct drawing the truth table of a given proposition or

composite proposition using appropriate connectives.

8.3. Proper explaining that a given logic statement is tautology ,

a contradiction or consistency basing on definitions and

truth tables

383 | P a g e

LU Apply the properties on sets of numbers

1

Learning Outcomes:

1. Carry out mathematical operations on set of numbers 2. Determine the operation properties on sets of numbers and

systematically demonstrate that a set is or is not a group; a ring or a field under a given operations

15 Hours

Learning Outcome 1.1: Carry out mathematical operations on set of numbers basing on their properties

Classification of Sets of

numbers

Natural

numbers

Integers

Primes

numbers

Modular

arithmetic

Rational

numbers

Real numbers

Operations on different

sets of numbers

Addition

Subtraction

Multiplication

division

o Pair share and pair work o Small or large group discussion o Individual work o Documentary research o Presentation o Brainstorming o Watch a video

- Smart Class room - Computer components - Internet - Projector - Video - Reference books - Didactic materials


Content Learning

activities

Resources

384 | P a g e




Written evidence


Checklist Score

Yes No

Indicator: Elements or sets are identified

Natural numbers set is identified

Integers set is identified

Rational numbers set is identified

Real numbers is identified

Indicator: Subset properties are well identified

Even numbers’ properties are well identified

Odd numbers’ properties are well identified

Square numbers’ properties are well identified

Prime numbers’ properties are well identified

Factors and prime numbers’ properties are well identified

Indicator: Performing Operations on different sets of numbers to get the answer


Proper carrying out mathematical operations on set of numbers basing on their

properties.

385 | P a g e

Addition for natural numbers is accurately done

Nonexistence of subtraction operation for natural numbers is notified

Multiplication for natural numbers is accurately done

Nonexistence of division operation for natural numbers is notified

Addition for integers is accurately done

Subtraction for integers is accurately done

Multiplication for integers is accurately done

Nonexistence of division operation for integers is notified

Addition for rational numbers is accurately done

Subtraction for rational numbers is accurately done

Multiplication for rational numbers of integers is accurately done

Division for rational numbers of integers is accurately done

Addition for real numbers is accurately done

Subtraction for real numbers is accurately done

Multiplication for real numbers is accurately done

Division for real numbers is accurately done

Observation

Learning Outcome 1.2: Determine the operation properties on sets of numbers and demonstrate that a set is or is not a group; a ring or a field

Operation properties on set of number Closure property Commutative property Associative property

o Pair share and pair work o Small or large group discussion o Individual work o Documentary research o Presentation


Content Learning

activities

Resources

386 | P a g e

Identity property Inverse property Distributive property

Algebraic structure A set as a group A set as a ring A set as a field

o Brainstorming

- Didactic materials such as manila paper, …

- Handouts on worked examples






Checklist Score

Yes No

Indicator: Operator/ operation related to any given set is well identified

Closure property is satisfied

Commutative property is identified

Associative property is identified

Identity property is identified

Inverse property is identified

Distributive property is identified

Indicator: Properties and nature/ name of an algebraic structure are well described

Properties of a group are described

Properties of a ring are described

Properties of a field are described

Observation


Proper determining the operation properties on sets of numbers and

systematically demonstrating that a set is or is not a group; a ring or a field

under

387 | P a g e

388 | P a g e

LU Perform operations on sets

2

Learning Outcomes:

1. Introduce Venn diagrams to carry out operations on 2 or 3 sets

2. Represent relations between sets as mappings using Venn diagrams

40 Hours

Learning Outcome 2.1: Introduce Venn diagrams to carry out operations on 2 or 3 sets

Presentation of 2 or 3 sets by

Venn diagram

Operations on sets

Intersection of 2 or 3 sets

Union of 2 or 3 sets

Complement of a set

Difference of 2 sets

Symmetrical difference

of 2 sets

o Brainstorming o Group discussion o Exercises o Group activities on set

operations

- Computer - Internet - Projector - Video - Reference books - Didactic materials - Pictures




Content Learning

activities

Resources


Proper using Venn diagrams to carry out operations on 2 or 3 sets basing on

their properties

389 | P a g e



Checklist Score

Yes No

Indicator: Venn diagrams of 2 or 3 sets are well represented

Venn diagrams for intersection of sets is well represented

Venn diagrams for union of sets is well represented

Venn diagrams for complement of sets is well represented

Venn diagrams for difference of sets is well represented

Indicator: Elements of subsets are well identified

Elements of intersection of sets are well identified

Elements of union of sets are well identified

Elements of complement of sets are well identified

Elements of difference of sets are well identified

Elements of symmetrical difference of sets are well identified

Observation

390 | P a g e

Learning Outcome 2.2: Represent relations between sets as mappings using Venn diagrams

Relations among sets Reflective Symmetric transitive relations

Classification of relationship one-to-one function many-to-one- function One-to- many relationship

o Brainstorming o Audio visual presentation o Group discussion o Group presentation

- Reference books - DVD players - Internet connection






Content Learning

activities

Resources


Correct representation of relations between sets as mappings and using Venn

diagrams

391 | P a g e

Checklist Score

Yes No

Indicator: Types of relations are well described and represented

Reflective relations are identified

Reflective relations are represented

Symmetric relations are identified

Symmetric relations are represented

Transitive relations are identified

Transitive relations are represented

Indicator: Types of functions are well described

One –to-one functions are well mapped

One- to- many functions are well mapped

Observation

392 | P a g e

LU Perform operations related to the number system

3

Learning Outcomes:

1. Differentiate number base systems 2. Convert a given number from one base to another in

accordance with their properties 3. Carry out arithmetic operations in binary system

40 Hours

Learning Outcome 3.1: Differentiate number base systems

Number Base Systems Decimal system, Binary base system Octal base system , Hexadecimal base system

o Brainstorming o Audio visual

presentation o Group discussion and

presentation

- Reference books - DVD players - Internet

connection






Content Learning

activities

Resources


Proper identification of number base systems basing on their properties

393 | P a g e

Checklist Score

Yes No

Indicator: Number system are well described

Decimal number system is well described

Octal system is well described

Binary system is well described

Hexadecimal system is well described

Indicator: Number system are well differentiated

Counting principles in decimal system are well explained

Counting principles in binary system are well explained

Counting principles in octal system are well explained

Counting principles in hexadecimal system are well explained

Indicator: Number system are well converted from one base to another

Toxic substances are identified

Non-toxic substances are identified

Observation

394 | P a g e

Learning Outcome 3.2: Convert a given positive number from one base to another and vice versa in accordance with their properties

Conversion of positive numbers Decimal to binary, octal and

hexadecimal Binary to decimal, Octal and

hexadecimal Octal to binary, Decimal and

hexadecimal Hexadecimal to binary, octal and

decimal

Conversion of fractional numbers Decimal fraction to binary Binary fraction to decimal

Conversion of negative decimal to binary One’s complements Two’s complements

o Brainstorming o Audio visual o Group discussion o Presentation


connection






Content Learning

activities

Resources


Accurate converting a given number from one base to another and vice versa in

accordance with their properties

395 | P a g e

Checklist Score

Yes No

Indicator: Number system are well converted from one base to another

Conversion from Decimal to binary system is well performed

Conversion from Decimal to octal system is well performed

Conversion from Decimal to hexadecimal system is performed

Conversion from Binary to decimal system is accurately done

Conversion from Binary to Octal system is accurately done

Conversion from Binary to hexadecimal system is accurately done

Conversion from Octal to binary system is perfectly done

Conversion from Octal to decimal system is perfectly done

Conversion from Octal to hexadecimal system is perfectly done

Conversion from Hexadecimal to binary system is perfectly done

Conversion from Hexadecimal to decimal system is perfectly done

Conversion from Hexadecimal to octal system is perfectly done

Conversion from Decimal fraction to binary system

Conversion from Binary fraction to decimal system

Conversion of negative decimal to binary system

Observation

396 | P a g e

Learning Outcome 3.3: Carry out arithmetic operations in binary system

Counting in binary up to 15

Arithmetic operators on binary numbers

Addition Subtraction Multiplication Division

o Brainstorming o Audio visual presentation o Group discussion o Presentation


connection






Checklist Score

Yes No

Indicator: Arithmetic operations are accurate in binary system

Counting in binary up to 15 is accurately done

Addition is properly done

Subtraction is accurately done

Multiplication is accurately done

Division is accurately done

Observation

Content Learning

activities

Resources


Correct carrying out arithmetic operations in binary system based on definition.

397 | P a g e

Learning Outcome 4.1: Proper classifying polynomials by degree and number of terms

Components of polynomials

Degree

Like terms

Non like terms

Classification

Monomial

Binomial

Trinomial

Polynomial

o Brainstorming

o Audio visual

presentation

o Group discussion and

presentation

- Reference books

- DVD players

- Internet

connection




LU Perform operations on polynomials

4

Learning Outcomes:

1. Classify polynomials by degree and number of terms 2. Carry out operations on polynomials 3. Expand and Factorize a given polynomial

40 Hours

Content Learning

activities

Resources


Proper classification of polynomials basing on degree and number of terms

398 | P a g e


Written Multiple choices questions

Matching/ Sentence completion / Fill in blank

Presentation

Open questions or Short answer question

Essay

Checklist Score

Yes No

Indicator: Components of polynomials are well identified

Likely terms are well identified

Non likely term are well identified

Degree of polynomial is well identified

Indicator: Types of polynomials are indicated basing on degree and terms

Monomials are well described

Binomials are well described

Trinomials are well described

Polynomials are well described

Observation

399 | P a g e

Learning Outcome 4.2: Carry out operations on polynomials

Operations on polynomials

Addition

Subtraction

Multiplication

Division

o Brainstorming

o Audio visual

o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection







Presentation


Essay

Content Learning

activities

Resources


Proper carrying out operations on polynomials based on properties

400 | P a g e

Checklist Score

Yes No

Indicator: Rules of arithmetic operations on polynomials are well described

Rules of addition are well described

Rules of subtraction are well described

Rules of multiplication are well described

Rules of division are well described

Observation

Learning Outcome 4.3: Expand and Factorize a given polynomial

Expanding polynomials using

different techniques/ methods

removing brackets and

collecting like terms technique

square of a sum pattern

Square of a difference pattern

Factorizing polynomials using

different techniques/ methods

Common factor

difference of two squares

pattern

the remarkable product

method

grouping method

Synthetic division method

o Brainstorming

o Audio visual presentation

o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection


Content Learning

activities

Resources

401 | P a g e





Checklist Score

Yes No

Indicator: Techniques of expanding polynomials are well used

Square of a sum pattern is well used

Square of a difference pattern is well used

Technique of removing brackets and collecting like terms is well used

Indicator: Techniques of factorizing polynomials are well used

Common factor technique is well used

Difference of two squares pattern is well used

The master product method is well used

Grouping method is well used

Observation


Proper factorization and expanding of a given polynomial by finding out the

common factor or appropriate methods

402 | P a g e

Learning Outcome 5.1: Solve algebraically or graphically a linear equation and inequality

Solving linear equation

Algebraic method

Graphical method

Solving a linear inequality

Algebraic method

Graphical method

o Brainstorming

o Audio visual

presentation


presentation

- Reference books

- DVD players

- Internet

connection




LU 5: Solve algebraically or graphically linear and quadratic equations or inequalities

5

Learning Outcomes:

1. Solve algebraically or graphically linear equation and inequality 2. Discuss on parametric equations and inequalities 3. Solve algebraically or graphically two simultaneous linear

equations in two unknown 4. Solve algebraically or graphically a quadratic equation 5. Solve algebraically or graphically a quadratic inequality

40 Hours

Content Learning

activities

Resources


Correct solving algebraically or graphically a linear equation and inequality in

one unknown in accordance with the required steps

403 | P a g e




Presentation


Essay

Checklist Score

Yes No

Indicator: Techniques of solving linear equations are well used

Algebraic method is well performed

Graphical method is well applied

Indicator: Techniques of solving linear inequalities are well used



Valid solutions have been determined

Observation

404 | P a g e

Learning Outcome 5.2: Discuss on parametric equations and inequalities

Definitions

Parameter

Parametric equation or

inequality

Solving steps

discussion rules

principals

validation of solution

o Brainstorming

o Audio visual

o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection







Presentation


Essay

Content Learning

activities

Resources


Perfect discussion on parametric equations and inequalities in one unknown

based on established condition.

405 | P a g e

Checklist Score

Yes No

Indicator: Discussion of parametric equations or inequalities is well performed

Parameter is well identified

Parameter is differentiated from variable

Steps are well followed

Solving techniques are well followed

Discussion rules or principles are well followed

Solution is valid

Observation

Learning Outcome 5.3: Solve algebraically or graphically two simultaneous linear equations

Solving algebraically two

simultaneous linear equations

Solving graphically two


o Brainstorming


o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection


Content Learning

activities

Resources


Proper solving algebraically or graphically simultaneous linear equations in

accordance with the required steps

5.4. Effective solving quadratic equations in accordance with the required

steps

406 | P a g e






Presentation


Essay

Checklist Score

Yes No

Indicator: Techniques of solving two simultaneous linear equations are well used


Graphical method is properly used

Indicator: Techniques of solving two simultaneous linear inequalities are well used



Valid solutions have been determined

Observation

407 | P a g e

Learning Outcome 5.4: Solve algebraically or graphically a quadratic equation

Different method of solving

algebraically a quadratic equation

factorizing method

square root property

completing the square

quadratic formula

Graphical resolution of a quadratic

equation

Construction of a parabola

Determination of solutions set

o Brainstorming

o Audio visual

o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection







Presentation


Essay

Content Learning

activities

Resources


Effective solving algebraically or graphically a quadratic equation in

accordance with the required steps

408 | P a g e

Checklist Score

Yes No

Indicator: Techniques of solving algebraically quadratic equations are well applied

Factorizing method is well applied

Square root property is accurately used

Completing the square is properly performed

Quadratic formula is correctly used

Indicator: Techniques of solving graphically quadratic equations are well applied

A parabola is accurately plotted

Solutions set is validated

Observation

Learning Outcome 5.5: Solve algebraically or graphically a quadratic inequality

Solving algebraically a quadratic

inequality

Factorization of the given

inequality

Determination of roots

Study of sign

Determination of interval of

solutions

Graphical resolution of a quadratic

inequality

Shading the region satisfying

the given inequality

Determination of interval of

solutions

o Brainstorming


o Group discussion

o Presentation

- Reference books

- Geogebra

Software

- Mathtype

Software

- DVD players

- Internet

connection

Content Learning

activities

Resources

409 | P a g e






Checklist Score

Yes No

Indicator: Steps of solving algebraically quadratic inequalities are well identified

Factorization of the given inequality is perfect

Roots are accurately determined

Study of sign is correctly established

Solutions interval is validated

Indicator: Steps of solving graphically quadratic inequalities are well performed

Shaded region is appropriate

Solutions set is valid

Observation


Proper solving algebraically or graphically a quadratic inequality in accordance

with the required steps

410 | P a g e

Learning Outcome 6.1: Determine nth term and general term of arithmetic sequence and

deduce arithmetic series

Definition of arithmetic sequence

Term number

Common difference

Pattern rule

Arithmetic means

General term of arithmetic

sequence

Arithmetic series

o Brainstorming

o Audio visual

presentation


presentation

- Reference books

- DVD players

- Internet

connection





LU 6: Extend the concept of arithmetic and geometric progression to sequences and serie

6

Learning Outcomes:

1. Determine nth term and general term of arithmetic sequence and deduce arithmetic series.

2. Determine nth term and general term of geometric sequence and deduce geometric series

40 Hours

Content Learning

activities

Resources


Proper determination of nth term and general term of arithmetic sequence and

deduce arithmetic series based on definition and appropriate formulae.

411 | P a g e



Presentation


Essay

Checklist Score

Yes No

Indicator: Terms of arithmetic sequences are well determined

Pattern rule of an arithmetic sequence is well identified

Common difference is well calculated

Arithmetic means are accurately determined

Terms of an arithmetic sequence are well generated

Addition and subtraction properties are well used

General term of an arithmetic sequence is well formulated

Indicator: Sum of arithmetic sequence are well determined

Sum formula of an arithmetic series is generated

Sum of arithmetic is accurately calculated

Observation

Learning Outcome 6.2: Determine nth term and general term of geometric sequence and deduce geometric series

412 | P a g e

Definition of geometric sequence

Term number

Common ratio

Pattern rule

Geometric means

General term of geometric sequence

Geometric series

o Brainstorming

o Audio visual

o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection







Presentation


Essay

Content Learning

activities

Resources


Proper determination of nth term and general term of geometric sequence and

deduce geometric series based on definition and appropriate formulae.

413 | P a g e

Checklist Score

Yes No

Indicator: Terms of geometric sequences are well determined

Pattern rule of a geometric sequence is well identified

Common ratio is accurately calculated

Geometric means are accurately determined

Terms of a geometric sequence are well generated

Multiplication properties are well used

Division properties are well used

General term of a geometric sequence is well formulated

Indicator: Sum of geometric sequence are well determined

Term number of a given finite series is properly determined

Sum formula of a geometric series is generated

Sum of geometric is accurately calculated

Observation

414 | P a g e

Learning Outcome 7.1: Perform operations on matrices of order 2 or 3

Introduction on a matrix of

order 2 or order 3

Identity matrix

Equality of matrices

Transpose of a matrix

Determinant of a matrix

of order 2 or 3

Operations on matrix of order 2

or order 3

Addition

Subtraction

Multiplication

Inverse of a matrix of

order 2 or 3

o Brainstorming

o Audio visual

presentation


presentation

- Reference books

- DVD players

- Internet

connection





7

Learning Outcomes:

1. Perform operations on matrices of order 2 or 3 2. Calculate determinant of matrices of order 2 or 3 3. Solving a system of two or three simultaneous linear equations

40 Hours

Content Learning

activities

Resources


Accurate performing operations on matrices of order 2 or 3 in accordance with

properties

415 | P a g e




Presentation


Essay

Checklist Score

Yes No

Indicator: Introduction on matrices are accurately performed

Identity matrix is accurately determined

Transpose of a matrix is well described

Determinant of a matrix of order 2 is accurately calculated

Determinant of a matrix of order 3 is accurately determined

Indicator: Operations on matrices are accurately performed

Addition of matrices of order 2 is accurately performed

Addition of matrices of order 3 is accurately performed

Subtraction of matrices of order 2 is accurately performed

Subtraction of matrices of order 3 is properly performed

Scalar multiplication is accurately performed

Multiplication of 2 matrices is accurately performed

Determination of matrix inverse is correctly determined

Observation

416 | P a g e

Learning Outcome 7.2: Solving a system of two or three simultaneous linear equations

Solving a System of two or three


Cramer’ method

Inverse matrix method

o Brainstorming


o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection







Presentation


Essay

Content Learning

activities

Resources


Proper solving a system of two or three simultaneous linear equations using

different techniques

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Checklist Score

Yes No

Indicator: Steps to solve a system of linear questions are well followed

Coefficients of a linear system are well written in an A matrix form

Variables of a linear system are well written in an X matrix form

Constants of a linear system are well written in a B matrix form

The general form AX B is well generated

Coefficients of a linear system are well written in an A matrix form

Variables of a linear system are well written in an X matrix form

Constants of a linear system are well written in a B matrix form

The general form AX B is well generated

Indicator: A system of two or three simultaneous linear questions is perfectly solved

Different operations on square matrix are well performed

Cramer’s method is well applied

Inverse matrix method is properly performed

The values of X, Y, Z are accurately determined

Observation

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Learning Outcome 8.1: Use the appropriate logical language in a proposition or composite

propositions and convert them into logical formula

Introduction and

fundamental definitions:

statement or propositions

Logical connectives

Negation

Conjunction

Disjunction

o Brainstorming

o Audio visual

presentation


presentation

- Reference books

- DVD players

- Internet

connection





8

Learning Outcomes:

1. Use the appropriate logical language in a proposition or composite propositions and convert them into logical formula

2. Draw the truth table of a given proposition or composite proposition

3. Determine whether a given logic statement is tautology, a contradiction or consistency 40 Hours

Content Learning

activities

Resources


Correct using the appropriate logical language in a proposition or composite

propositions and converting them into logical formula.

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Presentation


Essay

Checklist Score

Yes No

Indicator: Proportional statements are well constructed

Negation of a statement is well constructed both in symbolic terms or in words

Conjunction is well used in a compound statement both in symbolic terms or in

words

Disjunction is well used in a compound statement both in symbolic terms or in

words

Conditional (implies) is well used in a compound statement both in symbolic

terms or in words

Bi-conditional (equivalent) is well used in a compound statement both in

symbolic terms or in word

Observation

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Learning Outcome 8.2: Draw the truth table of a given proposition or composite proposition

Composite propositions

Tautology

Contradiction

Bi-conditional

Converse Contrapositive and

inverse

Predicate Logic

Propositional functions

Quantifiers (universal,

existential).

o Brainstorming

o Audio visual

o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection







Presentation


Essay

Content Learning

activities

Resources


Correct drawing the truth table of a given proposition or composite proposition

using appropriate connectives.

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Checklist Score

Yes No

Indicator: Correct drawing the truth table of a given proposition or composite proposition using

appropriate connectives.

Indicator: Quantifiers are well used in logical statements

Domain of a predicate is well determined

Universal quantification is well used in a logical statement symbolic terms

Universal quantification is well used in a logical statement in words

Existential quantification is well used in a compound statement in symbolic

terms

Existential quantification is well used in a compound statement in words

Nested quantification are well used in a compound statement in symbolic terms

Nested quantification are well used in a compound statement in word

Conditional quantification are well used in a compound

Observation

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Learning Outcome 8.3: Determine whether a given logic statement is tautology, a

contradiction or consistency

Truth tables

Analyzing arguments using truth tables

(premises and conclusions)

o Brainstorming


o Group discussion

o Presentation

- Reference books

- DVD players

- Internet

connection







Presentation


Essay

Content Learning

activities

Resources


Proper explaining that a given logic statement is tautology, a contradiction or

consistency basing on definitions and truth tables

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Checklist Score

Yes No

Indicator: Truth tables for a given statement is well constructed

Truth table for negation is well constructed

Truth table for conjunction is well constructed

Truth table for disjunction is well constructed

Truth table for implication is well constructed

Observation

References:

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. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics

Principles & Process, Nelson Canada A Division of International Thomson Limited .

5. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.

6. J CRAWSHAW, J CHAMBERS (1984).A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.

7. Ngezahayo, E. P. (2015). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.

8. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.

9. Peter Smythe (2005).Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.

10. Rwanda Education Board (2015). Mathematics syllabus for advanced level S4 – S6. Kigali 11. Rwanda Education Board (2015). Mathematics syllabus for O’level S1 – S3. Kigali 12. Sanchez , A.V, & Ruiz, M.P. (2008). Competence-Based Learning : A proposal for the assessment

of Generic Competences(Eds).

13. Shampiona, A. (2005). Mathématique 6. Kigali: Rwanda Education Board

7 | P a g e

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment. Competency

standards are made up of units of competency,

which are themselves made up of elements of

competency, together with performance

criteria, a range of variables, and an evidence

guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure to

the tasks and series of training allowing one to

perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many cases

competency at a level will involve core modules

plus optional or specialization modules. Core

competencies are normally those central to work

in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a course

in recognition of having achieved particular

knowledge, skills or competencies; successful

completion of an apprenticeship or traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships to

other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving learners

greater choice of when, where and how they

learn. Flexible delivery may involve distance

education, mixed-mode delivery, online

education, self-paced learning, self-directed

learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally common

to several tasks and transferable to many work

situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for people

to participate effectively in the workforce. Key

competencies apply to work generally, rather

than being specific to work in a particular

occupation or industry. The following are key

areas of competency which were developed into

seven key competencies: collecting, analyzing

and organizing information; communicating

ideas and information; planning and organizing

activities; working with others and in teams;

using mathematical ideas and techniques;

solving problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study. In

CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that can

be developed during lesson planning and activity

preparation. The choice of learning activities

must be tailored according to group size,

available material resources and communication

tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed on

its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes which

need to be achieved in order to be deemed

competent. It describes the quality requirements

of the result obtained in labor performance.

Qualification: means the formal name for the

result of a process of assessment and validation,

which is obtained when a competent body

determines that an individual has achieved

learning outcomes to the standards laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization to

ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and use

the principle of “know how” to perform a specific

task and to solve the problem. In the context

of the CBE Framework, skills are defined as

cognitive (involving the use of logical, intuitive

and creative thinking), practical (including

physical skill and use of methods, materials,

devices and instruments) and social skills

(communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a particular

job or occupation. See also element of

competency, performance criteria, range of

variables.

Rwanda Polytechnic – RP P. O. BOX 164 Kigali-Rwanda E [email protected] I www.rp.ac.rw