tvet certificate iv in auto electricity and electronic systems
TRANSCRIPT
4
TVET CERTIFICATE IV in
Auto electricity and electronic systems
CODE
TSVAEE4001
Kigali December, 2017
2 | P a g e
TSVAEE4001-TVET CERTIFICATE IV
Auto electricity and electronic systems
REQF Level 4 CURRICULUM
i | P a g e
© Workforce Development Authority, 2017
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
December, 2017
ii | P a g e
Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to the
WDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2017
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
iii | P a g e
Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
A c k n o w l e d g m e n t s v i i i
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 2
2.4 Job related information 2
2.5 Employability skills and life skills 2
2.6 Information about competencies 5
3 . T R A I N I N G P A C K A G E 6
3.1 Course structure 6
3.2 Competencies chart 6
3.3 Flowchart 3
4 . A S S E S S M E N T G U I D E L I N E S 4
4.1 Assessment Methodology 4
4.2 Portfolio 4
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 7
LU 1: Participate as part of a team and respect the rules of the training environment. 9
LU 2: Explain the occupation and learning process 13
LU 3: Respect the facilitation and apply learning methods. 16
LU 4: Develop personal plans based on self-assessment practices 19
C C M C S 4 0 1 - C O M P U T E R S K I L L S 2 5
LU 1: Protect computer system 27
LU 2: Use Spreadsheet. 33
LU 3: Use Presentation 42
iv | P a g e
C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 4 8
LU 1: Develop and maintain product, service and market knowledge. 51
LU 2: Provide a quality service experience to customers. 58
LU 3: Deal with complaints and difficult customer service situations. 65
LU 4: Manage and use information about clients and customers. 73
C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 7 7
LU 1: Identify hazardous areas to be improved. 79
LU 2: Apply SHE practices. 85
LU 3: Assess and control risks. 93
LU 4: Awareness of SHE in working place. 98
C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 1 0 4
LU 1: Write factual, descriptive, and explanatory texts. 107
LU 2: Apply a range of listening strategies to understand predictable messages. 115
LU 3: Discuss general and trade-related topics. 120
LU 4: Read medium texts on general and trade-related topics. 125
C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 3 0
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 133
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no kugaragaza intêgo y’izina mbonera. 139
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza amategeko y’igenamajwi mu izina mbonera. 146
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 153
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
kwandika yubahiriza imyandikire y’Ikinyarwanda. 159
C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 6 6
LU 1: Identify elements of business plan. 168
LU 2: Write a business plan in line with the identified elements 174
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 185
LU 4: Present a business plan 191
v | P a g e
C C M I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 6
LU 1: Investigate and secure industrial attachment place. 198
LU 2: Deal with workplace challenges. 205
LU 3: Get briefed on industrial attachment program. 209
LU 4: Develop one’s competencies on the workplace. 213
A E E S T 4 0 1 - S T A R T I N G S Y S T E M R E P A I R I N G 2 1 7
LU 1: Describe starting system 219
LU 2: Starter motor components repairing 224
Summative Assessment 237
A E E C R 4 0 1 - C H A R G I N G S Y S T E M R E P A I R I N G 2 4 1
LU 1: Describe charging system 243
LU 2: Alternator components repairing 248
Summative Assessment 259
A E E I R 4 0 1 - I G N I T I O N S Y S T E M R E P A I R I N G 2 6 3
LU 1: Describe ignition system 265
LU 2: Repair ignition system components 270
LU 3: Test ignition system 277
Summative Assessment 283
A E E L R 4 0 1 - L I G H T I N G A N D S I G N A L I N G S Y S T E M S 2 8 7
LU 1: Describe Lightning and Signaling System 289
LU 2: Repair lighting and signaling systems 294
LU 3: Perform basic maintenance of embroidery equipment and tools 300
Summative Assessment 305
A E E P R 4 0 1 - P R E - H E A T I N G S Y S T E M R E P A R A T I O N 3 0 8
LU 1: Describe pre-heating system 311
LU 2 : Repair pre-heating system components 315
Summative Assessment 327
A E E E A 4 0 1 - E L E C T R I C A L A N D E L E C T R O N I C A C C E S S O R I E S 3 3 1
LU 1: Describe electrical and electronic accessories 333
LU 2: Test electrical and electronic accessories 344
LU 3: Repair electrical and electronic accessories components 351
Summative Assessment 357
vi | P a g e
A E E M S 4 0 1 - E L E C T R I C A L A N D E L E C T R O N I C E N G I N E M A N A G E M E N T S Y S T E M S
R E P A I R I N G 3 6 3
LU 1: Describe electical and electronic engine management 366
LU 2: Repair electrical and electronic engine management system components 370
LU 3: Perform basic maintenance of embroidery equipment and tools 380
Summative Assessment 384
G L O S S A R Y
vii | P a g e
List of abbreviations
ABS Anti-Locks Brake System
AIDS Acquired Immunodeficiency Syndrome
AMD Automotive Manual Drivetrain
CAN Control Area Network
CCM Cross-cutting Modules
CDU Curriculum Development Unit
D4D Direct Injection 4 Cylinder Common Rail Diesel Engine
DME Digital Motor Electronics
DTC Diagnosis Trouble Code
ECU Electronic Control Module
EML Engine Management Light
HEC/IC Hybrid Electronic Instrument Cluster
HIV Human Immunodeficiency Virus
HT High Tension
ICT Information Communication Technology
IPO Input Processing Output
IPRC Integrated Polytechnic Regional Center
LED Light Emiting Diode
LU Learning Unit
OBDI On Board Diognosis I
OBDII On Board Diagnosis Ii
PCM Power Control Module
PDA Personal Digital Assistance
PPE Personal Protective Equipment
RKE Remote Keyless Entry
STI Sexual Transmission Infection
TSS Technical Secondary School
TV Television
TVET Technical and Vocational Education and Training
VCT Voluntary Counselling and Testing
VSO Voluntary Service Overseas
VVT-I Varible Valve Timing Intelligency
WDA Workforce Development Authority
viii | P a g e
Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
RWAMASIRABO Aimable
Facilitators
HATEGEKIMANA Gratien,
IRYUMUGABE Vincent de Paul
Curriculum Development Team
GATETE Callixte
MWISENEZA Albert
NSHIMIYIMANA Bonaventure
NGEZAHAYO Silas Jay-z
KABASHA David
HATEGEKIMANA Eliphaz
TWAJAMAHORO Jean Pierre
NIYONKURU Irene
1 | P a g e
1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of an Auto Electrical and Electronic
Systems Technician. It is designed with an approach that takes into account
the training needs, the work situation, as well as the goals and the means to implement
training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
2 | P a g e
Section
2
2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes for a learner to be
competent in a range of routine tasks and
activities that require the application of a
limited range of basic practical skills in a
defined context.
Work will be undertaken in various
automotive public Workshops, Residential
and business Buildings, Training Schools,
Own workshops, Spare parts shops,
automobile warehouses, schools,
industries, technical servicing companies
and all tasks related to maintenance,
reparation of Automotive systems alone or
with others under supervision.
An Auto Electrical and Electronic Systems
Technician contributes in the countries and
regional economies by maintaining and
repairing automotive electrical and
electronic systems: starting, ignition,
charging, lighting, signaling, anti-theft
systems and vehicle accessories. Learners
may work with some autonomy or in a team
but usually with minimum supervision. At
the end of this qualification, qualified
learners will be able to:
Describe the occupation and learning process
Implement health safety and environment precaution
Develop business plan
Provide quality customer service
Apply Computer Skills
Use Intermediate English at workplace
Gukoresha i Kinyarwanda cy’ umunyamwuga
Repair starting system
Repair charging system
Repair ignition system
Repair lighting and signalling systems
Repair pre-heating system
Repair electrical and electronic accessories
Repair electrical and electronic engine management systems
Integrate the workplace
2.2 Minimum entry requirements
The minimum entry requirement to this
qualification is to be physically and mentally
fit with broad knowledge, skills and attitude
of automotive background.
Title: TVET Certificate IV in Auto Electrical and Electronic Systems
Level: REQF Level 4
Credits: 117
Sector: Technical Servicing
Sub-sector: Auto electrical and electronic
systems
Issue date: December, 2017
2 | P a g e
2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the Automobile technology industry with the
professionalization of automobile technician; this qualification again offers the opportunity to execute
the works in workshops and in garages to service and repair a range of vehicles while ensuring that
safety, security and environmental regulations are respected.
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Personal development
Understand own personal values, strengths and areas of challenge or weakness and
are able to effectively use or address them
Develop, implement and evaluate progress toward personal goals;
Know own preferred way of learning, take initiative for learning new skills, and know
how to monitor own learning progress.
Possible jobs related to this qualification
Auto Electrical and Electronic Systems Technician
Preferred pathways for candidates entering
this qualification include:
TVET Certificate III in Automobile
Recognition of prior learning related
to this qualification
Progression route of candidates achieving
this qualification include:
TVET Certificate V in Automobile
A range of other related TVET
Certificate V qualifications.
Pathways into the qualification
Pathways from the qualification
3 | P a g e
Interpersonal communication
Communicate and get along well with others, in a variety of settings and for a range of
purposes;
Speak and listen actively and appropriately, one-on- one and in groups;
Cooperate and work effectively within a group;
Provide good customer service.
Health, hygiene and safety
Know the standard health and safety practices and regulations in the workplace;
Maintain hygiene and personal grooming;
Identify unsafe situations;
Respond to emergencies and accidents at work;
Prevent HIV/Aids and sexual violence.
Environment sustainability
Know the environmental regulations in Rwanda;
Dispose of waste ;
Recycle waste ;
Report environmental hazards to appropriate person.
Integration of the workplace
Know how to apply for and present themselves for employment;
Demonstrate good time management and show up for work on time;
Demonstrate behaviour and attitudes that are appropriate for the workplace and
understand that workplaces have policies and procedures that need to be followed;
Take initiative and responsibility for own work and know how to work under and
respect supervision;
Know the rights and responsibilities of workers and employers and explore ways to
exercise rights in the workplace.
4 | P a g e
Financial fitness
Understand principles and tools behind personal and family money-management;
Understand the importance of saving and reducing expenses;
Organize and manage personal and household finances;
Create a personal budget and think strategically about their finances;
Evaluate their options for earning money and are familiar with ways to establish and maintain
personal credit;
Be aware of the risks associated with credit.
Management of a small business
Simulate income-generating activities with the basic cycles of business;
Plan for income-generating activity expenses and loan repayments;
Keep basic business financial records;
Evaluate the risks and opportunities of using credit in income generating contexts;
Distinguish between money to be used for investment into own income-generating activities,
for family expenses, and for savings;
Know the different market actors.
Computer skills
Operate a computer
Use word processing applications in the production of workplace or personal
documents
Create and use spreadsheets and charts through the use of spreadsheet software
Design electronic presentations
Send, receive and manage electronic mail (email), as well as to collaborate online using
chat rooms, intranets and instant messaging.
5 | P a g e
Number of competencies: 15 Core competencies : 7 Complementary competencies : 8 The total number of Credits: 117
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMOL001 Describe the occupation and learning process 3
2 CCMCS401 Apply Computer skills 3
3 CCMQS401 Provide quality customer service 3
4 CCMHE401 Implement SHE policies and procedures 3
5 CCMEN401 Use intermediate English at workplace 3
6 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3
7 CCMDB401 Develop business plan 3
8 CCMIA401 Integrate the workplace 30
Total 51
No Code Core competencies Credit
GEN
ERA
L
SPEC
IFIC
1 AEEST401 Repair starting system 8
2 AEECR401 Repair charging system 7
3 AEEIR401 Repair ignition system 10
4 AEELR401 Repair lighting and signalling systems 12
5 AEEPR401 Repair pre-heating system 5
6 AEEEA401 Repair electrical and electronic accessories 12
7 AEEMS401 Repair electrical and electronic engine management systems 12
Total 66
6 | P a g e
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
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
PROCESS
Dur
atio
n (
660
Hrs
)
Prep
are
wor
kpla
ce
Sele
ct t
ools
, mat
eria
ls a
nd e
quip
men
t
Cond
uct
syst
em d
iagn
osis
Rep
air
syst
em f
ault
s
Test
the
sys
tem
Doc
umen
t th
e w
ork
Des
crib
e th
e oc
cupa
tion
and
lear
ning
proc
ess
Guk
ores
ha i
Kiny
arw
anda
cy’
um
unya
mw
uga
Impl
emen
t he
alth
saf
ety
and
envi
ronm
ent
prec
auti
on
Ap
ply
Com
pute
r Sk
ills
Use
Int
erm
edia
te E
nglis
h at
wor
kpla
ce
Prov
ide
qual
ity
cust
omer
ser
vice
Dev
elop
bus
ines
s pl
an
Inte
grat
e w
ork
plac
e
1 2 3 4 5 6 7 8
Duration (510 Hrs) 30 30 30 30 30 30 30 300
1 Repair s tarting system 80 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
2 Repair charging system 70 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
3 Repair igni tion system 100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
4 Repair l ighting and s ignal l ing systems 120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
5 Repair pre-heating system 50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
6 Repair electrica l and electronic accessories 120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
7Repair electrica l and electronic engine
management systems120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
AUTOMOTIVE ELECTRICAL AND ELECTRONIC TECHNICIAN
SPECIFIC COMPETENCIES
#
GENERAL AND COMPLEMENTARY COMPETENCIES
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
Computer skills 3 Providing quality customer service 3
Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3
Ikinyarwanda cy’umunyamwuga 3
Starting system repairing 8 Charging system repairing 7
Ignition system repairing 10
Lighting and signalling systems
repairing12
Electrical and electronic
accessories repairing12
Pre-heating system repairing 5
Electrical and electronic engine
management systems repairing12
Business plan development 3
Industrial attachment program (IAP) 30
4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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%
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.
C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS
CCMOL001 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.
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
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. Intergrate 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
Performance criterion
Proper introduction of one self.
Resources Learning activities Content
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
Written assessment (Recommendation: ranking exercise)
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
Resources Learning activities Content
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
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
Formative Assessment 1.3
Resources Learning activities Content
Performance criterion
Appropriate integration in team.
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Practical task of a team
Checklist Score
Yes No
Signed commitment contract
Occupation title
Duties and responsibilities
Observation
Performance criterion
Appropriate participation in setting rules and adhere to them.
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
Formative Assessment 2.1
Performance criterion
Proper description of the main/major elements of occupation
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay
Verbal explanation (interview)
Checklist Score
Yes No
Working conditions
Equipment tools and materials
Equipment tools and materials
REQF level
Equipment tools and materials
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
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Written exercise
Verbal explanation (interview)
Checklist Score
Yes No
Entry requirement
Pathways into the qualification
Duration
Qualification details
Pathways after the qualification
Following instructions
Responsibilities taker
Social interdependence
Commitment of learners
Observation
Performance criterion
Adequate explanation about the qualification
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
Formative Assessment 3.1
Performance criterion
Proper engagement in active and participatory learning methods
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Scenarios of learning style analysis Role play on engagement and participatory learning methods
Checklist Score
Yes No
Results of assignment
Active participation
Responsibilities taker
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)
o Presentation by the trainer - Assessment manual
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate description of the assessment procedures
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
written assessment
Verbal explanation (interview)
Checklist Score
Yes No
Time of assessment
Roles of Assessors
Roles of verifiers
List values
List of skills
Observation
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
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
values, skills and interest identification exercise scenario/case study analysis
Performance criterion
Proper identification of values, skills and interests
Resources Learning activities Content
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
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence values, skills and interest self-assessment exercise
JOHARI window assessment
Performance criterion
Proper assessment of values, skills and interests
Resources Learning activities Content
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
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Written exercise
Project work
Performance criterion
Correct Setting of goals
Resources Learning activities Content
Checklist (Correct Setting of goals) Score
Yes No
Medium term SMART goals set
Long term SMART goals set
Strategies to reach set goal
Roadmap/timeframe
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
Formative Assessment 4.4
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
Resources Learning activities Content
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
Formative Assessment 4.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
VARK questionnaire
Scenario analysis
Checklist Score
Yes No
Learning style
Kinaesthetic
Observation
Performance criterion
Proper assessment of one’s learning style
Resources Learning activities Content
Learning Outcome 4.6: Identification of learning strategies
Formative Assessment 4.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
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.
Performance criterion
Adequate identification of learning strategies
Resources Learning activities Content
C C M C S 4 0 1 - COMPUTER SKILLS
CCMCS401 Apply Computer Skills
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
The use of ICT in several areas has grown appreciably in recent years. ICT products are now
used by most people, ranging from mobile phones and digital TVs through to personal
computers and the World Wide Web. This qualification focuses on providing skills, experience
and confidence for those learners who struggle to make the most of technology to demonstrate
creative thinking, problem solving and knowledge construction. It focuses on completing
workplace tasks, such as creating documents with text, graphics and numerical information
using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will
have the skills on how to protect the data in the computer systems.
Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. 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
LU 1: Protect computer system
1
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed
5 Hours
Learning Outcome 1.1: Install software utilities
Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus
installation
- Computer Lab - Projector - Computer with OS installed - White Board - Markers - Computer Lab with
internet access - Projector - Computer with OS installed - Antivirus
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or Oral
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Description of software tools utilities
Installation of software tools\utilities: Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Observation
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
Learning Outcome 1.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of san mode Manual Automatic Scheduled
Description of virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
computer virus scan
o Computer Lab with internet access
o Projector o Computer with OS
installed o Antivirus o White Board o Markers
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Written
Oral
Multiple choice
Expose /presentation
Task on scanning viruses
Checklist Score
Yes No
Description of scan types and san mode
Description of virus elimination
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
Observation
Performance criterion
Regular computer scan and elimination of virus as per safety standards
Resources Learning activities Content
Learning Outcome 1.3: Backup of computer data based on OS
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio tape(DAT)
drives Auto-loader tape
systems Magnetic optical drives Removable disks Disk drives
o Brainstorming on backup types o Practical exercises on backup
o Computer Lab with internet access
o Projector o Computer with OS installed o Antivirus o White Board o Markers
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching
Sentence completion
Ticking
Expose (presentation )
Task on backing up data
Performance criterion
Accurate backup of computer data based on OS installation
Resources Learning activities Content
Checklist Score
Yes No
Selection of backup types
Selection of common backup devices
backup on various devices Tape drive Digital audio tape(DAT) drives Auto-loader tape systems Magnetic optical drives Removable disks Disk drives
Observation
Learning Outcome 1.4: Restore computer data based on OS installed
Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical drives CDs DVDs Disc drives
o Brainstorming on backup types
o Practical exercises on data
restore
o Computer Lab with internet access
o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS installed o Antivirus
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate restoring of computer data based on OS installed
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching
Expose (presentation )
Task on restoring data
Checklist Score
Yes No
Selection of restoring devices
Restoring of data on HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical drives CDs DVDs Disc drives
Observation
LU 2: Use Spreadsheet.
2
Learning Outcomes:
1. Describe elements of spreadsheet application 2. Use basic spreadsheet tasks 3. Format cell and their contents 4. Manage Sheets in workbook 5. Use essential functions 6. Optimize data (sorting, filtering, contiguous data) 15 Hours
Learning Outcome 2.1: Describe elements of spreadsheet application
Description of Workbooks and
Worksheets Cells Headings Formula bar Formatting tool Formula bar Colum headers Row headers Active Cell reference status bar application bar Spreadsheets tab Horizontal scroll bar Vertical scroll bar
o Brainstorming on elements of spreadsheet application
o Demonstration on elements of spreadsheet application
o Group discussions on elements
of spreadsheet application
o Computer o Projector o software o Whiteboard o Marker o Duster o Text books o Lecture notes o Papers o Internet
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation )
Checklist Score
Yes No
Description of Workbooks and Worksheets
Description of Cells
Description of Headings
Description of Formula bar
Description of Formatting Tools
Description of Formula bar
Description of Colum headers
Description of Row headers
Description of Active Cell reference
Description of status bar
Description of application bar
Description of Spreadsheets tab
Description of Horizontal scroll bar
Observation
Performance criterion
Proper description of elements of spreadsheet application
Learning Outcome 2.2: Use basic spreadsheet tasks
Open
Close
New document
Undo
Save
Save as….
Sheet
Selecting a cell
Deleting Cell contents
Modifying cell contents
Selecting group of cells
Increase and reduce the cell size
Delete row and Colum
Duplicate cell
o Brainstorming on basic spreadsheet tasks
o Group discussions on opening, closing, new document, save and save us a new document.
o Practical exercises on selecting, deleting, modifying a group of cells
o Practical exercises on deleting
row ad Colum
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet -
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Proper formatting of cells and their content
Resources Learning activities Content
Checklist Score
Yes No
Formatting of text and cells Choice font, size, color Adjustment of Cow height Alignment of cell Formatting of Number Insertion of rows Merging cells Creating of border
Observation
Learning Outcome 2.3: Format cell and their contents
Formatting text and cells
Choosing font, size, color
Adjusting Cow height
Alignment of cell
Formatting Number
Inserting rows
Merging cells
Creating borders
Patterns
o Demonstration on formatting, text and cells
o Group discussions on choosing font, size and color.
o Practical exercises on Inserting
and formatting row ,number,
creation of border and partners
- Computer - Projector - software - Text books - Lecture notes - Papers - Internet
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper management of sheets in workbook
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Selection of Sheet Renaming of a Sheet Insertion of new sheets Moving of a Sheet in a workbook Deleting a sheet
Observation
Learning Outcome 2.4: Manage Sheets in workbook
Selecting a Sheet
Renaming a Sheet
Insert new sheets
Moving a Sheet in a workbook
Deleting a sheet
o Demonstration on selection of sheets
o Group discussions on inserting new sheet
o Practical exercises on inserting and formatting sheets
o Practical exercises on moving
sheet in workbook.
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.4
Performance criterion
Adequate using of essential functions
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Use of Numbers and Mathematical calculations Use of Addition operation Use of Multiplication operation Use of Division operation Use of Subtraction operation Use of AutoSum operation Use of Function operation Use of Average operation Use of Min operation use of Max operation
Observation
Learning Outcome 2.5: Use essential functions
Use of Numbers and
Mathematical calculations
Addition Multiplication Division Subtraction AutoSum Function Average Minimum Maximum Count numbers
o Demonstration on number and mathematical calculations
o Group discussions on addition, multiplication and division operations.
o Practical exercises on number and mathematical calculations
o Practical exercises on
mathematical function(average,
minimum, maximum and count
numbers
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Proper optimization of data
Resources Learning activities Content
Checklist Score
Yes No
Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels
Observation
Learning Outcome 2.6: Optimize data (sorting, filtering, contiguous data)
Sorting data by multiple columns at the same time
Creation of customized list and performing a custom sort
Automatically filter of list in place
Application of filter options to a list
Use of automatic sub-totalling features
Expanding, collapsing outline detail levels
o Brainstorming on data optimizations(sorting, filtering, contiguous data )
o Demonstration on sorting by multiple columns and creation of customized list
o Group discussions on application of filter options to a list
o Practical exercises data
optimization
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 2.6
Performance criterion
Proper optimization of data
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place
Observation
LU 3: Use Presentation
3
Learning Outcomes:
1. Describe elements of presentation application 2. Manage a slide 3. Use Templates 4. Apply Animation and sound in presentation
10 Hours
Learning Outcome 3.1: Describe elements of presentation application
Title Bar
Menu Bar
Toolbars
Formatting tool bar
Standard toolbar
Outline slides tabbed planes
View button
Status bar
Tri-panel view
Drawing toolbar
Office asset
Task pane
Help
o Brainstorming on elements of presentation application
o Group discussions on elements of presentation application
o Demonstration on elements of
presentation application
o Computer o Projector o software o Text books
Formative Assessment 3.1
Performance criterion
Proper description of elements of presentation application
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation
Checklist Score
Yes No
Description of Title Bar
Description of Menu Bar
Description of Toolbars
Description of Formatting tool bar
Description of Standard toolbar
Description of Outline slides tabbed planes
Description of View button
Description of Status bar
Description of Tri-panel view
Description of Drawing toolbar
Description of Office asset
Description of Task pane
Observation
Learning Outcome 3.2: Manage a slide
Creating a new slide
Modifying a slide
Duplicate selected slides
Slide from outline
Reusing slides
Entering a text
Formatting a slide
o Demonstration on creation, formatting of a new slide
o Group discussions on modification, duplication of slides
o Practical exercises on slide management
o Computer o Projector o software o Text books o Internet
Resources Learning activities Content
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Creation of a new slide
Modification of slide
Duplication of selected slides
Slide from outline
Reuse of slides
Entering a text
Formatting of slide
Observation
Performance criterion
Proper slides formatting
Learning Outcome 3.3: Use Templates
Design new template
Insert a template
Remove a template
Editing a template
o Brainstorming on use of templates
o Demonstration on design of new slide
o Practical exercises on design template, inserting templates, removing a new template and editing a template
o Computer o Projector o software o Text books o Internet
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Design of new template
Insertion of a template
Removing a template
Editing of a template
Observation
Performance criterion
Proper using of templates
Resources Learning activities Content
Learning Outcome 3.4: Apply Animation and sound in presentation
Slide translation
Translation sound
Translation speed
Custom animation
o Brainstorming on slide translation
o Demonstration on translation sound
o Group discussions on elements of spreadsheet application
o Practical exercises on animation and sound in slides
o Computer o Projector o software o Text books o Internet
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Translation of Slide
Translation of sound
Translation of speed
Custom animation
Observation
Performance criterion
Proper application of Animation and sound in presentation
Resources Learning activities Content
References:
1. https://www.ctdlc.org/remediation/indexComputer.html
2. https://www.ctdlc.org/remediation/mouse.html
3. https://www.ctdlc.org/remediation/software.html
4. https://www.ctdlc.org/remediation/copypaste.html
5. https://cce.sydney.edu.au/course/BCEI
6. http://www.ecdl.ch/
7. https://www.google.rw/search?q=spreadsheet+application+parts&dcr=0&source=lnms&tbm=is
ch&sa=X&ved=0ahUKEwjUnLiHu5_XAhXG1hQKHecWCmsQ_AUICigB&biw=1366&bih=662
8. https://www.thoughtco.com/excel-step-by-step-basic-tutorial-3123501
9. https://chandoo.org/wp/excel-basics/
10. https://www.google.rw/search?q=powerpoint+presentation+parts&dcr=0&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwin-
fHhu5_XAhWI8RQKHdqPAN4Q_AUICigB&biw=1366&bih=662#imgrc=boZUYisyVUdFkM:
11. http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html
C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE
CCMQS401 Provide quality customer service
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to provide quality customer
service and deal with any matter related to business during, before and after a service
delivery.
The module will allow the participant to identify opportunities for products and services
delivery and reflect on information received to devise changes and suggest coping strategies.
Moreover, the trainee will also develop and use communication techniques intended for the
management of the complaints and ways of recording customer information.
Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Develop and maintain product, service and market knowledge.
1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.
1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.
1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
2. Provide a quality service experience to customers.
2.1. Determination and clarification of customer preferences, needs and expectations.
2.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.
2.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
2.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.
2.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling
Elements of competency Performance criteria
3. Deal with complaints and difficult
customer service situations.
3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.
3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.
3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.
3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.
3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.
4. Manage and use information about
clients and customers 4.1 Proper determination and record of customer
information where appropriate to provide personalized service.
4.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.
4.3 Proactive provision of enhanced products and services to clients and customers based on client information.
LU 1: Develop and maintain product, service and market knowledge.
1
Learning Outcomes:
1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
5 Hours
Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop
and maintain knowledge of products and services.
Products and services knowledge and its importance
Opportunities to develop and maintain knowledge of products and services Membership of
industry associations and networks
Conventional and creative sources of information
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop
and maintain knowledge of products and services. (Cont.)
Formal and informal research techniques: o Discussions with
colleagues
Reading organization information
Research of product and service information brochures
General media Attendance at
conferences, trade shows and industry events
Distributing surveys and questionnaires
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Essay (short responses / extended responses)
Performance criterion
Proper identification of opportunities and use of formal and informal research to
develop and maintain knowledge of products and services.
Resources Learning activities Content
Checklist Score
Yes No
Products and services are identified
Opportunities to develop and maintain knowledge of products and services are identified
Use of formal research techniques
Use of informal research techniques
Observation
Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer preferences,
needs and expectations.
Products, services and promotional initiatives Tours and transport Conferences and
conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or
packages.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer preferences,
needs and expectations. (Cont.)
Ways to determine customer preferences, needs and expectations:
Active listening Questioning Observation Recognition of non-
verbal signs
Factors influencing customer preferences, needs and expectations:
Age Gender Social and cultural
characteristics Prior knowledge Special needs
Ways to satisfy customer preferences, needs and expectations:
Friendliness
Courtesy
Value for money
Prompt or timely
service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food,
shelter, transport or
other services.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Checklist Score
Yes No
Identification of promotional initiatives
Application of ways to determine customer preferences, needs and expectations
Identification of Factors influencing customer preferences, needs and expectations
Application of ways to satisfy customer preferences, needs and expectations
Observation
Performance criterion
Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in
customer preferences, needs and expectations.
Learning Outcome 1.3: Share market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team
Reasons to share knowledge
Methods and techniques of sharing knowledge at workplace
o Group discussion
o Role play
o Presentation
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Practical task of a team
Checklist Score
Yes No
Identification of reasons to share knowledge of market, product and service
Application of methods and techniques of sharing knowledge at workplace
Observation
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
Resources Learning activities Content
Learning Outcome 1.4: Suggest ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to organization policy.
Product and Service adjustment procedure
Importance of Product and Service adjustment on customer satisfaction
o Individual reflection o Brainstorming o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of product and Service adjustment procedure
Identification of the importance of product and Service adjustment procedure on customer satisfaction
Observation
Performance criterion
Suggestion of ideas to appropriate person for product and service adjustments
to meet customer needs for future planning according to organization policy.
Resources Learning activities Content
LU 2: Provide a quality service experience to customers.
2
Learning Outcomes:
1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services
to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate
5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase
10 Hours
Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.
Customer needs and preferences
The importance of researching your customers needs and preferences
o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper determination and clarification of customer preferences, needs and
expectations.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Checklist Score
Yes No
Identification of customer needs and preferences
Clarification of customer needs and preferences
Identification of the importance of researching customers needs and preferences
Observation
Learning Outcome 2.2: Offer accurate information about appropriate products and services to
customers to meet their needs and expectations.
Needs and expectations of customers on products and services
General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or
order
o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Information about products and services to customers
Observation
Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to
individual needs and preferences, and according to organization standards.
Steps to anticipate customer needs and preferences
Timely customer service
Importance of timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
Performance criterion
Proper offering of accurate information about appropriate products and services
to customers to meet their needs and expectations.
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service
Observation
Performance criterion
Anticipation of customer preferences needs and expectations throughout the
service experience and provide products and services in a timely manner,
appropriate to individual needs and preferences, and according to organization
standards.
Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide
personalized and additional services and products where appropriate.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers
arousing interest.
o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate
- Reference books - Online materials - Scholarly materials
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Performance criterion
Offering possible extras and add-ons appropriately and provision of personalized
and additional services and products where appropriate.
Resources Learning activities Content
Checklist Score
Yes No
Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services
Observation
Learning Outcome 2.5: Promote products and services at appropriate opportunities according
to current organization goals and promotional focus and employ selling techniques
appropriately to encourage usage and purchase.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers arousing interest.
o Large group discussion o Question and answer o Debate o Observation o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Formative Assessment 2.5
Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and appropriate
employment of selling
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of methods to promote products and services Application of selling techniques
Observation
LU 3: Deal with complaints and difficult customer service situations.
3
Learning Outcomes:
1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints
4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
9 Hours
Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service situation with the
customer and assess the impact on the customer of the situation.
Questioning techniques
When and when not to use questioning techniques
Complaints or difficult customer service situations
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of questioning techniques
Application of questioning techniques while dealing with difficult customer service situations
Observation
Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer of
the situation.
Learning Outcome 3.2: Use communication techniques to assist in the management of the
complaint and handle the situation sensitively, courteously and discreetly.
Communication techniques Listening and active
listening Asking questions to
gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
- Group work - Presentation - Brainstorming - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Performance criterion
Effective use of communication techniques to assist in the management of the
complaint and handle the situation sensitively, courteously and discreetly
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Role play
Checklist Score
Yes No
Application of communication techniques while handling customer complaints
Observation
Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly
analyse and decide on the best solution, taking into account any organisation constraints..
Organisation constraints
Emotional and logical aspects of complaints.
Methods to manage and reduce stress when resolving complaints
Proactive complaint handling
- Small group discussion - Individual work - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.3
Performance criterion
Proper determination of possible options to resolve the complaint and prompt
analysis and decision on the best solution, taking into account any organization
constraints.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints
Observation
Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate
high quality customer service.
Methods of transforming complaints into additional service opportunities
High quality customer service
o Individual work o Debate o Discussion o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Formative Assessment 3.4
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Use of techniques of transforming complaints into opportunities
Observation
Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to
avoid future occurrence
The importance of feedback on customer complaints
Effective feedback giving
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.5
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in order
to avoid future occurrence.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of the importance of feedback on customer complaints Effective feedback giving
Observation
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to
future complaints or difficult service situations.
Complaint analysis May include:
Tools of analyzing customer complaints
Customer complaint checklist
Customer satisfaction
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Formative Assessment 3.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints or difficult service situations
Observation
.
Performance criterion
Reflection and evaluation of complaint and solution to enhance response to
future complaints or difficult service situations.
LU 4: Manage and use information about clients and customers.
4
Learning Outcomes:
1. Determine and record customer information where appropriate to provide personalised service
2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate
3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours
Learning Outcome 4.1: Determine and record customer information where appropriate to
provide personalised service.
Customer information
Collecting customer information
Storing information
Maintaining customer information
o Brainstorming o Large group discussion o Individual reflection o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.1
Performance criterion
Proper determination and record of customer information where appropriate to
provide personalized service.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of types of customer information
Application of techniques of collecting customer information
Identification of means of storing and maintaining customer information
Observation
Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional
initiatives and implement where appropriate.
Importance of promotional activities
Types of promotional activities
Steps to successfully implement organisation promotional initiatives
o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity
- Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Checklist Score
Yes No
Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional initiatives
Observation
Learning Outcome 4.3: Proactively provide enhanced products and services to clients and
customers based on client information.
Using stored customer information
The impact of enhanced products and services
Systems and methods of providing enhanced products and services
o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing
- - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Performance criterion
Perfect development and maintaining of knowledge of organization promotional
initiatives and implementation where appropriate.
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Checklist Score
Yes No
Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and services
Observation
References:
1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company
Profits"
2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice
(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.
3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/
4. https://www.customersure.com/blog/customer-complaints-online/
Performance criterion
Proactive provision of enhanced products and services to clients and customers
based on client information.
C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
CCMHE401 Implement S.H.E. policies and procedures
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the outcomes required to implement safety, health and environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others, together with protection of the environment. This includes
implementation of recognized environmental care principles.
Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify hazardous areas to be
improved
1.1 Proper selection of the tools and materials
1.2 Proper physical inspection of the working area
1.3 Proper marking and reporting of hazardous area
1.4 Proper reporting on the area of weakness according to
company procedure
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best practices and Enforce health and safety regulations.
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements.
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents.
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options.
4. Promote awareness of SHE in working place
4.1 Proper implementation of environmental procedures
4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards.
LU 1: Identify hazardous areas to be improved.
1
Learning Outcomes:
1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas
5 Hours
Learning Outcome 1.1: Select tools and materials
Types of tools ,materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Visual aids
o Video and audio materials on
types of equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared thermometer - Strings and ropes - PPEs
Resources Learning activities Content
Learning Outcome 1.1: Select tools and materials (cont.)
Types of tools ,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure Level meter Pick Shovel Saw PPEs (nose masks,
hearing Protection, goggles, helmets , overalls, protective footwear, gloves)
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Visual aids
o Video and audio materials on
types of equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared thermometer - Strings and ropes - PPEs
Formative Assessment1.1
Performance criterion
Proper selection of the tools and materials
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking Expose (presentation)
Task: Selecting tools and materials for hazardous area identification
Checklist Score
Yes No
Identification of working area
Arrangement of tools according to their types and use
Arrangement of materials according to their types and use
Arrangement of equipment according to their types and use
Observation
Learning Outcome 1.2: Inspect and identify physical feature of dangerous area
Tools and equipment checklist: Adequate supply of
tools and equipment for inspection
Appropriate PPE for inspection according to each job specification.
Work place examination for unsafe area Environment condition
Water Cracks Air Dust
o Presentation on checklists and work place examinations
o Observation o Group discussion o Practical exercises o on checklists and work place
examinations o Visual Aid materials o Video and audio aids
- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen
Resources Learning activities Content
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place
Checklist Score
Yes No
Identification of Environment condition
Identification of Adequate supply of tools and equipment for inspection
Identification of Appropriate PPE for inspection according to each job specification
Observation
Performance criterion
Proper physical inspection of the working area
Learning Outcome 1.3: Mark and report on the hazardous areas
Introduction to tools and
equipment for marking
hazardous area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning
sign) Cones
Use of tools and
equipment for marking
hazardous area:
Reporting: Through the
administrative hierarchy
Emergency reporting
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Visual Aid materials o Video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Formative Assessment 1.3
Performance criterion
Proper marking of hazardous area and proper reporting on the area of weakness
according to company procedure
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting
Checklist Score
Yes No
Selection of tools according the hazardous area
Selection of materials according the hazardous area
Selection of equipment according the hazardous area
Appropriate use of tools and equipment for marking hazardous area:
A detailed report is produced
Observation
LU 2: Apply SHE practices.
2
Learning Outcomes:
1. Identify and follow applicable Occupational Health Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices
10 Hours
Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements
OHS requirement:
Personal protective
equipment and clothing
safety equipment
first aid equipment
firefighting equipment
hazard and risk control
fatigue management
elimination of hazardous
materials and substances
safe forest practices
including required actions
relating to forest fire
manual handling including
shifting, lifting and carrying
machine guarding
o Research on OHS requirement,
environmental requirements,
Legislative requirements and
Organisational requirements
o Brainstorming on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
o Group discussion on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Resources Learning activities Content
Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements (Cont.)
Environmental
requirements:
legislation organisational policies
and procedures workplace practices
Legislative requirements:
award and enterprise agreements
industrial relations Australian Standards confidentiality and
privacy OHS the environment equal opportunity anti-discrimination relevant industry codes
of practice
o Research on OHS requirement,
environmental requirements,
Legislative requirements and
Organisational requirements
o Brainstorming on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
o Group discussion on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Resources Learning activities Content
Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements (Cont.)
Organisational
requirements:
Legal
organisational and site
guidelines
policies and
procedures relating to
own role and
responsibility
quality assurance
procedural manuals
quality and continuous
improvement
processes and
standards
OHS, emergency and
evacuation procedures
ethical values
recording and
reporting requirements
equipment use,
maintenance and
storage requirements
environmental
management
requirements (waste
disposal, recycling and
re-use guidelines)
o Research on OHS requirement,
environmental requirements,
Legislative requirements and
Organisational requirements
o Brainstorming on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
o Group discussion on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Formative Assessment 2.1
Performance criterion
Proper identification of applicable Occupational Health, Safety and
Environmental (OHSE) requirements
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
Checklist Score
Yes No
Respected OHSE requirements are well identified
Respected Environmental requirements are well identified
Respected Legislative requirements are well identified
Respected Organisational requirements are well identified
Observation
Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and
safety regulations.
SHE standards and
regulations to be followed:
Use of PPEs
Use of inspection
checklist
Appropriate tools
,materials and
equipment to be used
o Observation o Group discussion o Practical exercises o Checklists
- PPEs - Reference books - Work sheet - Markers - Flip charts -
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Instructing SHE standards and regulations
Checklist Score
Yes No
Use of PPEs Use of inspection checklist of SHE standards and regulations Appropriate tools ,materials and equipment to be used
Observation
Performance criterion
Appropriate instruction to workers to follow safety best practices and Enforce
health and safety regulations.
Learning Outcome 2.3: Establish and maintain communication with others in line with SHE
requirements
Communication:
verbal and non-verbal language
constructive feedback active listening questioning to clarify
and confirm understanding
use of positive, confident and cooperative language
use of language and concepts appropriate to individual social and cultural differences
control of tone of voice and body language
o Group discussion o Practical exercises
- Public Board notices
- Communication
devices/phones
- Safety signs
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Communicate with others in line with SHE requirements
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
Resources Learning activities Content
Checklist Score
Yes No
Verbal and non-verbal language are used constructive feedback is given active listening is respected questioning to clarify and confirm understanding
verbal and non-verbal language constructive feedback active listening questioning to clarify and confirm understanding use of positive, confident and cooperative language use of language and concepts appropriate to individual social and cultural
differences control of tone of voice and body language use of language and concepts appropriate to individual social and cultural
differences control of tone of voice and body language
Observation
Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices
Environmental policy which
ensures:
Compliance, improvement (where required to reflect environmental policy) and prevention
Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems
o Group discussion o Practical exercises
- Registration documents
- Regulations
- Safety standards
Resources Learning activities Content
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Perform tasks in a safe manner and in line with SHE best practices ( according to their specific trade)
Checklist Score
Yes No
Compliance Improvement (where required to reflect environmental policy) Prevention Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems
Observation
.
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best practices
LU 3: Assess and control risks.
3
Learning Outcomes:
1. Analyse work practices and identify areas for improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
3. Control hazard to make them less dangerous by looking at the most effective options. 10 Hours
Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation
to SHE issues and hazards
Questioning techniques
When and when not to use questioning techniques
Complaints or difficult customer service situations
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 3.1
Performance criterion
Proper analysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Analyze of work practices and processes to identify areas for improvement in relation to SHE issues and hazards
Checklist Score
Yes No
Analysis of work place to see if it is free from any hazard.
List of all identified risks/hazards in the working area to be improved
List of adequate measures to be used to improve unsafe area
Observation
Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to
appropriate personnel
Communication techniques Listening and active listening Asking questions to gain information,
clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
- Group work - Presentation - Brainstorming - Role play
- Role play scenario
- Reference books - Online materials - Scholarly
materials
Resources Learning activities Content
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Detecting and assessing risks, and detailed report and investigating all
Checklist Score
Yes No
Identification of hazards. Decide who might be harmed and how Evaluation of the risks and decide on precautions. Recording of findings and its implementation Reviewing risk assessment and update if necessary. Report to the appropriate personnel
Observation
Performance criterion
Proper detection and assessment of risk, and detailed report and investigation of
all incidents/ accidents.
Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most
effective options.
Hazard control methods: prevention, handle, isolation, remove or use of PPE
Hazard reporting procedures job procedures and safe work
instructions and allocation of responsibilities
emergency procedures accident and near miss reporting and
recording procedures Consultation on Occupational Health
and Safety issues Selection, storage and maintenance
procedures for use of personal protective equipment (PPE)
o Group discussion o Practical exercises o Brainstorming o Research
Procedural manuals
Environmental policy
Reference books
Checklist
Papers
Pens
Internet
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Control of hazard options in working area
Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.
Resources Learning activities Content
Checklist Score
Yes No
Hazard control methods are applied Hazard reporting procedures are followed Job procedures and safe work instructions and allocation of responsibilities are respected Emergency procedures are planned Accident and near miss reporting and recording procedures are planned Consultation on Occupational Health and Safety issues Selection, storage and maintenance procedures for use of personal protective equipment (PPEs)
Observation
LU 4: Awareness of SHE in working place.
4
Learning Outcomes:
1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
5 Hours
Learning Outcome 4.1: Implement environmental procedures
Environmental goals:
environmental sustainability (Afforestation, conservation)
Energy promotion (use of renewable energy and other resource such as; solar and wind energy)
Emissions control and where possible, reduction
Waste generation control and where possible, reduction
Waste management, recycling, re-use and disposal.
o Brainstorming on
Environmental goals
o Research on Environmental
goals
o Group discussion
- Procedural manuals - Organisational policies and
procedures - Environmental policy
Resources Learning activities Content
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Implementing environmental procedures
Checklist Score
Yes No
Environmental sustainability is maintained
Energy promotion is encouraged/sensitized
Emissions control and where possible, reduction is encouraged/sensitized
Waste generation control and where possible, reduction
Waste management, recycling, re-use and disposal is encouraged/sensitized
Observation
Performance criterion
Proper implementation of environmental procedures
Learning Outcome 4.2: Provide training to workers on SHE and operational control
Training:
in-house or external training programs
one-on-one supervision programs that maintain up-to-
date knowledge of legislative changes at the local, State, Territory and Commonwealth levels
Operational controls:
Prevention of pollution Control of air emissions Solid and hazardous wastes Contamination of land Noise, Odour, Dust, Traffic Water discharges Raw material & resource use Hazardous material storage and
handling Compliance with legislation and
regulations Electronic or mechanical
technology to reduce emissions Routine preventive maintenance
programs to reduce wear and breakdown of equipment
Monitoring and observation of equipment performance
Types of Operational Controls
Standard Operating Procedures Signage Log Books Check Lists
- Fire extinguisher - First aid kit - Fire triangle - Personal protective
equipment and clothing
- Safety equipment - First aid equipment - Procedural manuals - Organisational policies
and procedures - Environmental policy
Resources Learning activities Content
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Training on operating tools and equipment In line with SHE requirements
Checklist Score
Yes No
Training on Operational control is provided
Observation
Performance criterion
Adequate training of workers to operate tools and equipments
Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize
or eliminate hazards.
Remedial actions to be inspected in the working area; workplace waste management
systems emissions control of greenhouse
gases use of non-renewable resources
control chemical use control supply chain management
Environmental Impacts; Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
o Research on environmental
impact
o Group discussion
o Brainstorming
- Environmental policy - Procedural manuals - Organisational policies
and procedures
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Training on operating tools and equipment In line with SHE requirements
Performance criterion
Proactive inspection of the working area and appropriate remedial action to be
taken to minimize or eliminate hazards.
Resources Learning activities Content
Checklist Score
Yes No
Remedial actions to be inspected in the working area are identified Identification of Environmental Impacts
Observation
References:
1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN: 9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009
4. G:\\Basic OH&S Program Elements OSH Answers.htm 5. https://www.rospa.com/occupational-safety/advice/training-matters/ 6. https://www.3tonline.fi/incident-reporting 7. http://www.safety.uwa.edu.au/topics/plant/inspection 8. http://www.hse.gov.uk/statistics/causdis/index.htm 9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This module describes the skills, knowledge and
attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and
opinions, discuss selected topics of interest, build a convincing argument to support or refute
an opinion, support or refute an idea in a debate/discussion, use proper terminology to report
facts, describe, explanation and stating facts , use tenses Accurately, write structured factual,
descriptive, and explanatory texts on a range of topics, produce correspondence texts stating,
describe facts in the workplace, produce small scale-reports on trade-related issues, read
medium texts on general and trade-related topics, identify different reading techniques, select
and apply reading techniques to different texts, draw inferences from medium-length texts ,
Identify listening strategies, select appropriate listening strategy depending on the listening
purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to
detect messages implied by the speaker.
Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Write factual, descriptive, and
explanatory texts
1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state
facts accurately 1.3 Clear distinction of factual, description and
explanatory paragraphs 1.4 Appropriate writing of well-structured factual,
descriptive, and explanatory texts on a range of topics
1.5 Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace
1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)
2. Apply a range of listening strategies
to understand predictable
messages
2.1 Accurate identification of different listening strategies
2.2 Proper selection of a listening strategy depending on the listening purpose
2.3 Active application of listening strategies while listening to audio messages
2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker
3. Discuss general and trade-related
topics
3.1 Presentations of personal ideas and opinions during discussions selected topics of interest
3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions
3.3 Proper use of functional language to support of refute ideas in a debate or discussion
3.4 Convincing building of arguments to support or refute an opinion (elements and types of an argument
Elements of competency Performance criteria
4. Read medium texts on general and
trade-related topics
4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)
4.2 Proper selection of a reading technique depending on the reading purpose and material
4.3 Active application of reading techniques while reading different texts messages
4.4 Demonstration of the ability to understand the inferences made in a range of medium length texts
LU 1: Write factual, descriptive, and explanatory texts.
1
Learning Outcomes:
1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a
range of topics 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
10 Hours
Learning Outcome 1.1: Use proper terminology to report facts
Expressing facts
Expressions used in
outlining facts
The fact is that…
The (main) point is that …
This proves that …
What it comes down to is
that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt that …
Comparing and reporting facts
Using comparatives and
superlatives
Quantifiers and modifiers
o Group discussions
o Dialogues
o Role plays
o Short presentations
o Practical writing exercises
o Modelling
Projector
Computer
Flipcharts
Markers
Scenarios
Trainee
manuals
Stationeries
Lesson plans
Reference
books
Written
speeches
Newspaper
reports
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Presentations
Sentence completion
Matching
Writing practice
Task: Using comparatives and superlatives, report key information
facts at your workplace.
Checklist Score
Yes No
Word choice
Comparatives and superlatives
Expression of facts
Observation
Performance criterion
Use proper terminology to report facts
Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Using present tenses to
describe, explain and state
present facts
Using past tenses to
describe, explain and state
past facts
o Dialogues
o Storytelling
o Short presentations
o Practical writing exercises
o Modelling
o Brainstorming
o Vocabulary Games
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Written speeches
Newspaper reports
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
Task: Describe present facts about your career using appropriate
tenses
Checklist Score
Yes No
Tense use
Description of facts
Observation
Performance criterion
Describe, explain and state facts using tenses accurately
Resources Learning activities Content
Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs
Introduction to tools and
equipment for marking
hazardous area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning
sign) Cones
Use of tools and equipment
for marking hazardous area:
Reporting: Through the
administrative hierarchy Emergency reporting
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Visual Aid materials o Video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
True or false questions
Task: Classify the paragraphs given to you by the teacher according
to their types
Performance criterion
Distinguish factual, description and explanatory paragraphs
Resources Learning activities Content
Checklist Score
Yes No
Paragraph types
Elements of a paragraph
Paragraph structure
Observation
Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a
range of topics
Sentence structure
Compound sentences
Coordinative
conjunction
Complex sentences
Main clauses
Subordinate clause
Subordinate
conjunctions
Compound complex
sentences
Structure of narrative,
argumentative, descriptive,
and explanatory texts
Present and past tenses
o Group works
o Pair work
o Jumbled paragraphs
o Gap-fill
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Formative Assessment 1.4
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a range of
topics
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching
Writing practice Presentation Task: Write a short essay describing your career dreams
Checklist Score
Yes No
Text structure
Types of texts
Tense use
Observation
Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace
Introduction to business
letters
Parts of a business letter
Types of business letters
Introduction to email
correspondence
Parts of an email
Strategies for writing a
good email
Types of emails
o Pair work
o Jumbled paragraphs
o Gap-fill
o Peer feedback
o Practical exercises on email
writing
o Practical exercises on
business letters
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Letter samples
Resources Learning activities Content
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice Task: Compose an email outlining some of the challenges you face at
work.
Checklist Score
Yes No
Strategies for writing correspondence texts
Parts of an email
Parts of letters
Types of letters and emails
Observation
Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
Writing small-scale reports
Structure of a formal
report
Layout
Introduction
Body
Conclusion
o Report Writing practice
o Peer feedback
o Group work
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Sample reports
Resources Learning activities Content
Performance criterion
Produce correspondence texts (letters, emails) stating, explaining, or describing
facts at the workplace
Formative Assessment 1.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Presentation Task: Produce a short report on your recent field visit
Checklist Score
Yes No
Structure of a report
Language use
Observation
Performance criterion
Produce small-scale reports on trade-related issues (field visits, industrial
attachments)
LU 2: Apply a range of listening strategies to understand predictable messages.
2
Learning Outcomes:
1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening
purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker
2 Hours
Learning Outcome 2.1: Identify different listening strategies
Listening strategies
Listening for details
listening for the gist
note taking
Active listening and
response
Listening for specific
information
predicting
drawing inferences
summarizing
recognizing cognates
recognizing word-order
patterns
Applying Listening strategies
Identifying the listening
purpose
Selecting the
appropriate listening
strategy
o Dialogues
o Role plays
o Short presentations
o Modelling and drilling
o Listening to TV shows
o Listening to radio programs
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice
Task: List and explain at least three listening strategies.
Checklist Score
Yes No
Understanding of Listening strategies
Observation
Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.2
Performance criterion
Select appropriate listening strategy depending on the listening purpose
Resources Learning activities Content
Performance criterion
Identify different listening strategies
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice
Task: Which listening strategy would you use to get the main idea of a recording?
Checklist Score
Yes No
Understanding of Listening strategies Selection of listening strategies
Observation
Learning Outcome 2.3: Apply listening strategies while listening to audio messages
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Multiple choice
Listening practice
Task: Which listening strategy would you use to get the main idea of a recording?
Performance criterion
Apply listening strategies while listening to audio messages
Resources Learning activities Content
Checklist Score
Yes No
Understanding of Listening strategies Selection of listening strategies Listening purpose
Observation
Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker
Understanding non-verbal
clues
Voice clues Intonation Voice tone
Body movement facial expressions gestures
o role play o video watching o note taking o modelling o drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Scenarios
Trainee manuals
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Use non-verbal clues to detect messages implied by the speaker
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
Discussions
Audio-visual practice
Task: Watch a video shown by the teacher and say what the speaker’s gestures mean.
Checklist Score
Yes No
Understanding of body language Interpreting voice clues
Observation
.
LU 3: Discuss general and trade-related topics.
3
Learning Outcomes:
1. Present personal ideas and opinions during discussions on selected topics of interest
2. Use functional language to support or refute ideas in a debate or discussion
3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 5 Hours
Learning Outcome 3.1: Present personal ideas and opinions during discussions on selected
topics of interest
Expressing opinion in English
Agreeing with an opinion
Full agreement with an
opinion
Partial agreement with an
opinion
Disagreeing with an opinion
Forms of disagreement
When to disagree
Disagreeing politely
Using functional language in
argument building
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be
refuted
Sequencing ideas
Predicting ideas
o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Trainee manual
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Presentation practice
Writing practice
Discussions
Task: Prepare a short presentation on a topic of interest and share it with your class.
Checklist Score
Yes No
Articulation of ideas
Using functional in expressing opinions
Observation
Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or
discussion
Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1
Resources Learning activities Content
Performance criterion
Present personal ideas and opinions during discussions on selected topics of
interest
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Discussions
Presentations
Task: Following instructions given by your teacher, use functional language in supporting or refuting ideas in a group discussion
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions
Dealing with argumentation fallacies Types of Fallacies
Formal Fallacies
Propositional fallacies
Quantification fallacies
Formal syllogistic fallacies
Informal Fallacies
Faulty generalizations
Red herring fallacies Conditional fallacies
Responding to fallacies
o Dialogues
o Role plays
o Modelling and drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Resources Learning activities Content
Performance criterion
Use functional language to support of refute ideas in a debate or discussion
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
Discussions
Listening practice
Note taking
Presentation
Task: Listen to the recording played to you by the teacher and tell which argumentation fallacies the speaker is using then respond to them.
Checklist Score
Yes No
Types of Argumentation fallacies Responding to fallacies
Observation
Learning Outcome 3.4: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments
o Debates
o Group discussions
o Brainstorming
o Presentations
o Mock speeches
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Lesson plans
Recordings
Reference books
Speech samples
Resources Learning activities Content
Performance criterion
Detect and avoid argumentation fallacies in debates and discussions
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Writing practice
Presentation
Task: After drafting your argument on the role of TVET on Rwanda’s development, indicate all the elements of an argument in it.
Checklist Score
Yes No
Understanding of an argument Elements of an argument Types of arguments
Observation
.
Performance criterion
Build convincing arguments to support or refute an opinion
LU 4: Read medium texts on general and trade-related topics.
4
Learning Outcomes:
1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them
2 Hours
Learning Outcome 4.1: Identify different reading techniques
Reading techniques
Skimming
Scanning
Deep reading
Critical reading
o Practical exercises
o Debating texts read
o Presentations on texts read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identify different reading techniques
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations
Task: Differentiate between different reading techniques
Checklist Score
Yes No
Reading techniques
Differentiating reading techniques
Observation
Learning Outcome 4.2: Select a reading technique depending on the reading purpose and
material
Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1
Formative Assessment 4.2
Performance criterion
Adequate training of workers to operate tools and equipments
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations
Task: Select an appropriate reading strategy based on the reading task given to you by the teacher.
Checklist Score
Yes No
Reading techniques Differentiating reading techniques
Observation
Learning Outcome 4.3: Apply reading techniques while reading different texts
Applying reading techniques to texts
General texts
Trade-related texts
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Reference books
Resources Learning activities Content
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations
Task: After using different strategies to read a given text, share with the class the differences you noticed.
Checklist Score
Yes No
Reading techniques Differentiating reading techniques Application of reading techniques
Observation
Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of
medium length texts
Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3
Resources Learning activities Content
Performance criterion
Apply reading techniques while reading different texts
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations
Task: Read the text given by the teacher and identify what the writer implies. How did you come up with such inferences?
Checklist Score
Yes No
Understanding of inferences Justifying inferences
Observation
References: .
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA
CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga
Ikiciro: 4 Amasaha ateganijwe
Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Mutarama, 2017
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore
Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye
n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye
kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu
myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda;
Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko;
Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no
Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda kiboneye
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo
gakondo bufatiye ku
mwuga ashyikirana
n’abandi
1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije
mu ngiro zitandukanye.
1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo
gakondo bufatiye ku mwuga.
1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye
ku mwuga
yubahiriza utwatuzo n’isesekaza.
1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
1.5. Gutarama akoresheje ubuvanganzo bwizwe.
2. Gukoresha Ikinyarwanda
kiboneye agaragaza ibyiza
by’ikoranabuhanga mu
iterambere ry’umwuga no
kugaragaza intego y’izina
mbonera.
2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
2.5. Kumurika ingero zifatika zihamya uruhare
rw’ikoranabuhanga mu iterambere ry’umwuga.
2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
3. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
ububi bw’ibiyobyabwenge
mu rubyiruko no
kugaragaza amategeko
y’igenamajwi mu izina
mbonera.
3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi
bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro
zitandukanye.
3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
4. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
uburyo bunyuranye bwo
gufata neza ibidukikije no
gukoresha indangahantu.
4.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko yerekeye
uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro
zitandukanye.
4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
4.3. Gusoma neza umwandiko yubahiriza utwatuzo
n’isesekaza.
4.4. Guhimba no kumurika umwandiko akurikiranya neza
ingingo.
4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
4.6. Gukoresha neza indangahantu.
5. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
akamaro k’ubutabazi
bw’ibanze no kwandika
yubahiriza imyandikire
y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva ikinamico ku nsanganyamatsiko yerekeye akamaro
k’ubutabazi bw’ibanze mu ngiro zitandukanye.
5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.
5.3. Gusoma neza ikinamico yubahiriza uturango twayo.
5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye
avuga ibice n’ingingo by’umubiri.
5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.
3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.
4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.
5. Gutarama akoresheje ubuvanganzo bwizwe.
Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya inyunguramagambo ingingo z’umuco
n’amateka inshoza n’uturango
by’Urwenya Ihimbamwandiko
Urwenya o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu
matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo
o Gusoma urwenya baranguruye
o Guhuza ibivugwa mu nshoberane n’indangagaciro
o Gusobanura ingingo z’umuco n’amateka
o Gusobanura inshoza n’uturango by’ urwenya
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye. (Ibikurikira)
Ubuvanganzo gakondo bufatiye ku mwuga
Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza n’utwatuzo
Igitaramo gishingiye ku buvanganzo gakondo
Ubuvanganzo gakondo bufatiye ku mwuga o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo
bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.
o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye
o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi
o Gusobanura ingingo z’umuco n’amateka
o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Gutahura isomo ry’ingenzi o Gutarama
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya
Amavumvu, Amasare, Ibyidogo, Amahamba,..
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo
bufatiye ku mwuga.
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.2
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Ingingo z’umuco n’amateka
Umwanzuro
Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku
mwuga yubahiriza utwatuzo n’isesekaza.
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku
mwuga.
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.4
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga
yubahiriza utwatuzo n’isesekaza.
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibihangano bishingiye ku buvanganzo gakondo mu mwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihimbamwandiko
Ubuvanganzo gakondo bufatiye ku mwuga
Umwanzuro
Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Igitaramo gishingiye ku buvanganzo gakondo
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.
2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
Ibimenyetso by’uteze amatwi atarogoye;
Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda
umurimo (umurimo unoze, kubahiriza igihe…);
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.
o Kutarogoya ufite ijambo nta mpamvu;
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;
o Gusoma bucece; o
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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. (Ibikurikira)
Isesekaza n’utwatuzo; Ihangamwandiko ku
nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
Intego y’izina mbonera.
o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;
o Gusoma aranguruye agaragaza isesekaza;
o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
o Gukora inshamake y’umwandiko;
o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;
o Kugaragaza intego y’izina mbonera.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibimenyetso by’uteze amatwi atarogoye
Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bibazo byo kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Ingingo z’umuco
ingingo z’amateka
Indangagaciro zo gukunda umurimo
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ry’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere
ry’umwuga
Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere
ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Ubushobozi busuzumwa
Yagaragaje intêgo y’izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere
ry’umwuga
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko y’ibisubizo ku ntêgo y’izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Intego y’izina mbonera
Umwanzuro
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
Ibimenyetso by’uteze amatwi atarogoya;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo kubaha
ubuzima (kwiyitaho); Ihinamwandiko ku
nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.
o Gusoma bucece. o
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye. (Ibikurikira)
Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko;
Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.
Amategeko y’igenamajwi mu izina mbonera.
o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanya, mu matsinda, ibitekerezo ku bubi bw’ibiyobyabwenge mu rubyiruko n’ingamba zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.
o Gukora inshamake y’umwandiko.
o Kugaragaza amategeko y’igenamajwi mu izina mbonera.
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo; - SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko ku bubi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko y‘ububi bw’ibiyobyabwenge mu rubyiruko
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Ingingo z’umuco
ingingo z’amateka
indangagaciro zo kubaha ubuzima (kwiyitaho)
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko
Umwanzuro
Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko
Umwanzuro
Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi mu izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu
rubyiruko
Gihamya Isuzuma
Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Amategeko y’igenamajwi mu izina mbonera
Umwanzuro
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.
4
Umusaruro w’inyigisho:
Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.
Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Guhimba no kumurika umwandiko akurikiranya neza ingingo.
Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije.
Gukoresha neza indangahantu
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu
ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ibimenyetso by’uteze amatwi atarogoye.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ihimbamwandiko; Ibikorwa
by’abanyamwuga bishobora kwangiza ibidukikije;
Isesekaza n’utwatuzo; Indangahantu.
o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva
umwandiko n’ inyunguramagambo. o Kuvumbura insanganyamatsiko
ivugwa mu mwandiko. o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza
isesekaza. o Gukorera mu matsinda, bungurana
ibitekerezo ngamba zo kurengera ibidukikije.
o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo kwangiza
ibidukikije. o Gukoresha neza indangahantu.
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Amafoto.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.2
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije
mu ngiro zitandukanye
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihimbamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora
kwangiza ibidukikije.
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku mikoreshereze y’indangahantu
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Indangahantu
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje neza indangahantu
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.
Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Gusoma ikinamico yubahiriza uturango twayo.
Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo by’umubiri.
Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;
Ibimenyetso by’uteze amatwi atarogoye;
Inyunguramagambo ku ngeri y’ikinamico;
Amagambo akwiye avuga ibice n’ingingo z’umubiri;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.
Ifatana n’itandukana ry’amagambo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva ikinamico
n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu
ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa baranguruye bigana
abakinankuru. o Gukorera mu matsinda, bungurana
ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu kaga.
o Kubahiriza ifatana n’itandukana ry’amagambo.
o Gutahura no gukosora amakosa yubahiriza itandukana n’ifatana ry’amagambo.
- Ibitabo bikubiyemo imyandiko;
- Ibitabo by’ikibonezamvugo ;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
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.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.2
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku ikinamico
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku
nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico
Ingingo z’umuco n’amateka
Umwanzuro
Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho uwiga asoma ikinamico
Ubushobozi busuzumwa
Yasomye ikinamico yubahiriza uturango twayo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho n’inyandiko ku ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Amagambo akwiye avuga ibice n’ingingo z’umubiri
Umwanzuro
Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo
by’umubiri
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ifatana n’itandukana ry’amagambo
Umwanzuro
Ibitabo n’inyandiko byifashishijwe:
BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition
BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 1ère
Edition
CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
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.
COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
Ubushobozi busuzumwa
Yanditse yubahiriza ifatana n’itandukana ry’amagambo
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.
GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali
KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC, Kigali
MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali
UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo Nyarwanda
, Kigali.
VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMBP401 Develop a business plan
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organisational strategic outcomes and facilitates the achievement of service
delivery. The module will allow the learner to identify elements of business plan, develop
business plan in line with the identified elements, establish strategies to monitor, evaluate
and update the business plan (Contingency plan) and present a business plan.
Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance
with identified business idea.
1.2 Appropriate conduct of business feasibility study in line
with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the
identified elements
2.1 Proper description of the business in accordance with
business environment analysis results
2.2 Proper design of business production plan in line with
results from business environment analysis
2.3 Clear design of marketing plan in line with market
feasibility study and business products
2.4 Accurate develop of business staffing requirement plan
in line with business activities
2.5 Proper design of business financial plan in line with
business needs
3. Establish strategies to monitor,
evaluate and update the business plan-
contingency plan
3.1 Clear identification of risk in accordance with business
environment
3.2 Accurate assessment of risk associated to the business
in line with the business plan developed
3.3 Clear explanation of business contingency plan
concepts
3.4 Accurate development of contingency plan in
accordance of assessed risks
4. Present a business plan
4.1 Accurate preparation of business plan presentation in
accordance with business plan Clearly explain Clear
different ways to present the business plan
4.2 Appropriate presentation of a business plan
LU 1: Identify elements of business plan.
1
Learning Outcomes:
1. Analyse business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea.
Meaning of business environment
Meaning of business situation
Types of business environment.
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis
template
- Industry trends
analysis
template
Resources Learning activities Content
Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea. (Cont’d)
Current industrial trends analysis:
Industry rivalry (Degree of
competition among existing
firms)
Treat of substitutes (products
or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new
entrants)
SWOT analysis of the business
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis template
- Industry trends analysis
template
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced industrial analysis
Performance criterion
Proper analysis of business environment in accordance with identified business
idea.
Resources Learning activities Content
Checklist Score
Yes No
Types of business environment.
Analysis of business environment
Current industrial trends analysis
SWOT analysis of the business
Observation
Learning Outcome 1.2: Conduct business feasibility study in line with business environment
analysis results
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility
study
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Steps involved in feasibility analysis
Step 1. Conduct a preliminary
analysis
Step 2. Prepare a projected income
statement
Step 3. Conduct a market survey
Step 4. Plan business organization
and operations
Step 5. Prepare an opening day
balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
o Brainstorming
o Questions and answers
o Problem solving
o Story telling
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Feasibility study
template
Resources Learning activities Content
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Product evidence
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Problem solving
A produced business feasibility study.
Checklist Score
Yes No
Identification of purpose of business feasibility study
Identification of components of business feasibility study
Performing steps involved in feasibility analysis
Observation
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
Learning Outcome 1.3: Define elements of business plan
Meaning of the term business plan
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan Internal use External use
Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Risk associated to the business Meaning of business risk Types of risks associated to the
business activities
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Performance criterion
Correctly define elements of business plan
Resources Learning activities Content
Checklist Score
Yes No
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan
Identification of business plan elements
Observation
LU 2: Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs
20 Hours
Learning Outcome 2.1: Describe the business
Title Page Business name Business logo Product mark Address Name of person who developed the
business In which month and year plan is
issued.
Executive summary the name and location of the
business Type of business to be done the industry/market of the business the uniqueness of the
products/services and what proprietary rights of the business
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Resources Learning activities Content
Learning Outcome 2.1: Describe the business (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds
being requested the expected benefits of this
investment to your company funds repayment collateral to be used to secure a
loan the business financial milestones
Description of the business The rationale of the business idea Structure of the business What is the type of the business
(Manufacturing? Services? Construction?
Business mission Business vision Business objectives Competitive advantage of the
business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced business caver page and description of the business.
Performance criterion
Proper description of the business in accordance with business environment
analysis results
Resources Learning activities Content
Checklist Score
Yes No
Cover page- 1page
Executive summary-1 page
Description of the business
Reflecting business idea
Observation
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis
Product design Branding and Packaging
Business premises and plant location Location and reason of the choice House or land for the production
Equipment and machinery required types, quality and quantity for the
production
Production planning process under which the production
will pass through
Raw materials The amount of raw materials
needed to produce a given quantity of product
Amount of each ingredient that will be needed to formulate a batch/set of product
Competing technologies the technology to be used during the
production process technologies that should be
developed by other and affect your business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis (Cont’d)
Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost
Quality control and ongoing service plan to avoid defects or imperfections
of products Monitoring or inspection that you
intend to build into the production process
strategies will you use to satisfy the customer changing preferences
Labour requirements Types of workers needed during
production process the required skills of each workers
Operations The design of your production
operations
Utilities and office consumables Consumables needed in the
production
Packaging equipment required Types of materials that you will use to
package your product Source of supply and the quantity
needed The terms and conditions of suppliers
Importance of business product
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced production plan of the business.
Checklist Score
Yes No
Product design Identification of business premises and plant location Estimation of equipment and machinery required Designing production planning Estimation of raw materials Setting competing technologies Manufacturing and operations Quality control and ongoing service Labour requirements Operations Utilities and office consumables Packaging equipment required Importance of business product
Observation
Performance criterion
Proper designing of business production plan in line with results from business
environment analysis
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products
Market research (Customer description)
Market Analysis Geographical location of the customers The size of the different market
segments? The current and past trends affecting the
market you plan to enter
Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats
Target market core customer group of customers that made you to start
your business
Marketing objectives market share The level of sales Market intermediaries
Product description Product positioning the proportions of sales revenue for each
type of product/service Economic value of your products/services
Price of products/services
Place Where will you locate your business and
why At which market will you sell your
product? What is channel of distribution of your
product
Promotion How will you communicate to customers
the availability of your product How will you offer discount to customer
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that
guiding trainee to
write a business
plan
Resources Learning activities Content
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products (Cont’d)
Market Strategies What will be the partners of your
business How will you manage your
customers How will you increase market
share
Ongoing marketing evaluation What methods will you use to
track customer satisfaction What methods will you use to
track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Marketing budget What will be the cost of
marketing activities
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that guiding
trainee to write a
business plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced marketing plan of the business plan.
Performance criterion
Clearly design marketing plan in line with market feasibility study and business
products
Resources Learning activities Content
Checklist Score
Yes No
Market research Target market Marketing objectives Product description Price Place Promotion Market Strategies Ongoing marketing evaluation Marketing budget
Observation
Learning Outcome 2.4: Design business staff in line with business activities
Job analysis What are the business
activities
Job description How each task will be
performed
Job specifications What are the performance
requirements to a specific task
Organizational structure What is the hierarchy of the
staff
- Oral presentation - Brainstorming - Questions and answers - Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced developed business staff.
Checklist Score
Yes No
Job analysis
Job description
Job specifications
Organizational structure
Observation
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
Learning Outcome 2.5: Develop business financial plan in line with business needs
Total cost
Start-up requirements plan Cost items (What are the cost items
your business will need in its first year of implementation
Cost : how much each item cost Source of funds: what are the source
of fund: What is the share owner
Projected cash flow statement for the first three years what is the estimated profit in three years?) Details Period of twelve months
Projected Income: Profit & Loss statement for the first three years How your business will vary in
term of income for 3 years
Projected balance sheet for the first three years What will be the financial position
of your business in the first three years
Liquidity ration What is the business ability to pay
its short term obligations
Debt Equity ratio
Return of investment ratio What is profitability percentages on
business performance How efficiently the company will use
their total assets base to generate sales
Breakeven point At which point your business, product
will become financially viable
Payback period At which period the business will
cover cash invested on its asset
Projected sales plan
Loan payment plan
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference
books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced business financial plan.
Checklist Score
Yes No
Total cost
Start-up requirements plan
Projected Income (Profit & Loss) statement for the first three years
Projected balance sheet for the first three years
Projected cash flow statement for the first three years
Liquidity ration
Debt Equity ratio
Return of investment ratio
Breakeven point
Payback period
Projected sales plan
Loan payment plan
Observation
Performance criterion
Properly design business financial plan in line with business needs
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).
3
Learning Outcomes:
1. Analyse risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
3 Hours
Learning Outcome 3.1: Analyse risk in accordance with business environment
Meaning of Monitoring, Evaluation and Updating business plan
Important tools used in updating business plan CANVAS model Marketing plan review
Importance of Monitoring and Evaluation
Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification tools:
SWOT Analysis PESTEL Analysis
Estimate risks (Quantitative and Qualitative risk estimation)
Risk estimation tools: Risk impact chart Probability chart
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Risk analysis
template
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Meaning of monitoring, evaluation and updating business plan
Important tools used in updating business plan
Meaning of risk analysis
Importance of risk analysis
Steps involved in risk analysis
Steps involved in risk analysis
Observation
Performance criterion
Clearly identified risk in accordance with business environment
Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Factors influencing risks assessment
SWOT analysis
What factors are critical for
the success of your plan?
What risk does your plan
should face?
Analyze the source of the
risk, the probability of it
happening and the effects
What measures can you take
to avoid these risks?
Define operational plan
PESTEL analysis
What factors are critical
for the success of your
plan in relation with
politics, economy, social,
technological,
environment and legal
What measures can you
take to avoid these risks
Define operational plan
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurately assess risk associated to the business in line with the business plan
developed
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Factors influencing risks assessment
Observation
Learning Outcome 3.3: Explain business contingency plan concepts
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
o Brainstorming on identifying
meaning of key words
o Oral presentation
o Group discussion
o Questions and answers
o Documentary research
o Internet research
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Briefly explain business contingency plan concepts
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced schedule
Checklist Score
Yes No
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
Learning Outcome 3.4: Development contingency plan in accordance of assessed risks
Steps involved in contingency plan
Identifying requirements related to
specific contingency plan
Cost Calculation of requirements
identified
Appreciation of company capacity
to cover risks identified
Decide choice to undertake
Adaptation
Complementarity
Abandon
Specific strategies to make the
contingency plan operational
Describe the risk statement
Define the protocol
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Role play scenarios
- Business plan
- Computer
Resources Learning activities Content
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced contingency
Checklist Score
Yes No
Steps involved in contingency plan
Specific strategies to make the contingency plan operational
Observation
Performance criterion
Accurate development of contingency plan in accordance of assessed risks
LU 4: Present a business plan
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1: Explain different ways to present the business plan
Purpose of business plan presentation Financing support Strategic orientation Attracting investors
Types of preparation required Content preparation Material preparation Psychological preparation
Steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the presentation
of business plan. Prepare the body of the business plan to
be presented and anticipate the questions from audience
Prepare the suggestions and conclusion. Practice delivering the presentation of
business plan
Presentation content Business idea Market Marketing strategy
o Brainstorming
o Group discussion
o Questions and answers
o Practical exercise
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- play scenarios
- Computer
Resources Learning activities Content
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced presentation of business plan
Checklist Score
Yes No
Purpose (Why) of business plan presentation
Types of preparation required
Steps involved in preparation of business plan presentation
Observation
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
Learning Outcome 4.2: Explain different ways to present the business plan
The business plan shall be presented
shareholder
stakeholder
Procedures involved in business plan
presentation
Connect with your audience
Business like
Simple language
Presentation touch at a
personal level
Paint a picture in your audience’ minds
Pick out great images and
visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Graph
o Brainstorming Questions
and answers
o Group discussion
o Role play
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Computer
- Internet
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Performance criterion
Clearly explain different ways to present the business plan
Resources Learning activities Content
Checklist Score
Yes No
Types of audience to whom to present a business plan
Procedures involved in business plan presentation
Observation
Learning Outcome 4.3: Present a business plan
Techniques to present your business plan Only write key points Don’t read them, speak about
them Use visualization, pictures,
symbols, colours, tables Short, concise, come to the point,
not more than 10 min. React positive to questions Use body language, voice,
appearance Try to convince
Integrating comments, suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration
o Brainstorming o Group discussion o Questions and answers o Role play
o Internet o Reference books o Case studies o scenarios o Computer o Internet
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriately present a business plan
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Video
photos
Checklist Score
Yes No
Techniques to present your business plan
Integrating comments, suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further
collaboration
Observation
References:
Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,
third edition. Uganda: Kyambogo University.
SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education
Limited.
Read more: http://www.businessdictionary.com/definition/breakeven-point.html
C C M I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA401 Integrate the workplace
REQF Level: 4 Learning hours
Credits: 30 300
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
learners/internee in workplace for an industrial attachment program. The module will allow
the learner to investigate and secure industrial attachment place, deal with workplace
challenges, comprehend the whole process of the industrial attachment program and be able
to demonstrate the competencies acquired at school in the real workplace.
Learning assumed to be in place
All the modules covered at REQF level 4.
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Investigate and secure industrial
attachment place
1.1 Accurate description of types of industries
1.2 Appropriate mapping of the industry organizational
structure
1.3 Proper identification of importance of industrial
attachment
1.4 Accurate collection of information on different
industries where one can carry his/her IAP
1.5 Proper selection of industrial attachment place based
on training package
1.6 Appropriate application of correspondences
2. Deal with workplace challenges 2.1 Proper identification of industrial attachment
challenges
2.2 Careful development of ways/ strategies to overcome
industrial attachment challenges
2.3 Regular creativity and innovation in accordance with
work situation
3. Get briefed on industrial attachment
program
3.1 Proper setting of industrial attachment goals.
3.2 Proper description of IAP documents
3.3 Clear explanation on how IAP assessment is conducted.
4. Develop one’s competencies on the
workplace
4.1 Expected competencies are fully developed
4.2 Trainee logbook is completely and well filled
4.3 Proper description of gained work experience
LU 1: Investigate and secure industrial attachment place.
1
Learning Outcomes:
1. Describe types/categories of industry. 2. Map the industry organizational structure 3. Identify importance of industrial attachment 4. Collect information on different industries 5. Select industrial attachment place based on training package 6. Apply correspondences 10 Hours
Learning Outcome 1.1: Describe types/categories of industry.
Definition of terms Firm Sector Industry Company Organization Factory Enterprise
Industry classification Primary industry Genetic industry Extractive industry Manufacturing industry Construction industry Service industry
Industry sectors
o Small group work
o Large group discussion
o Observation of pictures
o Presentation of videos
o Group discussions
o Group work on the industry
classification.
o Site visit
- Pictures and videos of
various industries
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
categories of industry
Formative Assessment 1.1
Performance criterion
Accurate description of types of industries.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Essay (extended responses) Sentence completion Expose /presentation
Concept / mind map (organizational chart)
Checklist Score
Yes No
Types of industries
Industry classification
Industry sectors
Observation
Learning Outcome 1.2: Map the industry organizational structure
Purpose of organizational
structure
Benefits to use
organizational chart
Types of organizational
structure.
o Large group discussion
o Individual work
o Pair work
o Small group work
o Large group discussion
o Learning through pictures.
o mapping the industry
organizational structure
- Sample of organizational
structure
- Reference books
- Chalkboard
- Projector
- Power Point presentation
on mapping the industry
organizational structure
- Pictures
Formative Assessment 1.2
Performance criterion
Appropriate mapping of the industry organizational structure.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral evidence
Expose /presentation Concept / mind map (organizational chart)
Checklist Score
Yes No
Organizational Chart
Observation
Learning Outcome 1.3: Identify importance of industrial attachment
Benefits of IAP
Characteristics of IAP
o Small group work
o Large group discussion
o Asking questions
o Group work on the IAP
characteristics.
o Research on IAP.
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
importance of
industrial attachment
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of importance of industrial attachment
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written
Oral evidence
Multiple choice True or false question Matching Sentence completion Expose /presentation
Learning Outcome 1.4: Collect information on different industries
industry location
Industry type
Industry size
o Observation of the environment
o Research on the industry types
and size
o Guided learning on how to collect
information
o Learning through maps
o Asking questions
o Group work on the given topic
o Industry visit
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
collection of
information on
different industries
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Checklist Score
Yes No
Importance of industrial attachment
Observation
Performance criterion
Accurate collection of information on different industries where one can carry
his/her IAP.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written
Oral
Essay (short responses / extended responses)
Expose (presentation)
Learning Outcome 1.5: Select industrial attachment place based on training package.
IAP selection criteria
Training package
Tasks related to the field.
Working hours
o Reflection on the training
package
o Pair sharing of selection criteria
of IAP place
o Discussions
o Asking questions
o Industry visit
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
selection of industrial
attachment)
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Checklist Score
Yes No
Information about:
industry location
Industry type
Industry size
Recorded information on different industries where one can carry out his/her IAP
Observation
Performance criterion
Proper selection of industrial attachment place based on training package
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Oral
Question and answer
Learning Outcome 1.6: Apply correspondences
Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
Thanks letter
o Research on how to use
workplace documents
o Guided learning on how to
write workplace documents
o Asking questions
o Group work on the
interpretation of the workplace
documents
- Sample of IAP
application letter
- Sample of Curriculum
vitae
- Sample of Complain
letter
- Sample of thanks letter
- Reference books
- Chalkboard
- Projector
- Correspondences
Formative Assessment 1.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Checklist Score
Yes No
Appropriate industrial attachment place based on training package
Observation
Performance criterion
Appropriate application of correspondences.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written
Product
Short responses
Different Workplace documents
Checklist Score
Yes No
Workplace documents / completed Checklist
Essential element of workplace documents
Observation
LU 2: Deal with workplace challenges.
2
Learning Outcomes:
1. Identify industrial attachment challenges 2. Develop ways/strategies to overcome industrial attachment
challenges 3. Discuss creativity and innovation at work place
20 Hours
Learning Outcome 2.1: Identify industrial attachment challenges
IAP challenges (before ,During and
After)
Budget issues
Cope with a new work situation
Insufficient of industrial
attachment place
Lack of assistance from industrial
attachment in charge
Industry attitude toward interns
o Observation of the
environment
o Group discussion on IAP
challenges
o Pair sharing of IAP challenges.
- Reference books
- Projector
- Power Point presentation
on creativity and
innovation
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of industrial attachment challenges.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
True or false questioning
Matching
Sentence completion
Expose (presentation).
Checklist Score
Yes No
List Possible industrial attachment challenges.
Observation
Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges
Effective strategies to enhance IAP
Partnership with industries
Collaboration/Regular contact
Early Preparation of IAP
Tips for Overcoming Your IAP
Challenges
Being patient
Meet new people
Effective communication
o Pair sharing on effective
strategies to enhance IAP
o Brainstorming on the way to
overcome IAP challenges.
o Research on effective
strategies and tips to
overcome IAP challenges
o Asking questions
o Group discussion on ways to
overcome IAP challenges
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation
Formative Assessment 2.2
Performance criterion
Careful development of ways/ strategies to overcome industrial attachment
challenges.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.
Checklist Score
Yes No
Possible ways/strategies to overcome industrial attachment challenges
Observation
Learning Outcome 2.3: Discuss creativity and innovation at work place
Ways to develop creativity in
the workplace.
Ways to promote innovation
in your workplace.
o Pair sharing of effective ways to
promote creativity and innovation
o Research on good ways to develop
creativity and innovation
o Asking questions
o Discussions on ways to promote and
develop creativity and innovation
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation)
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Regular creativity and innovation in accordance with work situation.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice True or false question
Essay (short responses /extended responses)
Checklist Score
Yes No
List of possible ways to develop creativity and innovation on the workplace
Observation
LU 3: Get briefed on industrial attachment program.
3
Learning Outcomes:
1. Set industrial attachment goals. 2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.
5 Hours
Learning Outcome 3.1: Set industrial attachment goals.
Goals of industrial attachment
o Group discussion on the IAP
goal
o Research on the IAP goals
o Asking questions
o Individual work on the
setting of own IAP goals
- Hand out on industrial
attachment goals.
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Essay (short responses /extended responses) Multiple choice True or false question Question and answer
Performance criterion
Proper setting of industrial attachment goals.
Resources Learning activities Content
Checklist Score
Yes No
Essential elements of IAP documents
Observation
Learning Outcome 3.2: Describe of IAP documents.
IAP Logbooks:
IAP list of competencies to be
developed
IAP attendance sheet
IAP agreement
IAP report form
IAP Evaluation form
IAP interview form
o Presentation
o Small group work on the
interpretation of IAP
logbooks
o Exercise on the completion
of IAP logbooks
o Guided learning on how to
complete IAP logbooks
- Logbooks
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Performance criterion
Accurately assess risk associated to the business in line with the business plan
developed
Resources Learning activities Content
Checklist Score
Yes No
Factors influencing risks assessment
Observation
Learning Outcome 3.3: Explain how IAP assessment is conducted.
Written tests
Performance evidence(marked by company supervisor)
Respond to interview questions
o Presentation by trainees and trainer
o Discussion on IAP assessment is conducted
o Asking questions
- Vocational tools - Task sheets
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced schedule
Performance criterion
Briefly explain business contingency plan concepts
Resources Learning activities Content
Checklist Score
Yes No
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
LU 4: Develop one’s competencies on the workplace.
4
Learning Outcomes:
1. Develop competencies related to one’s field. 2. Fill in trainee logbook 3. Describe gained work experience
280 Hours
Learning Outcome 4.1: Develop competencies related to one’s field.
o Preform daily workplace routine tasks related to one’s field.
- Industry tools, equipment and consumables related to one’s field
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Expected competencies are fully developed.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Performance
Product
Checklist Score
Yes No
List of well performed activities
tasks given by industry (checklist)
Observation
Learning Outcome 4.2: Fill in trainee logbook
o Complete trainee logbook
o Complete IAP reports
o Complete IAP Evaluation
o Conduct IAP interview
- logbooks
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Trainee logbook is completely and well filled.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Performance
Product
Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)
Observation
Learning Outcome 4.3: Describe gained work experience
o Presentation on work experience related to one’s field
- Questionnaires related to work experience.
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Expose (presentation)
Essay (short responses / extended responses)photos
Performance criterion
Proper description of gained work experience.
Resources Learning activities Content
Checklist Score
Yes No
Brief presentation of experience gained during the industrial attachment period
Observation
References:
1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-
attachment/
3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
5. https://www.edrawsoft.com/why-use-orgchart.php
6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-
structure/
7. http://www.differencebetween.com/difference-between-company-and-vs-industry/
8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-
workplace-improve-innovation/
10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html
11. https://www.thebalance.com/creating-a-document-management-system-2948084
12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content
13. https://bizfluent.com/how-5093085-write-daily-report.html
14. https://resources.workable.com/supervisor-job-description
15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program
(IAP)-challenges/
16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Tra
ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3
a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-
Industrial Attachment Program (IAP)s
18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana:
the pertinent issues, Ghana
A E E S T 4 0 1 - STARTING SYSTEM REPAIRING
AEEST401 Repair starting system
RTQF Level: 4 Learning hours
Credits: 8 80
Sector: Technical Services
Sub-sector: Automobile
Issue date: December, 2017
Purpose statement
This module will allow the learner to describe vehicle starting system, conduct diagnosis of
starting system. Its results will enable the learner to repair or replace starter motor
components and starter motor control circuit.
The knowledge gained from this module will enable the learner to perform testing activities of
starting system while responding to work needs.
Learning assumed to be in place
Implement safety, health and environmental policies and procedures
Technical drawing
Caring textile fibers
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe starting system 1.1. Proper identification of starting system components
1.2. Proper description of starter motor components
1.3. Proper description of starting system control circuit
2. Repair starter motor components
and control circuit
2.1. Adequate selection of tools, materials and equipment
2.2. Proper diagnosis of sta rting system
2.3. Appropriate disassembling of starter motor
2.4. Proper test of starter motor components
2.5. Appropriate reparation or replacement of damaged
starter components
2.6. Correct repairing of starter motor control circuit
3. Test starting system
3.1 Proper test of starter Battery
3.2 Proper test of starter motor
3.3 Proper checking of control circuit
LU 1: Describe starting system
1
Learning Outcomes:
1. Identify starting system components
2. Describe starter motor components
3. Describe starting system control circuit
10 Hours
Learning Outcome1.1 Select material, tools and equipment.
Introduction
Definition of starting
system
Starting system
components
Purpose of starting
system
Vehicle battery circuit
Single battery
Double battery
o Video presentation of starting
system components
o Brainstorming on purpose of
starting system
Group discussion on types of starting
system
- Workshop
- Whiteboard
- Flip charts
- Marker pen
- Vehicle
- Jump starting cable
- Battery
- Dc motors
- Switches
- Starters
- Fuses
- Relays
- Handout notes
- Papers
- Pen
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Presentation
Checklist Score
Yes No
Definition of starting system
Starting system components
Purpose of starting system
Single battery
Double battery
Observation
Performance criterion
Proper identification of starting system components
Learning Outcome 1.2 Describe the parts of embroidery machine
Starter motor components
design
Types of starter motor
Pre-engaged started
motor
Inertia starter
Permanent magnet
starter
Gear reduction
starter
Function for each
components
Operating principles
o Brainstorming functions for
starter motor components
o Group discussion on operating
principles
o Assignment on components
design
o Presentation of the assignment
- Workshop
- Whiteboard
- Flip charts
- Vehicle
- Jump starting cable
- Battery
- Dc motors
- Switches
- Starters
- Fuses
- Relays
- Spanners
- Screw driver
- Hummer
- Pliers
- Punches and chisels
- Manual book
- Marker pen
- Camera
- Battery charger
- Bench vice
- Handout notes
- Papers
- Pen
- Marker pen
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of starter motor components
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Starter motor components design
Pre-engaged started motor
Inertia starter
Permanent magnet starter
Gear reduction starter
Function for each components
Operating principles
Observation
Learning Outcome 1.3: Describe starting system control circuit
Starting system control
circuit design
Function of starting system
control circuit components
Safety starting circuit
o Brainstorming about
starting system control
o Group discussion on safety
starting circuit
- Vehicle with starting system
- Handout notes
- Papers
- Pen
- Marker pen Workshop
- Whiteboard
- Flip charts
- Jump starting cable
- Battery
- Dc motors
- Switches
- Starters
- Fuses
- Relays
Resources Learning activities Content
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Starting system control circuit design
Function of starting system control circuit components
Safety starting circuit
Observation
Performance criterion
Proper description of starting system control circuit
LU 2: Starter motor components repairing
2
Learning Outcomes:
1. Select tools, materials and equipment
2. Diagnose starter motor components
3. Disassemble starter motor
4. Test starter motor components
5. Repair or replace damaged starter components
6. Repair starter motor control circuit
20 Hours
Learning Outcome 2.1: Select tools, materials and equipment
Tools
Power tools
Measuring tools
Hand tools
Materials
Grease
Lubricants
Brushes
Equipment
Diagnostic machine Battery capacity load
tester Armature tester
o Demonstration by
video/picture of tools
o Demonstration by
video/picture of materials
o Demonstration by
video/picture of equipment
o Group discussion on the use
of Diagnostic machine
- Workshop
- Vehicle
- Hydraulic press
- Jump starting cable
- Terminal cleaner
- Spanners
- Screw driver
- Hummer
- Pliers
- Cutters
- Punches and chisels
- Brushes
- Soldering gun
- Drilling machine
- Vernier caliper
- Testers
- Multi-meter
- Battery
- Fuses
- Relays
- Starters
Resources Learning activities Content
- Switches
- Dc motors
- Sulphuric acid and distilled
water
- Internet connection
- Manual book
- Soaps
- Water
- Spare parts
- Marker pen
- Super glue
- Silicon
- Grease
- Gear oil
- Camera
- Battery load tester
- Battery charger
- Car lift
- Bench vice
- Hydraulic jack
- Stand
- Computer with
software(AUTODATA/ALL
DATA)
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Performance criterion
Adequate selection of tools, materials and equipment
Checklist Score
Yes No
Power tools
Measuring tools
Hand tools
Grease
Lubricants
Brushes
Diagnostic machine
Battery capacity load tester
Observation
Learning Outcome 2.2 Diagnose of starter motor components
Common problems of starting systems
Faults
Symptoms
Causes
Remedy
Diagnose procedures
Verify system fault
Evidences evaluation
Diagnosis systems
Result report
o Demonstration on system
diagnosis
o Group discussion on
diagnosing process
o Individual exercise of system
fault verification
o Group work on diagnosis
process
- Diagnostic
machine
- Multimeter
- Vehicle
- Screw driver
- Hummer
- Pliers
- Cutters
- Testers
- Battery
- Manual book
- Internet
connection
- Computer with software(AUTO-DATA/ALL- DATA)
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activity
Checklist Score
Yes No
Faults
Symptoms
Causes
Remedy
Verify system fault
Evidences evaluation
Diagnosis systems
Result report
Observation
Learning Outcome 2. 3 Disassemble starter motor
Locating starter motor in
vehicles
Dismounting procedures
Disconnect battery
Disconnect wires
Unbolt starter
Remove starter
o Workshop demonstration of starter
motor dismounting and
disassembling procedures
o Practical work on dismounting
Practical work on disassembling
starter motor
- Workshop
- Vehicle
- Spanners
- Starter motor
- Screw driver
- Hummer
- Pliers
Resources Learning activities Content
Performance criterion
Proper diagnosing of starter motor components
motor
Disassembling procedures
Remove solenoid
Tape off the end
frame
Remove the brushes
holder
Separation of meshing driver
and electrical motor
- Cutters
- Punches and
chisels
- Manual book
- Stand
- Hydraulic jack
- Bench vice
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Disconnect battery
Disconnect wires
Unbolt starter
Remove starter motor
Remove solenoid
Tape off the end frame
Remove the brushes holder
Separate meshing driver and electrical motor
Observation
Performance criterion
Proper disassembling of starter motor
Learning Outcome 2.4: Appropriate testing starter motor components
Starter motor Bench testing
Armature testing
Short circuit testing
Grounded testing
Open circuit testing
Coil field testing
Short circuit
Grounded testing
Open circuit testing
Brush holders / carbon brush
plate
Open circuit testing
Short circuit
Solenoid circuit testing
Visual inspection
Visual inspection of
brushes
O-ring visual
inspection
Pinion gear
Fork
Planetary gear set
One way clutch operation
testing
o Brainstorming on testing
procedures
o Demonstration on starter
motor bench testing
o Practical work of bench
testing
o Practical work on visual
inspection
o Practical work on coil field
testing
- - Multi-meter
- Vehicle
- Starter motor
- Battery capacity
load tester
- Wires
- Workshop
- Armature tester
- Bench vice
- Bench Work
- Manual book
- Battery
- PPE
- Fuse
- Switch
- Relays
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate testing starter motor components
Resources Learning activities Content
Type of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Bench testing of starter motor
Short circuit testing
Grounded testing
Open circuit testing
Solenoid circuits testing
Visual inspection of brushes
O-ring visual inspection
Pinion gear
Fork
Planetary gear set
One way clutch operation testing
Observation
Learning Outcome 2.5: Repair or replace damaged starter motor components
Faults Checking
Visual check
Smelling check
Testing
Noisy check
Replacing and repairing procedures
Stuff will need (gather
resources)
Starter removal
Stripping starter
Assess the damage
Repair the armature and field
winding
Repair solenoid
o Demonstration on
conducting visual checking
o Brainstorming on testing
o Group discussion fault
checking
o Workshop exercise on
starter removal
o Individual exercise stripping
starter
o Group exercise on replacing
damaged starter motor
o Group exercise on repairing
damaged starter motor
- Vehicle
- Jump starting
cable
- Terminal
cleaner
- Spanners
- Screw driver
- Hummer
- Pliers
- Cutters
- Punches and
chisels
- Brushes
- Soldering gun
Resources Learning activities Content
Lubricating the new brushes
Fitting the new brushes
Checking brush and pinion
Assembling the starter
Testing
Mount starter motor in the
vehicle
- Drilling machine
- Vernier caliper
- Testers
- Spare parts
- Grease
- Stand
- Hydraulic jack
- Computer with
software(AUTO-
DATA/ALL -
DATA)
- Car lift
- Bench vice
- Pulley puller
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Visual check
Smelling check
Testing
Noisy check
Gather resources
Starter removal
Stripping starter
Assess the damage
Repair the armature and field winding
Performance criterion
Appropriate repairing or replacing of damaged starter components
Repair solenoid
Lubricating the new brushes
Fitting the new brushes
Checking brush and pinion
Assembling the starter
Testing
Mount starter motor in the vehicle
Observation
Learning Outcome 2.6: Repair starter motor control circuit
Test starting system control circuit
components
Ignition /starting switch
Starting relay
Starting fuse
Wiring
Safety switch
Repair or replace damaged starter
control circuit components
Ignition /starting switch
Starting relay
Starting fuse
Wiring
Safety switch
o Demonstration on testing
starting system control
circuit components
o Workshop practice on Repair
or replace damaged starter
control circuit components
o Assignment on repairing
damaged components on the
starter control circuit
o Presentation on starting
system control circuit
- Vehicle
- Jump starting
cable
- Terminal
cleaner
- Spanners
- Screw driver
- Hummer
- Pliers
- Cutters
- Punches and
chisels
- Soldering gun
- Testers
- Multimeter
- Manual book
- Battery
- Super glue
- Silicon
- Spare parts
- Grease
- Camera
- Computer with
software(AUTO-
DATA/ALL -
DATA)
Resources Learning activities Content
- Bench vice
Formative Assessment 2.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Type of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Ignition testing
Starting switch testing
Starting relay testing
Starting fuse testing
Wiring testing
Safety switch testing
Ignition repairing
starting switch repairing
Starting relay repairing
Starting fuse repairing
Wiring repairing
Safety switch repairing
Observation
Performance criterion
Correct Repairing of starter motor control circuit
LU 3: Testing starting system
3
Learning Outcomes:
1. Test Starter Battery
2. Test Starter motor
3. Test starter motor control circuit
20 Hours
Learning Outcome 3.1: Test Starter Battery
Check electrolyte
level
weight density
Visual checking
Colour
Physical damage
Test battery voltage
Charged
Discharged
Damaged
o Demonstration by video on
testing battery voltage
o Brainstorming on visual
inspection
o Group discussion on
electrolyte checking
- Vehicle
- Multimeter
- Testers
- Battery
- Battery load tester
- Battery charger
- Distilled water
- Sulphuric acid
- Terminal cleaner
- Hydrometer
- Computer with
software
(Auto-data)
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Electrolyte level checking
Electrolyte weight density checking
Colour checking
Physical damage checking
Charged battery voltage testing
Discharged battery voltage testing
Observation
Learning Outcome 3.2: Proper testing of starter
Test of starter motor pinion
Engagement
Rotation
Disengagement
Test starter motor short circuit
o Demonstration by
video/picture of
engagement
o Brainstorming on starter
motor short circuit testing
o Practical work on testing
starter motor
- Starter motor
- Starter battery
- Vehicle
- Booster cables
- Computer with
software (Auto-
data)
Resources Learning activities Content
Performance criterion
Proper testing of Battery
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activity
Checklist Score
Yes No
Engagement testing
Rotation testing
Disengagement testing
Starter motor short circuit testing
Observation
Learning Outcome 3.3. Troubleshoot local area network
Test for starting
parameter
voltage drop
current draw
continuity
Short circuit
Test system
performance
o Brainstorming on test for
starting parameter
o Group discussion on
voltage drop
o Group discussion on
continuity
o Practical work on testing
system performance
- Vehicle
- Spanners
- Screw driver
- Pliers
- Cutters
- Testers
- Multimeter
- Battery
- Fuses
- Relays
- Switches
- Manual book
Computer with
software(AUTODATA / ALL DATA)
Resources Learning activities Content
Performance criterion
Proper testing of starter
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activity
Checklist Score
Yes No
Voltage drop testing
Current draw testing
Continuity testing
Short circuit testing
Testing of system performance
Observation
Summative Assessment
Integrated situation Resources
Mr. HABIMANA of GOLILAND Tour Company brought ONE vehicle TOYOTA RAV4 with starting system problems. Mr. HABIMANA arrived at SAR MOTORS at 8AM and he said that he needed it at 2PM. As an auto electricity technician, the Service manager requested you to solve those problems within 6 hours.
Performance criterion
Proper checking of control circuit
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected
Tools
Spanners
Terminal cleaner
Screw driver
Hummer
Pliers Scanner tool
Bench vise
Pulley remover
Jump start cable
Wire brush
Materials
Water
Lamp tester
Grease
Paper sand
Mark pen
Lubricants
Brushes
Lamps
Insulator taps
Equipment
multi-meter
Oscilloscope
Battery charger
Battery load tester
Computer with software (Auto data)
PPE
Indicator: starting system components has been tested
Preliminary test is well done (Starting Engine, Battery Voltage, Wiring and connections).
Materials, Tools, Equipment are properly selected.
Removal of starter motor from the engine is well done.
Starter Motor is well tested.
Starter Motor disassembling procedures are respected
Starter parts are well Cleaned and tested.
Greasing and Starter motor assembling procedures are properly done.
Starter motor is well retested.
Starter motor is well fixed on the engine.
Indicator: Starting system components has been repaired
Starter parts are well Cleaned and repaired
Indicator: Starting system components has been replaced
Replacing of damaged parts is well done.
Fuse is replaced
Battery is replaced
Relay is replaced
Brushes are replaced
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: starting is performed
1. Pinion gear is well engaged and disengaged
2. Starter motor is rotating properly.
3. Engine is starting properly.
4. After Road Test, Starting System is working properly.
1. Cable connection is well performed.
2. Replaced components specifications are respected.
3. Starter Motor torque is enough.
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
3 hours
Indicator: Efficient use of materials
No materials are wasted
Observation
Reference books:
Tom D. (2004).Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford
Gscheilder R. (2006).Modern Automotive Technology Fundamentas, Service, Diagnostics ; Verlag
Europa-Lehrmittel ,Germany
NATEF(1999) .Automotive excellence Student Text Student Edition; Glencoe McGraw-Hill
http://googleweblight.com/i?u=http://whatisstressuni.blogspot.com/2012/03/inertia.html?m%3D1&grqid=Ll-SX5fm&hl=en-RW
http://www.instructables.com/id/Starter-Motor-Repair/
A E E C R 4 0 1 - CHARGING SYSTEM REPAIRING
AEECR401 Repair charging system
RTQF Level: 4 Learning hours
Credits: 7 70
Sector: Technical services
Sub-sector: Automobile
Issue date: December, 2017
Purpose statement
This module will allow the learner to describe vehicle charging system, conduct diagnosis of
charging system and its results will enable the learner to repair or replace alternator
components and charging system external wiring.
The knowledge gained from this module will enable the learner to perform testing activities of
charging system while responding to work needs.
Learning assumed to be in place
Basic electricity
Basic electronics
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1 Describe charging system
1.1. Proper identification of charging system component
1.2. Proper description of charging system components
1.3. Proper description of charging system external
wiring
2 Repair alternator components
2.1. Adequate selection of tools, materials and
equipment
2.2. Proper diagnosis of charging system
2.3. Correct test of alternator components
2.4. Correct repair or replace damaged alternator
components
3 Repair alternator external wiring
3.1. Proper testing of charging system external wiring
components
3.2. Proper repairing or replace damaged alternator
external wiring components
3.3. Proper testing of charging system
LU 1: Describe charging system
1
Learning Outcomes:
1. Identify charging system components 2. Describe charging system components 3. Describe charging system external wiring
10 Hours
Learning Outcome1.1 describe charging system components
Introduction to charging system
Definition of charging system
Function of charging system
Components of charging system
Location of charging system components
Vehicle battery electrical systems
Single battery vehicle electrical system
Dual battery vehicle
electrical system
o Brainstorming on charging
system components
o Group discussions on charging
system components
o Assignment and Presentation
on charging system
- Car
- Alternator
- Battery
- Wires
- Regulator
- Bench work
- White board
- PPE
- Internet
- Books
- Paper
- Pen
- Computer
- Projector
- Visual aids
- Handout notes
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
oral
Multiple choice
True or false questions
Matching
Sentence completion
Presentation
Checklist Score
Yes No
Function of charging system
Classification of vehicle battery electrical systems
Alternator Location
Battery Location
Regulator Location
Pulley and drive belt Location
Fuses Location
Ignition switch Location
Observation
Performance criterion
Proper identification of charging system components
Learning Outcome 1.2 describe charging system components
Charging system design
Alternator
Regulator
Battery
External Wiring
Requirement of charging system
Introduction
Vehicle electrical loads
Charging voltage
Operating principles
Generation of
electricity
Rectification of AC to
DC
Regulation of output
voltage
Charging internal circuits
o Brainstorming on charging
system design
o Group discussion on
charging system design
o Brainstorming on charging
system requirements
o Group discussion on operating principles
- Car - Alternator - Battery - Wires - Regulator - Bench work - White board - PPE - Internet - Books - Paper - Pen - Computer - Visual aids - Handout notes
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
oral
Multiple choice
True or false questions
Matching
Sentence completion
Performance criterion
Proper description of charging system components
Resources Learning activities Content
Checklist Score
Yes No
Requirements of charging system
Generation of electricity
Rectification of AC to DC
Regulation of output voltage
Charging internal circuits
Alternator main components
Wiring diagram of external circuit
Telltale lamp function
Battery function in charging system
Ignition Switch function
Drive Pulley function
Diode assembly operation
Observation
Learning Outcome 1.3: Describe charging system external wiring
External wiring
components
Battery
Ignition switch
Fuses
Relays
Wires
Telltale lamp
Functions of external
wiring
Wiring external diagram
o Brainstorming on external wiring of components
o Demonstration by video/picture wiring components
o Assignment on external wiring functions
o Assignment Presentation
- Alternator - Battery - wires - Vehicle - Telltale lamp - Fuses and relays - Internet - Books - Paper - Pen - Computer - Hand out notes
Resources Learning activities Content
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Charging system external wiring diagram
Function of External wiring components
External wiring components names
External wiring components location
Observation
Performance criterion
Proper description of charging system external wiring
LU 2: Alternator components repairing
2
Learning Outcomes:
1. Selection of tools, materials and equipment 2. Diagnosis charging system 3. Test alternator components
40 Hours
Learning Outcome 2.1 Selection of tools, materials and equipment
Tools
Power tools
Measuring tools
Hand tools
Materials
Grease
Lubricants
Brushes
Equipment
PPE
o Demonstration by video/ picture of tools
o Demonstration by video/ picture of materials
o Demonstration by video/ picture of equipment
o Group discussion on the use
of PPE
- Toolbox
- Multi-meter
- Tester
- battery charger
- Books
- Cables
- Visual aids
- Internet
- Computer
- Hand-out notes
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate selection of tools, materials and equipment
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Product evidence
Practical activities
Observation checklist
Checklist Score
Yes No
Spanners
Multimeter
Tester
PPE
Battery charger
Screw drivers
Pliers
Spare parts
Brushes
Grease
Battery load tester
Brushes
Observation
Learning Outcome 2.2 Diagnose charging system
Common problems charging systems Faults Symptoms Causes Remedy
Diagnose procedures Verify system fault Evidences evaluation Diagnosis systems
Result report
o Brainstorming on common problems of charging system
o Demonstration on system diagnosis
o Practical work of system diagnosis
o Brainstorming on results reporting
Car
Multi-meter
Testers
Tool box
Wires
Manual book
Internet connection
Pen and notebook
Whiteboard
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklist
Practical exercise of disconnecting battery
Checklist Score
Yes No
Quick test of charging system faulty
Alternator faulty
Regulator faulty
Fuses testing
Battery faulty
Wires and Connectors continuities
Telltale lamp malfunction
Observation
Learning Outcome 2. 3 Test alternator components
Alternator location
Alternator Dismounting
procedures
Disconnect battery
Disconnect wires
Remove drive belt
o Demonstrating on the location
of alternator
o Brainstorming on alternator
dismounting procedures
o Practical work on alternator
assembling procedures
- Vehicle with
charging system
- Complete tool
box
- Workshop
- Classroom
Resources Learning activities Content
Performance criterion
Proper diagnosis of charging system
Unbolt alternator
Remove
Alternator disassembling
procedures
remove cover
remove brush holder
remove regulator
remove diode plate
remove pulley
separate rotor and
stator
Examinations of the running
surfaces of the pulley for wear
and dents
Testing of the roller bearing
seat
Alternator windings testing:
Short circuit testing
for stator winding
and rotor
Short to ground
testing for stator
winding and rotor
Open testing for
stator winding and
rotor
Alternator reassembling /
Mounting procedures
Place stator on rear
housing
Insert front housing
Insert bolts and nuts
Re-install brush into
brush holder
Install diode plate
place regulator
Install cover
Mount alternator
Place stator on rear
housing
Insert front housing
o Assignment on testing the roller
bearing seat
o Group discussion on alternator
windings testing
o Assignment on alternator
reassembling / Mounting
following procedures
o Brainstorming on replacing
procedures
o Group discussion on repairing
procedures
o Practical work on mounting
alternator in the vehicles
- Books
- Internet
- Whiteboard
- Mark pen
- Multi-meter
- Oscilloscope
- Battery charger
- Gloves
- Goggles
- Safety boots
- Flip charts
- Brushes
- Spare parts
- Helmet
- Grease
- Respirators
- Safety shoes
- Hand gloves
- Over coat
- Battery load
tester
- Battery charger
- Computer with
software (Auto-
data)
Insert bolts and nuts
Re-install brush into
brush holder
Install diode plate
place regulator
Install cover
Mount alternator
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklists
Checklist Score
Yes No
Disconnection of battery
Disconnection of wires
Removal of drive belt
Unbolt alternator
Removal alternator
Short circuit testing for stator winding and rotor
Short to ground testing for stator winding and rotor
Open testing for stator winding and rotor
Drive belt tensioning
Alternator dissembling
Examinations of the running surfaces of the pulley for wear and dents
Testing of the roller bearing seat
Alternator reassembling
Alternator mounting
Observation
Performance criterion
Proper Testing alternator components
Learning Outcome 2. 4 Repair or replace damaged alternator components
Replacing and repairing
procedures
Stuff will need (gather
resources)
Alternator removal
Stripping alternator
Assess the damage
Repair the rotor and field
winding
Replace regulator
Replace diode plate
Repair stator windings
Lubricating the new
brushes
Fitting the new brushes
Checking brush
Assembling the alternator
Testing
Mount alternator in the
vehicle
o Brainstorming on replacing
procedures
o Group discussion on repairing
procedures
o Practical work on mounting
alternator in the vehicles
- Complete tool
box
- Workshop
- Classroom
- Books
- Internet
- Whiteboard
- Mark pen
- Multi-meter
- Oscilloscope
- Battery charger
- Gloves
- Goggles
- Safety boots
- Flip charts
- Brushes
- Spare parts
- Helmet
- Grease
- Respirators
- Safety shoes
- Hand gloves
- Over coat
- Battery load
tester
- Battery charger
- Computer with
software (Auto-
data)
Formative Assessment 2.4
Performance criterion
Proper Repairing or replace damaged alternator components
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklists
Checklist Score
Yes No
Alternator removal
Assess the damaged parts
Repair of rotor and field winding
Regulator Replacement
Diode plate Replacement
Repairing of stator windings
Lubricating the new brushes
Fitting the new brushes
Checking brush
Assembling the alternator
Testing of alternator
Mounting of alternator in the vehicle
Observation
LU 3: Alternator external wiring repairing
3
Learning Outcomes:
1. Test charging system external wiring components 2. Repair or replace damaged alternator external wiring
components 3. Test charging system
20 Hours
Learning Outcome 3.1: Test charging system external wiring components
Testing external wiring
components
Control switch
Fuses
Relays
Control wires
Battery
Telltale lamp
Test external charging circuit
Pre-excitation
Excitation
Charging
o Demonstration on
external wiring
components
o Brainstorming on testing
external wiring
components
o Practical work on testing
external charging circuit
- Vehicle with
Charging system
- Complete tool box
- Workshop
- Classroom
- Books
- Internet
- Multi-meter
- Battery charger
- Gloves
- Goggles
- Safety boots
- Brushes
- Spare parts
- Helmet
- Respirators
- Safety shoes
- Hand gloves
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Control switch testing
Fuses checking for continuity
Relays testing for operation
Control wires measuring for continuity
Battery voltage measuring
Dashboard Telltale lamp interpretation
Observation
Performance criterion
Proper Testing charging system external wiring components
Learning Outcome 3.2 Repair or replace damaged alternator external wiring components
Wires Short circuit repair
Wiring Short to ground repair
Open wires repair
Replacement of damaged
components
Control switch
Fuses
Relays
Control wires
Dashboard with telltale
lamp
o Brainstorming on
repairing wire short
circuit
o Group discussion on
wiring short to ground
o Practical work on
replacing damaged
components
- Complete tool
box
- Workshop
- Classroom
- Books
- Internet
- Mark pen
- Multi-meter
- Oscilloscope
- Battery charger
- Gloves
- Goggles
- Safety boots
- Workshop
- Whiteboard
- Flip charts
- Brushes
- Spare parts
- Helmet
- Grease
- Respirators
- Safety shoes
- Hand gloves
- Over coat
- Battery load
tester
- Battery charger
- Computer with
software (Auto-
data)
Resources Learning activities Content
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activity
Checklist Score
Yes No
Control switch continuity
Fuses continuity
Relays states
Control wires continuity
Dashboard with telltale lamp operating conditions
Observation
Learning Outcome 3.3. Testing charging system
Importance of maintaining
equipment and tools
Process maintenance:
Cleaning
Oiling
Process of arrangement
equipment and tools
Health and safety of
equipment and tools
o Collection of maintenance tools
o Demonstration on how to
maintain equipment and tools
o Individual work of maintaining
equipment and tools
o Practical exercises on
arrangement equipment and
tools
- Damp cloth
- Brush
- Oil
- Water
- Soap
Resources Learning activities Content
Performance criterion
Repairing or replace damaged alternator external wiring components
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activity
Checklist Score
Yes No
Alternator output voltage testing
Battery voltage state checking
Quick test of charging system state
Observation
Summative Assessment
Integrated situation Resources
WASAC has Toyota Hilux which has a problem in charging system, where it has low charging voltage in the vehicle and telltale lamp remain light on when engine is running. The hired company for repairing is KABGAYI GARAGE, the technician is requested to repair it in 5 hours.
Performance criterion
Proper testing charging system
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected
Tools
Brush
Tape measure
Hammer
Nails
Spade
Steel trowel
Materials
Water
Grease
Paper sand
Mark pen
Lubricants
Brushes
Lamps
Insulator taps
Equipment
multi-meter
Oscilloscope
Battery charger
Battery load tester
Computer with software (Auto data)
PPE
Indicator: charging system components has been tested
Battery is tested
Alternator is tested
Regulator is tested
Charging voltage is tested
Wiring is tested
Telltale lamp is tested
Fuse is tested
Switch is tested
Driver belt tension is tested
Pulley is tested
Relay box is tested
Indicator: charging system components has been repaired
Wiring is repaired
Alternator is repaired
Switch is repaired
Indicator: charging system components has been repaired
Telltale lamp is replaced
Regulator is replaced
Fuse is replaced
Battery is replaced
Relay is replaced
Brushes are replaced
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: charging is performed
The vehicle is charging correctly
Charging voltage is increased
Telltale lamp is off when engine is running
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
5 hours
Indicator: Efficient use of materials
No materials are wasted
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: Scale is respected
Indicator: Efficient use of materials
No materials are wasted
Observation
Reference books:
1. Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
2. Gscheilder R. (2006). Modern Automotive Technology Fundamentas, Service, Diagnostics ; Verlag
Europa-Lehrmittel ; Germany.
3. NATEF (1999). Automotive excellence student Text Student Edition; Glencoe McGraw-Hill.
4. https://itstillruns.com/main-components-alternator-6966534.html/ 5. https://axleaddict.com/auto-repair/Alternator-Problems-Troubleshooting/ 6. http://www.ratwell.com/technical/ChargingSystem.html/ 7. http://www.ratwell.com/technical/ChargingSystem.html#loadtesting/ 8. http://www.ratwell.com/technical/ChargingSystem.html#charging/ 9. http://www.ratwell.com/technical/ChargingSystem.html#limitations/
A E E I R 4 0 1 - IGNITION SYSTEM REPAIRING
AEEIR401 Repair ignition system
RTQF Level: 4 Learning hours
Credits: 10 100
Sector: Technical Servicing
Sub-sector: Automobile
Issue date: December, 2017
Purpose statement
This module will allow the learner to describe vehicle ignition system, conduct diagnosis of ignition
system and its results will enable the learner to repair or replace ignition system components.
The knowledge gained from this module will enable the learner to perform testing activities of ignition
system while responding to work needs.
Learning assumed to be in place
Basic of electricity
Basic of electronics
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe ignition system
1.1. Proper identification of ignition system types
1.2. Proper description of ignition system types
1.3. Appropriate test of ignition components
2. Repair ignition system components 2.1. Adequate selection of tools, materials and
equipment
2.2. Proper dismounting of ignition components
2.3. Methodical repair and replacement of ignition
system components
2.4. Proper performance of ignition timing
3. Test ignition system
3.1. Adequate selection of tools, materials and
equipment
3.2. Proper test of ignition delivery
3.3. Appropriate Checking general states of cables
LU 1: Describe ignition system
1
Learning Outcomes:
4. Identify ignition system types 5. Test ignition system components 6. Describe ignition system types and components
20 Hours
Learning Outcome1.1 Identify ignition system types
Fundamental of
ignition system:
Definition of ignition
system
Ignition system types
Purpose of ignition
system
o Brainstorming on purpose of
ignition system
o Group discussion on types of
ignition system
- Workshop
- Flip charts
- Whiteboard
- Vehicle
- Battery
- Wires and connectors
- Fuses
- Relays
- Switches
- Sensors
- Actuators
- ECU
- Electronic
components
- Marker pen
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Ignition system definition
Ignition system types
Ignition system purpose
Observation
Learning Outcome 1.2 Describe ignition types and components
Ignition system design
Ignition distributor
Battery
Ignition coil
Ignition control
module
Brainstorming functions for starter motor components
Group discussion on operating
principles
Assignment on components’
design
- Workshop
- Flip charts
- Whiteboard
- Vehicle
- Battery
- Wires and
connectors
Resources Learning activities Content
Performance criterion
Proper identification of ignition system types
Control circuit
Types of ignition system
Conventional ignition
system
Electronic ignition
systems
Operating principles
Presentation of the assignment - Fuses
- Relays
- Switches
- Sensors
- Actuators
- ECU
- Electronic
components
- Marker pen
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Starter battery listing
Ignition switch listing
Ignition coil listing
Ignition distributor listing
Wires listing
High tension cables listing
Ignition control module listing
Crankshaft position sensor listing
Camshaft position sensor listing
Spark plugs listing
Relay listing
Fuses listing
Ignition system operation
Performance criterion
Proper description of ignition system types
Conventional ignition system design
Electronic ignition system design
Starter battery listing
Observation
Learning Outcome 1.3: Test ignition system components
Test sparks strength
Test ignition coil Open circuit Control circuit
Visual inspection Electrode terminal
wear Spark plug insulator
condition Spark plugs (HT)cable
damage Distributor rotor
crack Ignition coil cracks
Measure the air gap Spark plug Contact break
Diagnosis with scanner tool Found Diagnostic
Trouble Codes Clear faults code Actuation test
Programming Control modules Keys
o Workshop demonstration of starter motor dismounting and disassembling procedures
o Practical work on dismounting
o Practical work on disassembling starter motor
- Workshop - Flip charts - Whiteboard - Vehicle - Spanners - Terminal cleaner - Screw driver - Pliers - Cutters - Oscilloscope - Multimeter - Testers - Dial gauge - Telescopic gauge - Feeler gauge - Battery - Lamps - Wires and
connectors - Fuses - Relays - Switches - Sensors - Actuators - ECU - Electronic
components - Spare parts - Over coat - Hand gloves - Safety shoes - Helmet
Resources Learning activities Content
- Ear mufflers - Respirators - Scanner tool - Spark plug cleaner
and tester
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Practical activities
Checklist Score
Yes No
Open circuit testing with multimeter
Control circuit testing with multimeter
Inspection of components visually
Testing spark
Measurement of the spark plug air gap
Measurement of the contact break air gap
Connect and Switch (ON/OFF) scanner tool
Find and clear found diagnostic trouble codes
Actuation test
Open circuit testing with multimeter
Control circuit testing with multimeter
Observation
Performance criterion
Appropriate testing of ignition components
LU 2: Repair ignition system components
2
Learning Outcomes:
4. Select tools, materials and equipment 5. Dismount ignition system components 6. Repair and replace ignition system components 7. Perform ignition timing
50 Hours
Learning Outcome 2.1 Select tools, materials and equipment
Tools
Power tools
Measuring tools
Hand tools
Materials
Grease
Lubricants
Brushes
Equipment
PPE
Diagnostic machine
o Video/ picture demonstration
of tools
o Brainstorming on materials
and equipment
o Individual exercise of selecting
tools materials and equipment
- Terminal cleaner
- Screw driver
- Hummer
- Workshop
- Flip charts
- Whiteboard
- Vehicle
- Spanners
- Pliers
- Cutters
- Soldering gun
- Oscilloscope
- Multimeter
- Testers
- Dial gauge
- Telescopic gauge
- Feeler gauge
- Battery
- Lamps
- Wires and connectors
- Fuses
Resources Learning activities Content
- Relays
- Switches
- Water
- Internet connection
- Manual book
- Sensors
- Actuators
- ECU
- Electronic components
- Cleaning agent (WD-40)
- Spare parts
- Marker pen
- Sand papers
- Silicon
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Spark plug cleaner and
tester
- Air gun
- Computer with software
(AUTO-DATA/ALL -DATA)
- Camera
- Timing light/ Stroboscopic lamp
- Didactical panel - Battery charger - Bench vice - Car lift - Dustbin
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Power tools selection
Measuring tools selection
Hand tools selection
Materials selection
Equipment selection
Observation
Learning Outcome 2.2 Dismount ignition system components
Locating ignition system
components in vehicles
Dismounting procedures
Disconnect battery
Disconnect cables
Remove ignition coil
Remove the ignition control
module
o Demonstration on
system diagnosis
o Group discussion on
diagnosing process
o Individual exercise of
system fault
verification
o Group work on
diagnosis process
Screw driver
Hummer
Spanners
Pliers
Cutters
Testers
Over coat
Hand gloves
Safety shoes
Resources Learning activities Content
Performance criterion
Adequate selection of tools, materials and equipment
Remove ignition distributor
Remove spark plugs
Distributor disassembling
procedures
Remove protective cover
Remove the rotor
Remove contact breaker
/pulse or hall generator
Helmet
Ear mufflers
Respirators
Car lift
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Locating ignition system components in vehicles
Disconnection of battery
Disconnection of cables
Removing ignition coil
Removing the ignition control module
Removing ignition distributor
Removing spark plugs
Distributor disassembling
Locating ignition system components in vehicles
Observation
Performance criterion
Proper dismounting of ignition components
Learning Outcome 2. 3 Repair and replace ignition system components
Faults Checking
Visual check
Smelling check
Testing
Noisy check
Repair the high tension cables
Insulate
Connection
Adjust the gap
Contact breaker
Spark plug
Spark plug replacement
procedures
Remove HT cables
Unscrew spark plugs
Remove spark pugs
Purchase new spark
plugs
Fix spark plugs
Connect high tension
cables
Testing
o Practical work on bench
testing
o Practical work on repairing
high tension cables
o Demonstration on adjusting
the gap
o Practical work on plug
replacement
- Terminal
cleaner
- Screw driver
- Hummer
- Workshop
- Vehicle
- Spanners
- Pliers
- Cutters
- Soldering gun
- Oscilloscope
- Multimeter
- Testers
- Dial gauge
- Telescopic
gauge
- Feeler gauge
- Internet
connection
- Manual book
- Spare parts
- Sand papers
- Silicon
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Spark plug
cleaner and
tester
- Air gun
- Computer with
software
(AUTO-
DATA/ALL-
DATA)
- Timing light/
Resources Learning activities Content
Stroboscopic
lamp
- Didactical panel
- Battery charger
- Bench vice
- Car lift
- Dustbin
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Cables connection
Insulation of cables
Contact breaker gap adjusting
Remove and connection of HT cables
Remove and Fixing spark pugs
Testing operation of the system
Cables connection
Insulation of cables
Observation
Learning Outcome 2. 4 Perform ignition timing
Understanding ignition
timing
Firing order
Timing marks
o Demonstration on conducting
visual checking
o Brainstorming on testing
o Group discussion fault checking
- Screw driver
- Spanners
- Pliers
- Multimeter
Resources Learning activities Content
Performance criterion
Methodical repairing and replacement of ignition system components
Ignition cycle
Check ignition timing
Uses of Stroboscopic
lamp
Visual check
Adjust distributor
o Advance
o Retard
o Workshop exercise on starter
removal
o Individual exercise stripping
starter
o Group exercise on replacing
damaged starter motor
o Group exercise on repairing
damaged starter motor
- Testers
- Battery
- Wires and
connectors
- Manual book
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Timing light/
Stroboscopic
lamp
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Checking Firing order
Checking ignition cycle
Checking Timing marks
Checking ignition timing using Stroboscopic lamp
Adjusting distributor Advance
Adjusting distributor Retard
Observation
Performance criterion
Proper performance of ignition timing
LU 3: Test ignition system
3
Learning Outcomes:
1. Adequate selection of tools, materials and equipment 2. Test ignition spark delivery 3. Check general states of (HT)cables and wires
30 Hours
Learning Outcome 3.1: Select tools , materials and equipment
Tools
Power tools
Measuring tools
Hand tools
Materials
Grease
Lubricants
Brushes
Equipment
PPE
Diagnostic machine
o Video/picture
demonstration of tools
o Brainstorming on materials
and equipment
o Individual exercise of
selecting tools materials and
equipment
- Terminal cleaner
- Screw driver
- Hummer
- Workshop
- Flip charts
- Whiteboard
- Vehicle
- Spanners
- Pliers
- Cutters
- Soldering gun
- Oscilloscope
- Multimeter
- Testers
- Dial gauge
- Telescopic gauge
- Feeler gauge
- Battery
- Lamps
- Wires and
Resources Learning activities Content
connectors
- Fuses
- Relays
- Switches
- Water
- Internet
connection
- Manual book
- Sensors
- Actuators
- ECU
- Electronic
components
- Cleaning agent
(WD-40)
- Spare parts
- Marker pen
- Sand papers
- Silicon
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Spark plug
cleaner and
tester
- Air gun
- Computer with
software (AUTO-
DATA/ALL -DATA)
- Camera
- Timing light/ Stroboscopic lamp
- Didactical panel - Battery charger - Bench vice - Car lift - Dustbin
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Practical activities
Checklist Score
Yes No
Power tools selection
Measuring tools selection
Hand tools selection
Materials selection
Equipment selection
Power tools selection
Measuring tools selection
Observation
Learning Outcome 3.2 Test ignition spark delivary
Test sparks
Weak
Strong
Leakage
o Demonstration by video
sparks testing
o practical work on
testing sparks
- Workshop
- Vehicle
- Spanners
- Screw driver
Resources Learning activities Content
Performance criterion
Precise checking state of equipment and tools
o Group discussion - Cutters
- Pliers
- Soldering gun
- Oscilloscope
- Multimeter
- Testers
- Dial gauge
- Telescopic
gauge
- Battery
- Wires and
connectors
- Fuses
- Relays
- Switches
- Internet
connection
- Manual book
- Battery charger
- Computer with
software
(AUTO-
DATA/ALL -
DATA)
- Camera
- Didactical panel
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Spark plug
cleaner and
tester
Formative Assessment 3.2
Performance criterion
Proper testing of ignition delivery
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Practical activities
Checklist Score
Yes No
Testing sparks
Differentiating weak and strong spark
Checking cable leakage
Observation
Learning Outcome 3.3. Check general states of (HT) cables and wires
Visual check
Broken
Loosen
Testing
Continuity
Short circuit
Voltage drop
Additional resistance
o Brainstorming on visual
checking
o Demonstration on visual
checking
o Practical work on testing
continuity
o Practical work on testing
short circuit
o Practical work on testing
voltage drop
- Workshop
- Vehicle
- Pliers
- Cutters
- Multimeter
- Testers
- Wires and
connectors
- Scanner tool
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
Resources Learning activities Content
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Practical activities
Checklist Score
Yes No
Checking broken and loosen cables
Continuity testing with multimeter
Short circuit testing using measuring equipment
Voltage drop testing using measuring equipment
Observation
Performance criterion
Appropriate Checking general states of cables
Summative Assessment
Integrated situation Resources
Mr. Andre, a Workshop Manager of Motor Vehicle Electronic Garage (MVEG) receives one car HYUNDAI SANTAFE from UNESCO. That car has the problem of engine power loss due to engine misfire. As an automobile electrical and electronic technician, you are requested to repair its ignition system within 5 hours.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected
Tools
Spanners
Terminal cleaner
Screw driver
Hummer
Pliers
Filler gauge
Cutting tool
Manual book
Materials
Wires
Insulator taps
Grease
Paper sand
Mark pen
Fuel
Cleaning agent (WD-40)
Equipment
multi-meter
Scanner tool
Oscilloscope
Soldering gun
Testers
Spark plug cleaner and tester
Air gun
Car lift
Timing light/ Stroboscopic lamp
Computer with software(AUTO-DATA/ALL- DATA)
PPE Indicator: Ignition system components has been tested
Cables and connectors are well checked
Firing order is well checked
Spark delivery is well tested
Spark strength is well tested
Ignition timing is well checked
Distributor is well checked
Ignition coil is well tested
Trouble codes are well found
Spark plugs are well tested
Indicator: Ignition system components has been repaired
Spark plugs are well cleaned
Firing order well corrected
Gaps are well adjusted
Trouble codes are well erased
Ignition timing is well adjusted
Cables are well connected and insulated
Spark plugs are well tighten
Indicator: Ignition system components has been replaced
Spark plugs are replaced
Ignition coil is replaced
Distributor is replaced
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Ignition is performed
The spark is strong
Leakage voltage on high tension cables is repaired
Engine power is enough
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Scale is respected
2 hours
Indicator: Efficient use of materials
No materials are wasted
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: Scale is respected
1:10
sds
sdsd
Indicator: Efficient use of materials
No materials are wasted
Observation
Reference books:
Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
Gscheilder R. (2006). Modern Automotive Technology Fundamentas, Service, Diagnostics ;
Verlag Europa-Lehrmittel ; Germany.
Tom D. Advanced Automotive Fault Diagnosis, 2nd edition.
NATEF (1999). Automotive excellence student Text Student Edition ; Glencoe McGraw-Hill.
A E E L R 4 0 1 - LIGHTING AND SIGNALING SYSTEMS
AEELR401 Repair lighting and signaling systems
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Technical servicing
Sub-sector: Automobile
Issue date: December, 2017
Purpose statement
This module will allow the learner to describe vehicle lighting and signaling system, conduct diagnosis of
lighting and signaling system and its results will enable the learner to repair or replace lighting and
signaling system components and lighting and signaling system circuits.
The knowledge gained from this module will enable the learner to perform testing activities of lighting
and signaling system while responding to work needs.
Learning assumed to be in place
Basic electricity
Basic electronics
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe lighting and Signaling systems
1.1. Proper identification of lighting and signaling system
1.2. Proper description of Lighting and signaling system
components
1.3. Proper description of lighting and signaling system
circuits
2. Repair lighting and Signaling systems
2.1. Adequate selection of tools, materials and equipment
2.2. Proper identification of faults
2.3. Appropriate repair of lighting and signaling
circuit/wires
3. Test the lighting and Signaling systems
3.1. Proper testing of lighting and signaling components
3.2. Correct replacement lighting and signaling components
3.3. Proper verification of lighting and signaling
functionalities
LU 1: Describe Lightning and Signaling System
1
Learning Outcomes:
1. Identify lighting and signaling systems. 2. Describe Lighting and signaling system components 3. Describe lighting and signaling systems
30 Hours
Learning Outcome1.1: Identify lighting and signaling systems
Essentials of lighting system Definition of lighting
system Definition of
signaling system Purpose of lighting
system Purpose of signaling
system
Location of lighting and signaling system main components Battery Switches Fuses Relays Lamps Flasher unit Wires Horn
Brainstorming on the purpose of signaling system
Brainstorming on the purpose of lighting system
Demonstration on vehicle the location of signaling and lighting system
Field visit
- Vehicle with lighting system
- Workshop - Whiteboard - Marker pen - internet - Projector - Handout note - Lamps - Battery - Bulbs and socket - Wires and connectors - Fuses - Relays - Switches
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Presentation
Checklist Score
Yes No
Function of lighting system
Function of signaling system
Battery Location
Switches Location
Fuses Location
Relays Location
Wires Location
Horn Location
Lamps Location
Flasher unit Location
Observation
Performance criterion
Proper identification of lighting and signaling system
Learning Outcome 1.2: Describe Lighting and signaling system components
Headlamp layout
Types of headlamps
Low beam headlamp
High beam headlamp
Auxiliary lamp
Fog lamp
Search lamp
Flush to pass lamp
Headlamp cleaning system
Functions
Components
Light source of headlight and
lights
Halogen lamp
Gas discharge lamp
Neon-gas discharge
lamp
Metal filament lamp
ECE regulations
LED lights
o Demonstration by video/picture
on layout of headlamp
o Brainstorming on the types of
headlamp
o Demonstration of headlamp
cleaning system
o Group discussion on functions of
headlamp cleaning system
o Workshop demonstration on light
source of headlight and lights
o Assignment to describe Lighting
and signaling system
- Vehicle
- Workshop
- Whiteboard
- Marker pen
- Flip charts
- Projector
- Video aid
- Lamps
- Battery
- Bulbs and socket
- Wires and
connectors
- Fuses
- Relays
- Switches
- Flasher unit
- Internet
connection
- Head light tester
- Camera
- Battery charger
- Didactical panel
- Handout note
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of lighting and signaling system components
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Head lamp layout
Low beam head lamp
High beam head Lamp
Auxiliary lamp
Fog lamp
Search lamp
Flush to pass lamp
Halogen lamp
Gas discharge lamp
Neon-gas discharge lamp
Metal filament lamp
ECE regulations
LED lights
Head lamp cleaning components and its functions
Observation
Learning Outcome 1.3: Describe lighting and signaling systems
Wiring diagram of external
lights/lamps
Reverse light
Parking light
High beam head
light
Low beam head
light
Fog light
Auxiliary light
o Brainstorming on the wiring
diagram of external
lights/lamp
o Demonstration by
video/picture of the wiring
diagram
o Internet research on the
wiring diagrams
- Vehicle with lighting
and signaling systems
- Workshop
- Whiteboard
- Marker pen
- Projector
- Lamps
- Bulbs and socket
- Internet connection
- Camera
Resources Learning activities Content
Brake light
Side light
Turn signal light
Day time running
light
Horn circuit
Wiring diagram of internal
light/lamp (Roof light)
- Didactical panel
- Handout notes
- Pen
- Paper
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Wiring diagram of Reverse lights
Wiring diagram of Parking lights
Wiring diagram of High and low beam head lights
Wiring diagram of Fog lights
Wiring diagram of Brake lights
Wiring diagram of Turn signal and hazard lights
Wiring diagram of Horn
Observation
Performance criterion
Proper description of lighting and signaling system circuits
LU 2: Repair lighting and signaling systems
2
Learning Outcomes:
1. Select tools, materials and equipment 2. Identify faults 3. Repair of lighting and signaling circuit/wire
20 Hours
Learning Outcome 2.1 Select tools, materials and equipment
Tools
Power tools
Measuring tools Hand tools
Materials
Grease
Lubricants
Brushes
Lamps
Insulator taps
Wires
Fuse
Connectors
Relays
Equipment
PPE Diagnostic machine
o Demonstration by
video/picture of tools
o Demonstration by
video/picture of materials
o Individual exercise on selecting
tools according to the need
o Demonstration by
video/picture of equipment
o Group discussion on the use of
PPE
- Hand-out notes
- Spanners - Terminal cleaner - Screw driver - Pliers - Cutters - Hack saw - Punches and chisels - Bolts extractors - Manual book - Scanner tool - Computer and
software(auto-data, all-data
- Testers
- Multimeter
- Soldering gun
- Drilling machine (portable)
- Sensors
- Actuators
- Water - Soaps - Spare parts - Rivets
Resources Learning activities Content
- Workshop - Whiteboard - Marker pen - Flip charts - Projector - Video aid - Lamps - Battery - Bulbs and socket - Wires and connectors - Fuses - Relays - Switches - Flasher unit - Internet connection - Head light tester - Camera - Battery charger - Didactical panel
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
evidence
Practical activities
Checklist Score
Yes No
Toolbox
Multimeter
Lux-meter
Bulbs and sockets
Lamps
Fuses and relays
Performance criterion
Adequate selection of tools, materials and equipment
Insulator
Manual book
Terminal cleaner
Tester
PPE
Battery charger
Observation
Learning Outcome 2.2 Identify faults
Lighting and signalling systems
possible faults
Open circuits
High resistance circuits
Short circuits
Damaged insulation
Burnt wiring
Connector damaged
Terminal damaged
Frayed wires
Water and moisture
Diagnosis procedures Verify the fault. Collect further information. Evaluate the evidence. Carry out further tests in a logical
sequence. Rectify the problem. Check all systems and tight.
Diagnosis trouble codes(DTC) being set
as a results of LED lamp resistance
being lower than original resistance
filament lamp load
o Brainstorming on possible
faults of signaling and
lighting system
o Group discussion on
signaling faults
o Group discussion on lighting
system faults
o Practical work on
conducting system diagnosis
of lighting and signaling
systems
o Group exercise on using
diagnosis equipments
o Brainstorming on diagnosis
trouble codes
- Car with lighting
and signaling
system
- Lux-meter
- Auto-data soft
ware
- Multimeter
- Testers
- Tool box
- Wires
- Manual book - Internet
connection - Pen and notebook - Whiteboard
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Lighting and signaling Possible faulty identification
Diagnosing lighting and signaling trouble code using scanner tool OBDII
Headlamp Relay testing
Fuses testing
Multifunction switch operation testing
Wires and Connectors continuity testing
Observation
Learning Outcome 2. 3 Repair of lighting and signaling circuit/wire
Repair circuit possibilities
Repair open circuits
Replace high resistance
circuit/ wires
o Brainstorming on repair circuit
possibilities
o Practical exercise on installation of
full lighting system and signaling
- Vehicle with
lighting and
signalling
system
- Complete tool
Resources Learning activities Content
Performance criterion
Proper identification of faults
Replace short
circuits/wires
Replace damaged
insulation
Replace burnt wiring
Replace damaged
connector
Replace terminal
damaged
Replace frayed wires
Clean water and
moisture
Cleaning of headlights
Clean diagnosed trouble
codes(DTC) being set as a
results of LED lamp
resistance being lower than
original resistance filament
lamp load
o Individual exercise of problem
rectification
o Assignment on repairing lighting
and signaling
o Brainstorming on clean diagnosed
trouble codes
box
- Workshop
- Classroom
- Books
- Internet
- Whiteboard
- Mark pen
- Multimeter
- Oscilloscope
- Battery charger
- Gloves
- Goggles
- Safety boots
- Flip charts
- Brushes
- Spare parts
- Helmet
- Grease
- Respirators
- Safety shoes
- Hand gloves
- Over coat
- Battery load
tester
- Battery charger
- Computer with
software (auto-
data)
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate repair of lighting and signaling circuit/wires
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Clean water and moisture in sockets
Clean diagnosed trouble codes(DTC)
Headlight and light Fuse replacement
Headlight relays replacement
Connector and sockets replacement
Terminals cleaning
Damaged wires replacements
Headlamp adjustment
Headlamp cleaning
Replacement of short circuits/wires
Replacement of damaged insulation
Replacement of burnt wiring
Replacement of damaged connector
Replacement of terminal damaged
Replacement of frayed wires
Observation
LU 3: Perform basic maintenance of embroidery equipment and tools
3
Learning Outcomes:
1. Test lighting and signaling components 2. Replace lighting and signaling components 3. Verify lighting and signaling functionalities
45 Hours
Learning Outcome 3.1: Test lighting and signaling components
Testing procedures
Hand and eye checks (loose
wires, loose switches and
other obvious faults) – all
connections clean
Check battery must be 70%
charged.
Check bulb(s) – visual check
or test with ohmmeter.
Fuse continuity – (do not
trust your eyes) voltage at
both sides with a meter or a
test lamp.
If used, does the relay click,
this means the relay has
operated, it is not necessarily
making contact.
Supply to switch – battery
volts.
Supply from the switch –
battery volts.
o Brainstorming on testing
procedures
o Practical demonstration on
testing control switch
o Group exercise on testing
flasher unit
o Individual exercise on testing
horn
o Group exercise on testing
relays and fuses
- Vehicle with
lighting and
signaling system
- Lamps
- Battery
- Bulbs and socket
- Wires and
connectors
- Fuses
- Relays
- Switches
- Flasher unit
- Internet
connection
- Head light tester
- complete tool box
- workshop
- classroom
- books
- internet
- multi-meter
Resources Learning activities Content
Supplies to relay – battery
volts.
Feed out of the relay – battery
volts.
Voltage supply to the light –
within 0.5 V of the battery.
Earth circuit (continuity or
voltage) – 0 or 0V.
Component testing
Test flasher unit
Test horn
Test control switch
Test relays and fuses
- battery charger
- gloves
- goggles
- Safety boots
- Brushes
- Spare parts
- Helmet
- Respirators
- Safety shoes
- Hand gloves
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Control switch continuity testing
Bulbs testing for brightness
Relays operation testing
Fuses testing for continuity
Horn testing
Flasher unit testing
Observation
Performance criterion
Proper test of lighting and signaling components
Learning Outcome 3.2 Replace lighting and signaling components
Components to be replaced
Flasher unit
Horn
Relay
Bulbs/lamps
Fuses
Wires
Ignition switch
Hazard switch
Brake switch
Reverse switch
Headlight removal procedures
Disconnect cable from battery
Remove other obstacles
Remove the bolts and two
screws
Disconnect sockets from
headlight
Remove front bumper assembly
Remove head light assembly
Headlight installation procedures
Install headlight assembly
Install front bumper assembly
Tighten with bolts and screws
Install removed obstacles
Connect headlight sockets
Connect battery cable
Adjust headlight aiming
o Demonstration by
video/picture on replacing
components of lighting and
signaling
o Practical exercise on
replacing lighting and
signaling components
o Group discussion on
removal procedures of
headlights
o Practical work on removing
headlight following
procedures
o Individual exercise on
installation of headlight
following procedures
- Vehicle with
lighting and
signaling
systems
- Complete tool
box
- Workshop
- Classroom
- Books
- Internet
- White board
- Lamps
- Battery
- Bulbs and socket
- Wires and
connectors
- Fuses
- Relays
- Switches
- Flasher unit
- Mark pen
- Multi-meter
- Oscilloscope
- Battery charger
- Gloves
- Goggles
- Safety boots
- Workshop
- White board
- Flip charts
- Brushes
- Spare parts
- Helmet
- Grease
- Respirators
Resources Learning activities Content
- Safety shoes
- Hand gloves
- Over coat
- Battery load
tester
- Battery charger
- Computer with
software (AUTO-
DATA)
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence Practical activities
Checklist Score
Yes No
Replacement of flasher unit
Replacement of horn
Relay replacement
Replacement of bulbs/lamps
Replacement of fuses
wires Replacement
Replacement of ignition switch
Replacement of hazard switch
Replacement of brake switch
Headlight removal
Headlight installation
Adjust headlight aiming
Observation
Performance criterion
Accurate selection of cleaning materials and products
Learning Outcome 3.3. Verify lighting and signaling functionalities
Headlamp aiming procedures
Vehicle preparation for head
light aiming adjustment
Preparation for headlight
aiming(using tester)
Preparation for headlight
aiming(using screen)
Inspect headlight aiming
Adjust headlight aiming
Operating verification for
Horn
Turn signal lights
Hazard lights
High beam lights
Low beam lights
Fog lights/spot lights
Brake lights
Reverse lights
Parking lights
Interior lights
Auxiliary lights
o Demonstration on vehicle to
verify headlight aiming and
headlight functionalities
o Demonstration on vehicle to
verify full lighting system
functionalities
o Assignment on full lighting
system verification
- Vehicle with
lighting and
signaling
systems
- Complete tool
box
- Workshop
- Headlamp aiming
tester
Formative Assessment 3.3
Performance criterion
Proper verification of lighting and signaling functionalities
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Using headlamp aiming tester
Headlight adjustment
Lighting and signaling operational verification
Observation
Summative Assessment
Integrated situation Resources
N. MOTORVEHICLE WORKSHOP Ltd is a company which deals with all vehicles related services in NYANZA and GASABO districts. Mr. Rolland is a tourist and while travelling from Kigali to NYUNGWE National Park by his TOYOTA LANDCRUISER V8, arrived at ISONGA, he noticed a bad smelling of something burnt followed by the trouble of lighting and signaling systems and then all lamps went off. He called the service Manager of the above mentioned GARAGE for help.
As an auto electricity and electronics technician from the aforesaid company, you are requested to solve those problems within 6 hours.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected
Tools
Spanners
Terminal cleaner
Screw driver
Hummer
Pliers
Scanner tool
Cutters
Jump start cable
Wire brush
Materials
Bulbs
Lamp tester
Connector and sockets
Paper sand
Wires
Insulator taps
Fuses
Relays
Fuel
Switches
Brushes
Equipment
Multi-meter
Tester
Battery charger
Battery load tester
Computer with software (Auto data)
PPE
Indicator: Lighting and signaling system functionality has been tested
Parking light is well tested
Headlamps is well tested
Turn signal indicators and hazard is well tested
Reverse lights is well tested
Brake lights is well tested
Horns is well tested
Auxiliary lamps is well tested
Indicator: Lighting and signaling system components has been tested
Visual inspection is well done ( wires, connectors, bulbs lights, )
Battery voltage is well tested
Multifunctional switch is well tested
Fuses and relays is well tested
Flusher unit is well tested
Indicator: Lighting and signaling system components has been repaired / replaced
Multifunctional switch is well repaired.
Burnt fuse is replaced
Battery is replaced
Burnt relay is replaced
Burnt wiring are replaced
Burnt bulbs are replaced
Flusher unit is well repaired/replaced
Burnt or damaged Connectors and sockets are well replaced
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Lighting and signaling systems is working
Parking light is working well
Headlamps is working well
Turn signal indicators and hazard is working well
Reverse lights is working well
Brake lights is working well
Horns is working well
Auxiliary lamps is working well
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
6 hours
Indicator: Efficient use of materials
No materials are wasted
Observation
Reference books:
Tom D. (2004). Automobile Electrical And Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
Gscheilder R. (2006). Modern Automotive Technology Fundamentals, Service, Diagnostics ;
Verlag Europa-Lhermitte ; Germany.
https://en.wikipedia.org/wiki/Automotive_lighting/ https://en.wikipedia.org/wiki/Automotive_lighting#Dipped_beam_(low_beam,_passing_beam,_
meeting_beam)/ https://en.wikipedia.org/wiki/Automotive_lighting#Side_turn_signals/ Gross, Jessica (12 July 2013). "Who Made That Turn Signal?". The New York Times Magazine.
Retrieved 2017-10-25 Rockwell, T. H., Safford, R. R. (1969): An evaluation of rear-end signal system characteristics in
night driving, pp. 12–13, 17, 33, 41–42
A E E P R 4 0 1 - PRE-HEATING SYSTEM REPARATION
AEEPR401 Repair pre-heating System
RTQF Level: 4 Learning hours
Credits: 5 50
Sector: Technical services
Sub-sector: Automobile
Issue date: December, 2017
Purpose statement
This module will allow the learner to describe pre-heating system, conduct diagnosis of pre-heating
system and its results will enable the learner to repair or replace pre-heating system components.
The knowledge gained from this module will enable the learner to perform testing activities of pre-
heating system while responding to the work needs.
Learning assumed to be in place
Basic of electricity
Basic of electronics
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the
learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
2. Describe pre-heating system 2.1. Proper identification of pre-heating system
components
2.2. Proper description of glow plugs and timer relay/
ECU
2.3. Proper description of pre-heating system control
circuit
3. Repair pre-heating system
components
2.1. Adequate selection of tools, materials and
equipment
2.2. Adequate dismounting and mounting of pre-
heating system components
2.3. Proper diagnosis of pre-heating system
components
2.4. Correct repair or replacement of damaged pre-
heating system components
4. Repair pre-heating system control
circuit
4.1. Proper test of pre-heating system control circuit
components
4.2. Correct repair or replacement of damaged pre-
heating system control circuit components
4.3. Proper test of pre-heating system
LU 1: Describe pre-heating system
1
Learning Outcomes:
1. Identify pre-heating system components 2. Describe pre-heating system control circuit 3. Describe glow plugs and timer relay/ECU
5 Hours
Learning Outcome1.1 Identify pre-heating system components
Definition of pre-heating system
Purpose of pre-heating system
o Brainstorming on purpose of
pre-heating system
o Group discussion on pre-
heating system components
- Workshop
- Flip charts
- Whiteboard
- Vehicle with pre-
heating system
with pre-heating
system
- Battery
- Wires and
connectors
- Fuses
- Relays
- Switches
- Sensors
- Actuators
- ECU
- Electronic
components
- Marker pen
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Pre-heating system Definition
Pre-heating system Purpose
Observation
Learning Outcome 1.2: Describe pre-heating system control circuit
Glow plugs Types
In-cylinder variety
In-manifold variety
(thermostat)
Timer relay/ ECU location
o Brainstorming on types
of glow plugs
o Video/ picture
demonstration on timer
relay/ ECU location
- Workshop
- Flip charts
- Whiteboard
- Vehicle with
pre-heating
system
- Battery
- Marker pen
Resources Learning activities Content
Performance criterion
Proper identification of pre-heating system components
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
In-cylinder variety glow plugs
In-manifold variety glow plugs
Locate Timer relay/ECU
Observation
Learning Outcome 1.3: Describe glow plugs and timer relay/ECU
Pre-heating system control circuit design
Battery Glow plugs
o Brainstorming on pre heating system classification
o Group discussion on operating principles
- Workshop - Flip charts - Whiteboard - Vehicle with
pre-heating
Resources Learning activities Content
Performance criterion
Proper description of glow plugs and timer relay/ ECU
Relay Fuse Timer relay/ ECU Telltale lamp Wires Metallic plate
Classification of pre-heating system
Timer relay controlled
Engine ECU controlled
Operating principles
o Assignment on components design
system - Battery - Glow plugs - Relay - Fuse - Timer relay/
ECU - Telltale lamp - Wires - Metallic plate
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Design of pre-heating system control circuit
Timer relay controlled pre-heating system
Engine ECU controlled pre-heating system
Operation of pre heating system control circuit
Observation
Performance criterion
Proper description of pre-heating system control circuit
LU 2 : Repair pre-heating system components
2
Learning Outcomes:
1. Select tools, materials and equipment
2. Dismount and mount pre-heating system components
3. Diagnose pre-heating system components
4. Repair or replace damaged pre-heating system components
30 Hours
Learning Outcome 2. 1 Select tools, materials and equipment
Tools
Power tools
Measuring tools
Hand tools
Materials
Grease
Lubricants
Heater plug
Equipment
PPE
Diagnostic machine
Video/ picture
demonstration of tools
Brainstorming on
materials and equipment
Individual exercise of
selecting tools materials
and equipment
- Workshop - Vehicle with
pre-heating system
- Whiteboard - Flipcharts - Spanners - Jump starting
cable - terminal
cleaner - Screw driver - Pliers - Cutters - Brushes - Soldering gun - Testers - Multi-meter - Battery - Lamps - Wires and
connectors - Fuses
Resources Learning activities Content
- Relays - Starters - Switches - Internet
connection - Manual book - Sensors - Actuators - ECU - Electronic
components - Spare parts - Sand papers - Marker pen - Silicon - Scanner tool - Computer with
software (AUTO-DATA/ ALL-DATA
- Camera - Battery load
tester - Didactical panel - Battery charger - Rubber pads - Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate selection of tools, materials and equipment
Types of evidence Portfolio assessment tools
Performance
Evidence
Practical activities
Checklist Score
Yes No
Power tools selection
Measuring tools selection
Hand tools selection
Materials selection
Equipment selection
Observation
Learning Outcome 2.2: Dismount and mount pre-heating system components
Location of pre-heating system
components in Vehicle with pre-
heating systems
Dismounting procedures
Disconnect battery
Disconnect glow plug wires
Disconnect metallic plate
Remove glow plugs
Remove timer/ ECU
Mounting procedures
Fix glow plugs
Fix metallic plate
Mount timer/ ECU
Connect wires
Connect battery
o Video demonstration on pre heating system dismounting
o Group discussion on
dismounting procedures
o Individual exercise of
system fault verification
o Group work on mounting
and dismounting pre-
heating system
components
- Workshop - Vehicle with
pre-heating system
- Spanners - Screw driver - Pliers - Cutters - Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Evidence
Practical activities
Checklist Score
Yes No
Locating pre-heating system components in Vehicle with pre-heating system
Disconnection of glow plug wires
Disconnection of glow plug metallic plate
Remove of glow plugs
Fixing glow plugs and metallic plate
Connecting battery
Observation
Learning Outcome 2.3: Diagnose pre-heating system components
Glow plugs Testing
Heating current Testing
Visual inspection
Loosen wires
Broken glow plugs
Burned wires
o Workshop demonstration of
glow plug testing
Practical work on Testing
heating current
Individual practical work on
glow plugs testing
- Workshop - Vehicle with
pre-heating system
- Spanners - Screw driver - Pliers - Cutters
Resources Learning activities Content
Performance criterion
Adequate dismount and mounting of pre-heating system components
Glow plug leaks
Test heating time
Demonstration on visual
inspection
o Brainstorming on visual
inspections
- Testers - Multi-meter - Battery - Wires and
connectors - Fuses - Relays - Switches - Manual book - Scanner tool - Computer with
software (AUTO-DATA/ ALL-DATA
- Battery load tester
- Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Evidence
Practical activities
Performance criterion
Proper diagnosis of pre-heating system components
Checklist Score
Yes No
Glow plugs testing
Heating current testing with measuring equipment
Visual inspection of glow plug and wires state
Testing heating time
Observation
Learning Outcome 2. 4: Repair or replace damaged pre-heating system components
Faults Checking
Visual check
Smelling check
Testing open circuit
Wires repairing
Insulate
Connect
Glow plug replacement
procedures
Disconnect wires
Remove metallic
plate
Unscrew glow plugs
Remove glow pugs
Purchase new glow
plugs
Fix glow plugs
Fix metallic plate
Connect wires
Testing
o Brainstorming on fault checking
o Practical work on wire repairing
o Demonstration by video on
replacement procedures
o Individual practical work on
glow plug replacement
- Workshop - Vehicle with
pre-heating system
- Spanners - Jump starting
cable - Screw driver - Pliers - Cutters - Brushes - Soldering gun - Testers - Multi-meter - Battery - Lamps - Wires and
connectors - Fuses - Relays - Switches - Internet
connection - Manual book - Spare parts - Sand papers - Silicon - Scanner tool - Computer
Resources Learning activities Content
with software (AUTO-DATA/ALL- DATA
- Camera - Battery load
tester - Battery
charger - Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers - Dustbin
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Evidence
Practical activities
Checklist Score
Yes No
Testing open circuit
Insulation, Connection and Disconnection of wires
Remove glow plugs
Fixing glow plugs
Testing the operation of the system
Observation
Performance criterion
Correct repair or replacement of damaged pre-heating system components
: Repair pre-heating system control circuit
3
Learning Outcomes:
1. Test pre-heating system control circuit components 2. Repair or replace damaged pre-heating system control circuit
components 3. Test pre-heating system
15 Hours
Learning Outcome 3.1: Test pre-heating system control circuit components
Checking of wires condition
Loosen wires
Burnt wires
Open circuit
Timer relay/ ECU testing
Timer relay
Heater relay
ON current
Control current
Telltale lamp switch off
time
Battery voltage testing
Charged
Discharged
Damaged
Workshop demonstration
on timer relay/ ECU testing
Practical work on Testing
timer relay
Practical work on Testing
battery voltage
o Group exercise on timer
relay testing
o Group exercise on heater
relay testing
- Workshop - Vehicle with pre-
heating system - Testers - Jump starting cable - terminal cleaner - Screw driver - Multi-meter - Wires and
connectors - Fuses - Relays - Internet connection - Manual book - Sensors - Actuators - ECU - Scanner tool - Computer with
software (AUTO-DATA/ ALL- DATA
- Camera - Battery load tester - Didactical panel
Resources Learning activities Content
- Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Evidence
Practical activities
Checklist Score
Yes No
Open circuit Testing
Timer relay/ ECU current Testing
Location of telltale lamp on dashboard
Testing of battery voltage with multi-meter
Testing ON position current and control current
Observation
Performance criterion
Proper test of pre-heating system control circuit components
Learning Outcome 3.2: Repair or replace damaged pre-heating system control circuit components
Faults Checking Visual check Smelling check Testing open circuit
Wires repair Insulating Connecting
Timer relay/ ECU replacement procedures Disconnect battery Disconnect timer relay/ ECU and
sockets Remove timer relay/ ECU Purchase new timer relay/ECU Fix timer relay/ ECU Connect timer relay/ ECU and
sockets ECU or Timer relay Testing
o Brainstorming on faults checking
o Group discussion on faults checking
o Practical work on Timer relay/ ECU replacement
o Demonstration by video on timer relay replacement
o Practical exercise on checking glow plugs
o Practical exercise on Check pre-heating system control circuit
- Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers - Battery load
Tester - Battery
Charger - Silicon - Scanner tool - Computer
with Software (AUTO-DATA/ALL-DATA
- Camera - Workshop - Vehicle with
pre-heating system
- Spanners - Jump starting
cable - Terminal
cleaner - Screw driver - Pliers - Cutters - Brushes - Soldering gun - Testers - Spare parts - Sand papers - Multi-meter - Battery - Lamps - Wires and
connectors - Fuses - Relays - Starters - Switches
Resources Learning activities Content
- Internet connection
- Manual book
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Evidence
Practical activities
Checklist Score
Yes No
Location of timer relay/ ECU
Remove and fix
Disconnect and connect battery
Disconnection and Connection of timer relay/ ECU sockets
Control circuit testing
Observation
Performance criterion
Correct repair or replacement of damaged pre-heating system control circuit
components
Learning Outcome 3.3: Test pre-heating system
Glow plugs checking
Heating
Leakage
Pre-heating system control circuit
checking
Control wires connection
checking
Relay checking
Fuses checking
Sockets checking
Telltale lamp checking
o Brainstorming on faults
checking
o Group discussion on
faults checking
o Practical work on Timer
relay/ ECU replacement
o Demonstration by video
on timer relay
replacement
o Practical exercise on
checking glow plugs
o Practical exercise on
checking pre-heating
system control circuit
- Workshop - Vehicle with pre-
heating system - Screw driver - Pliers - Cutters - Testers - Multi-meter - Battery - Lamps - Wires and
connectors - Fuses - Relays - Starters - Switches - Internet connection - Manual book - Didactical panel - Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers - Battery load tester - Scanner tool - Computer with
software (AUTO-DATA/ ALL- DATA
- Camera
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct test of pre-heating system
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Performance
Evidence
Practical activities
Checklist Score
Yes No
Checking glow plugs heating
Checking glow plugs Leakage
Checking control wires connection
Checking relay, fuses and sockets state
Checking telltale lamp state
Observation
Summative Assessment
Integrated situation Resources
TOYOTA HILUX with 3L engine is owned by KING Company Ltd and is used to transport consultants but it encounters a problem of hard cold starting and it is brought in SQUARE garage located in Kigali City. As an auto electricity and electronic technician from the aforesaid garage, you are required to solve that problem within 5 hours maximum.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected
Tools
Spanners
Screw driver
Hummer
Pliers
Cutting tool
Manual book
Materials
Wires
Insulator taps
Grease
Paper sand
Fuel
Anti-rust
Cleaning agent (WD-40)
Equipment
multi-meter
Scanner tool
Soldering gun
Tester light
Air gun
Computer with software(AUTO-DATA/ ALL -DATA)
PPE
Indicator: Pre-heating system components has been tested
Battery is tested
Wires and connectors are well checked
Relay is well tested
Fuse is well checked
Indicator light is well checked
Timer relay/ ECU is well tested
Metallic plate is well checked
Temperature sensor is well tested
Glow plugs are well tested
Cylinder head threads are well checked
Trouble codes are well found
Indicator: Pre-heating system components has been repaired
Battery terminals are well Cleaned
Wires are well connected and insulated
Glow plugs are well tighten
Metallic plate is repaired
Trouble codes are well erased
Indicator: Pre-heating system components has been replaced
Glow plugs are replaced
Fuse is replaced
Relay is replaced
Timer relay/ ECU is replaced
Temperature sensor is replaced
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Pre-heating is performed
Glow plugs are properly heated
Heating time is corrected when cold
Fast Engine starting
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
5 hours
Indicator: Efficient use of materials
No materials are wasted
Observation
Reference books:
Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
Gscheilder R. (2006). Modern Automotive Technology Fundamentas, Service, Diagnostics ; Verlag
Europa-Lehrmittel ; Germany.
NATEF (1999). Automotive excellence student Text Student Edition; Glencoe McGraw-Hill.
Tom D. Advanced Automotive Fault Diagnosis Second edition Tom Denton.
A E E E A 4 0 1 - ELECTRICAL AND ELECTRONIC ACCESSORIES
AEEEA401 Repair electrical and electronic accessories
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Technical services
Sub-sector: Automobile
Issue date: December, 2017
Purpose statement
This module covers contents that will allow the learner to describe electrical and electronic
accessories, identify accessories circuits faults and test components of electrical or electronic
accessories system.
The knowledge gained from this module will enable the learner to repair or replace electrical /
electronic accessories components and verify that the system functions as expected after
conducting repairing or replacing system components.
Learning assumed to be in place
Basic electricity
Basic electronics
Starting system repairing
Lighting and signaling repairing
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe electrical and electronic
accessories
1.1 . Proper identification of electrical and electronic
accessories systems
1.2 . Proper description of electrical and electronic
accessories circuits
1.3 . Proper description of electrical and electronic
accessories components
2. Test electrical and electronic
accessories
2.1 . Proper identification of electrical and electronic
accessories circuits faults
2.2 . Proper test of electrical accessories system
components
2.3 .Proper test of electronic accessories system
components
3. Repair electrical and electronic
accessories components
3.1 . Adequate selection of tool, material and
equipment
3.2 . Correct repair/replacement of electrical and
electronic accessories wiring/components
3.3 .Appropriate verification of electrical and
electronic accessories systems functionalities
LU 1: Describe electrical and electronic accessories
1
Learning Outcomes:
4. Identify electrical and electronic accessories systems. 5. Describe electrical and electronic accessories circuits 6. Describe electrical and electronic accessories components
30 Hours
Learning Outcome1.1 Identify electrical and electronic accessories systems.
Essentials of electrical
and electronic
accessories
Definition
Purpose
Systems of electrical and
electronic accessories
Windshield wiper
and washer system
Gauges and meters
system
Electrical power
windows
Car radio system
Mirror system
Central locking
system
Car alarm system
Vehicle anti-theft
system
Cigarettes lighter
o Brainstorming on the purpose of
electrical and electronic accessories
o Demonstration by video/pictures of
electrical and electronic accessories
o Demonstration of components’
location in vehicle
o Group discussion on car radio
system
o Group discussion on car locking
system
o Group discussion on car alarm
system
- Car with electronic
systems
- Internet
- Books
- Paper
- Pen
- Whiteboard
- Blackboard
- Marker pen
- Chalks
- Projector
- Computer
- Visual aids
- Handout notes
Resources Learning activities Content
system
Location of electrical
and electronics system
components in vehicle
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Demonstration.
Checklist Score
Yes No
Purpose Electrical and electronic accessories
Windshield wiper and washer system Location
Gauges and meters system Location
Electrical power windows Location
Car radio system Location
Mirror system Location
Central locking system Location
Car alarm system Location
Performance criterion
Proper identification of electrical and electronic accessories systems
Vehicle anti-theft system
Cigarettes lighter system Location
Windshield wiper and washer system Location
Gauges and meters system Location
Electrical power windows Location
Observation
Learning Outcome 1.2 Describe electrical and electronic accessories circuits
Wiring diagram of electrical
and electronic accessories
circuits
Windshield wiper and
washer circuit
Gauges and meters
/instruments circuit
Electrical power
windows circuit
Car radio circuit
Mirror circuit
Central locking circuit
Car alarm circuit
Vehicle immobilizer
circuit
Cigarettes lighter
circuit
o Demonstration by video of wiring diagrams
o Brainstorming on wiring diagram of electronic accessories
o Workshop demonstration on how to identify wiring circuit
- Car with electronic systems
- Internet - Books - Paper - Pen - Whiteboard - Blackboard - Marker pen - Chalks - Projector - Computer - Visual aids - Handout notes
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of electrical and electronic accessories circuits
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Demonstration
Presentation
Checklist Score
Yes No
Windshield wiper and washer circuit wiring diagram
Gauges and meters /instruments circuit wiring diagram
Electrical power windows circuit wiring diagram
Car radio circuit wiring diagram
Mirror circuit wiring diagram
Central locking circuit
Car alarm circuit wiring diagram
Vehicle immobilizer circuit wiring diagram
Cigarettes lighter circuit wiring diagram
Windshield wiper and washer circuit wiring diagram
Gauges and meters /instruments circuit wiring diagram
Electrical power windows circuit wiring diagram
Car radio circuit wiring diagram
Mirror circuit wiring diagram
Central locking circuit wiring diagram
Observation
Learning Outcome 1.3: Describe electrical and electronic accessories components
Windshield wiper and washer
system components
Wiper blade
Wiper linkage
Wiper motor
Washer fluid
Group discussion on
windshield wiper and
washer system
Brainstorming on gauges and meters system
Brainstorming on dashboard warning
- Car with electrical and electronic systems
- Internet - Books - Paper - Pen - Whiteboard - Blackboard
Resources Learning activities Content
Fluid pump
Injectors
Rain sensor
Washer fluid tank
Gauges and meters system
Fuel gauge
Engine temperature
gauge
Tachometer
Odometer and
speedometer
Oil pressure gauge
Dashboard warning
lights/sounds
Temperature warning
light
Oil pressure warning
light
Check engine warning
light
Tire pressure warning
light
Battery warning light
Brake system warning
light
ABS warning light
Electronic stability
control warning light
Transmission
temperature warning
light
Air bag warning light
Pre-heating warning
light
Frost warning light
Catalyst converter
warning light
Seat belt warning light
lights/sounds
Demonstration by video/picture on dashboard warning lights/sounds
Brainstorming on dashboard indicators lights in vehicle
Demonstration of dashboard indicators lights in vehicle
Brainstorming on
Electrical power windows
components
Demonstration of
Electrical power windows
components
Demonstration of Car
broadcasting system
components
Demonstration of Mirror
system components
Brainstorming on Central
locking system
components
Demonstration of Central
locking system
components
Brainstorming on Car
alarm system
components
Demonstration of Car
alarm system
components
Brainstorming on Car
immobilizer system
components
Demonstration of Car
immobilizer system
- Marker pen - Chalks - Projector - Computer - Visual aids - Handout notes - Blank key - Chip card - Lamps - Fuses - Relays - Switches - Dc motors - Flasher unit - Radio - Alarm kit - Sensors - Actuators - ECU - Magnet - Electronic components - Didactical panel - Manual book
Service required
warning light
Hand brake warning
light
Water in fuel filter
warning light
Fault problem warning
light
Dirty air fuel filter
warning light
Door open warning
light
Bonnet open
Engine emission
warning light
Ignition switch warning
light
Key warning light
Steering lock warning
light
Exterior light fault
Diesel particulate filter
warning light
Dash board indicators lights
High beam
Washer fluid light
Rain and light sensor
Water mode light
Information indicator
Glow plug/diesel
Low beam
Turn signal
Hazard
Fog
Air condition
Electrical power windows
components
DC motor
components
Window glass
Wires
Linkage
Control switch
Fuses
Power windows
regulator master switch
Window lock function
Car broadcasting system
components
Radio
Antenna
TV
Camera
Wires
Fuses
Connectors
Switch
Speakers
Bluetooth
Mirror system components
Electronic control unity
DC motor
Mirror housing
Linkage
Sensors
Wires
Control switch
Central locking system
components
ECU
Sensors
Actuators
Remote control
Wires
Car alarm system components
Remote control
Control unit with
power supply
Contact switch
Infrared sensor
Status display
Signal horn
Starting system
Shock sensor
Key code receiver
Door sensor
Interior pressure
sensor
Interior light
Microphone sensor
Car immobilizer system
components
Transponder key
Immobilizer module
Coil antenna
Security light
Power control
module (PCM)
Instrument cluster
(IC)/HEC
Remote Keyless Entry
(RKE)
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of electrical and electronics accessories components
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Presentation
Demonstration.
Checklist Score
Yes No
Wiper blade
Wiper linkage
Wiper motor
Washer fluid
Fluid pump
Injectors
Rain sensor
Washer fluid tank
Gauges and meters system
Fuel gauge
Engine temperature gauge
Tachometer
Odometer and speedometer
Oil pressure gauge
Temperature warning light
Oil pressure warning light
Check engine warning light
Tire pressure warning light
Battery warning light
Brake system warning light
ABS warning light
Electronic stability control warning light
Transmission temperature warning light
Air bag warning light
Pre-heating warning light
Frost warning light
Catalyst converter warning light
Seat belt warning light
Service required warning light
Hand brake warning light
Water in fuel filter warning light
Fault problem warning light
Dirty air fuel filter warning light
Door open warning light
Bonnet open
Engine emission warning light
Ignition switch warning light
Key warning light
Steering lock warning light
Exterior light fault
Diesel particulate filter warning light
High beam
Washer fluid light
Rain and light sensor
Water mode light
Information indicator
Glow plug/diesel
Low beam
Turn signal
Hazard
Fog
Air condition
DC motor
Window glass
Wires
Linkage
Control switch
Fuses
Power windows regulator master switch
Window lock function
Radio
Antenna
TV
Camera
Wires
Fuses
Connectors
Switch
Speakers
Bluetooth
Electronic control unity
DC motor
Mirror housing
Linkage
Sensors
Wires
Control switch
ECU
Sensors
Actuators
Remote control
Wires
Remote control
Control unit with power supply
Contact switch
Infrared sensor
Status display
Signal horn
Starting system
Shock sensor
Key code receiver
Door sensor
Interior pressure sensor
Interior light
Microphone sensor
Transponder key
Immobilizer module
Coil antenna
Security light
Power control module ( PCM)
Instrument cluster(IC)/HEC
Remote Keyless Entry(RKE)
Observation
LU 2: Test electrical and electronic accessories
2
Learning Outcomes:
4. Identify electrical and electronic accessories circuit faults 5. Test electrical accessories system components 6. Test electronic accessories system components
40 Hours
Learning Outcome 2.1 Identify electrical and electronic accessories circuit faults
Electrical and Electronic
accessories systems
possible faults
Open circuits
High resistance circuits
Short circuits
Damaged insulation
Burnt wiring
Connector damaged
Terminal damaged
Frayed wires
Water and moisture
Electrical and electronic
accessories’ diagnosis
Brainstorming on electrical
and electronic accessories
systems faults
Demonstration on how to
identify system faults
Practical exercise on
measuring short circuit
Practical exercise checking
circuit continuity
Group exercise on washing
electrical and electronics
components
Individual exercise on
identifying circuit diagram of a
- Car - Engine Noisy tester - Internet - All data software - Auto data - Software - oscilloscope - Computer - Workshop - Switch - Cables - Battery load tester - Key programmer - Marker pen - Didactical panel - Charger Battery
Resources Learning activities Content
procedures
Verify the fault
Collect further
information
Evaluate the evidence
Carry out further tests
in a logical sequence
Rectify the problem
Check all systems and
tight
Hand scanner utilisation
Identify trouble codes
Cleaning of trouble
codes
Actuation testing
given vehicle using internet
research
Brainstorming on diagnosis
procedures
Practical exercise on
conducting accessories’
diagnostic
Demonstration on using hand
scanner
Individual exercise on using
hand scanner to identify
trouble code
- Safety shoes - Hand gloves - Over coat - Mufflers Ear - Scanner tool - Visual aids - Manual book
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Matching
Sentence completion
Presentation
Practical activities
Checklist Score
Yes No
Open circuits testing
High resistance circuits testing
Short circuits testing
Fault Verification
Problem rectification
trouble codes Identification with Hand scanner
Performance criterion
Proper of identification of electrical and electronic accessories circuits’ faults
trouble codes Cleaning with Hand scanner
Actuation testing
Observation
Learning Outcome 2.2 Test electrical accessories system components
Electrical and Electronic accessories
systems possible faults
Open circuits
High resistance circuits
Short circuits
Damaged insulation
Burnt wiring
Connector damaged
Terminal damaged
Frayed wires
Water and moisture
Electrical and electronic accessories’
diagnosis procedures
Verify the fault
Collect further information
Evaluate the evidence
Carry out further tests in a logical
sequence
Rectify the problem
Check all systems and tight
Hand scanner utilisation
Identify trouble codes
Clearing of trouble codes
Actuation testing
o Brainstorming on
electrical and electronic
accessories systems
faults
o Demonstration on how
to identify system faults
o Practical exercise on
measuring short circuit
o Practical exercise
checking circuit
continuity
o Group exercise on
washing electrical and
electronics components
o Individual exercise on
identifying circuit
diagram of a given
vehicle using internet
research
o Brainstorming on
diagnosis procedures
o Practical exercise on
conducting accessories’
diagnostic
o Demonstration on using
hand scanner
o Individual exercise on
using hand scanner to
identify trouble code
- Spanners - Terminal
cleaner - Screw driver - Hummer - Pliers - Files - Cutters - Punches and
chisels - Testers - Multimeter - Hydrometer - Oscilloscope - Battery - Lamps - Bulbs and
socket - Wires and
connectors - Fuses - Relays - Switches - Flasher unit - Radio - Internet
connection - Alarm kit - Manual book - Electronic
components - Sand papers - Computer with
software (AUTO-
Resources Learning activities Content
DATA/ALL- DATA)
- Smart phone - Camera - Battery load
tester - Didactical
panel - Battery charger - Vehicle - PPE
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Electrical and Electronic accessories systems possible faults
Open circuits
High resistance circuits
Short circuits
Damaged insulation
Burnt wiring
Connector damaged
Terminal damaged
Frayed wires
Water and moisture
Performance criterion
Proper test of electrical accessories system components
Verify the fault
Collect further information
Evaluate the evidence
Rectify the problem
Check all systems and tight
Identifying trouble codes
Cleaning of trouble codes
Actuation testing
Observation
Learning Outcome 2. 3 Test electronic accessories systems components
Use of automobile diagnostic
soft wares
AUTO-DATA
ALL-DATA
IPO concept testing
Sensors
Actuators
ECUs
Use of Scan tool
o Brainstorming on purpose of using automobile diagnosis software
o Demonstration of Auto Data basics
o Practical work on testing sensors
o Practical work on testing actuators
o Practical work on testing ECUs o Individual exercise on using
scan tool
- Spanners - Terminal
cleaner - Screw driver - Hummer - Pliers - Files - Cutters - Punches and
chisels - Testers - Multimeter - Hydrometer - Oscilloscope - Battery - Lamps - Bulbs and
socket - Wires and
connectors - Fuses - Relays - Switches - Flasher unit - Radio
Resources Learning activities Content
- Internet connection
- Alarm kit - Manual book - Electronic
components - Sand papers - Computer with
software (AUTO-DATA/ALL- DATA)
- Smart phone - Camera - Battery load
tester - Didactical panel - Battery charger - Vehicle with
electrical and electronic accessories
- PPE
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence Practical activities
Checklist Score
Yes No
Use of AUTO-DATA software
Use of ALL-DATA software
Test of actuators
Test of ECUs
Performance criterion
Proper test of electronic accessories system components
Sensors testing
Using Scan tool
Observation
LU 3: Repair electrical and electronic accessories components
3
Learning Outcomes:
4. Select tool, material and equipment 5. Verify electrical and electronic accessories systems
functionalities 6. Repair/Replace electrical and electronic accessories
wiring/components 50 Hours
Learning Outcome 3.1: Select tool, material and equipment
Tools
Power tools
Measuring tools
Hand tools
Materials
Water
Liquid soap
Batteries
Glass powder
Equipment
DC motors
Blade
Fluid pumps
o Brainstorming on power, measuring and hand tools
o Demonstration by video/picture of power, measuring and hand tools
o Group discussion materials used in repairing electrical and electronic accessories components
- Spanners - Screw driver - Hummer - Pliers - Files - Cutters - Hand riveter - Soldering gun - Air impact
spanners - Air brow gun - Testers - Multimeter - Hydrometer - Battery - Blank key - Chip card - Wires and
connectors - Fuses - Relays - Switches - Radio - Internet
Resources Learning activities Content
connection - Alarm kit - Manual book - Sensors - Actuators - ECU - Magnet - Electronic
components - Soaps - Sand papers - Spare parts - Computer with
software (AUTO-DATA/ALL -DATA)
- Smart phone - Camera - Battery load
tester - Didactical panel - Battery charger - Air compressor - Vehicle - Car lift - Stand - Silicon - Grease
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate selection of tools, materials and equipment
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Matching
Sentence completion
Practical activities
Checklist Score
Yes No
Power tools selection
Measuring tools selection
Hand tools selection
Water Listing
Liquid soap Listing
Glass powder Listing
DC motors Listing
Blade Listing
Fluid pumps Listing
Observation
Learning Outcome 3.2 Repair/Replace electrical and electronic accessories
wiring/components
Installation of electrical and
electronic accessories
Key programming
Car alarm installation
Car radio installation
Wiper and washer system
installation
Repair electrical and electronics
circuit faults’ possibilities
Repair open circuits
Replace high resistance circuit/
o Brainstorming on faults’ possibilities in repairing electrical and electronics circuits
o Demonstration by video/picture on installation of electrical and electronic accessories
o Practical exercise on car alarm installation
o Practical exercise on car radio installation
o Group exercise on key
- Spanners - Screw driver - Hummer - Pliers - Files - Cutters - Hand riveter - Soldering gun - Air impact
spanners - Air brow gun - Testers - Millimeter
Resources Learning activities Content
wires
Replace short circuits/wires
Replace damaged insulation
Replace burnt wiring
Replace damaged connector
Replace terminal damaged
Replace frayed wires
Clean water and moisture
configuration/programming o Group assignment on
installation of wiper and washer installation
- Hydrometer - Battery - Blank key - Chip card - Wires and
connectors - Radio - Internet
connection - Switches - Alarm kit - Manual book - Sensors - Actuators - ECU - Soaps - Sand papers - Spare parts - Computer with
software (AUTODATA/ALL DATA)
- Camera - Didactical panel - Battery charger - Vehicle with
electrical and electronic accessories
- Silicon - Grease
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Performance criterion
Correct repair/replacement of electrical and electronic accessories
wiring/components
Checklist Score
Yes No
Key programming
Car alarm installation
Car radio installation
Wiper and washer system installation
open circuits repairing
Wires replacement
Damaged connector replacement
Damaged terminal replacement
Cleaning of water and moisture
Observation
Learning Outcome 3.3. Verify electrical and electronic accessories’ systems functionalities
Operational Verification for
electrical and electronic accessories
Windshield wiper and washer
system
Gauges and meters system
Electrical power windows
Car radio system
Mirror system
Central locking system
Car alarm system
Vehicle immobilizer
Cigarettes lighter system
o Brainstorming on verification of electrical and electronic accessories
o Demonstration on verification of windshield wiper and washer system operations
o Leaded practical work on verification of gauge and meter system operations
o Demonstration by video on verification of car alarm system operation
o Group exercise on verification of mirror system operation
o Group exercise on verification of central locking operation
˗ Vehicle with electrical and electronic accessories
˗ Diagnostic equipment
˗ Testers ˗ Multimeter
Resources Learning activities Content
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Performance evidence
Checklist Score
Yes No
Verification of Windshield wiper and washer system operation
Verification of Gauges and meters system operation
Verification of Electrical power windows operation
Verification of Car radio system operation
Verification of Mirror system operation
Verification of Central locking system operation
Verification of Car alarm system operation
Verification of Vehicle immobilizer operation
Verification of Cigarettes lighter system operation
Observation
Performance criterion
Appropriate verification of electrical and electronic accessories systems
functionalities
Summative Assessment
Integrated situation Resources
A driver with MERCEDESS BENZ KOMPRESSOR 2006, C230 while traveling found that dashboard was not displaying the vehicle systems status, wiper and washer systems did not work. He decided to park the vehicle and go to look for technician in garage nearby. After that moment thieves came and tried hacking the vehicle using mismatched key and the vehicle automatically got locked by the antitheft and immobilizer systems.
When the driver came back, he found that the security systems are activated and tried to use normal/configurated key but also failed.
As an auto electricity and electronics technician you are requested to solve those problems and perform reprogramming of the existing key or program the new one within 8 hours.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected Tools
Spanners
Terminal cleaner
Screw driver
Hummer
Pliers
Scanner tool
Alarm tool kit
Radio tool kit
Cutters
Jump start cable
Wire brush
Materials
Bulbs
Lamp tester
Connector and sockets
Paper sand
Wires
Insulator taps
Fuses
LED
Relays
Fuel
Switches
Battery
Mirror
ECUs
Actuators
Remote control
DC motors
Wash fluid
Pump
Sensors
Injectors
Wiper blade
Siren/speakers
Water tank
Water
Gouges and needles
Brushes
Equipment
Multi-meter
Vehicle
Tester
Battery charger
Battery load tester
Computer with software (Auto data)
PPE
Indicator: Key is well reprogrammed
Diagnostic with key programmer is well performed
Key configuration is well performed
Starting of vehicle is well done
Indicator: Dashboard is well tested
Fuses are tested
Relays are tested
Wires and connection is well checked
Dashboard LEDs and lamps are checked
Sending unit are well tested
Coil is well tested
Indicator: Wiper and washer is well tested
Wiper motor is well tested
Washer fluid level is well checked
Fluid pump is tested
Wiring and connection is well checked
Linkage is well checked
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Key is well working
Steering wheel lock is well locked and unlocked
Starting system is well working
Indicator: Dashboard is well displaying.
Engine Temperature warning light is well working
Fuel indicator is well working
Brake pad wear indicator is well working
Battery warning light is well working
Tire pressure indicator light is well working
Oil pressure warning light is well working
ABS indicators warning light is well working
Odometer is well reading
Check engine warning light is well working
Wash fluid level indicators is well working
Indicator: Wiper and washer are well operating.
Wiper blade is moving
Water is injected to screen at correct angle
Injector water quantity and its pressure is correct
Wiper blade is moving in high speed positions
Wiper blade is moving in intermittent speed position
Wiper blade is moving in low speed position
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
8hours
Indicator: Efficient use of materials
No materials are wasted
Wires are well isolated
Smartness is well respected
Observation
Reference books:
1. Tom D. (2004). Automobile Electrical and Electronic Systems. 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
2. Gscheilder R. (2006). Modern Automotive Technology Fundamentals, Service, Diagnostics; Verlag
Europa- Lehrmittel; Germany.
3. https://www.driverseducationusa.com/resources/car-dashboard-worning-lights-indicators/
4. https://blog.asheborohonda.com/new/dashboard-icons-what-they-mean-vs-what-you-think-they-
mean/
A E E M S 4 0 1 - ELECTRICAL AND ELECTRONIC ENGINE MANAGEMENT SYSTEMS REPAIRING
AEEMS401 Repair electrical and electronic engine management systems
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Technical Servicing
Sub-sector: Automobile
Issue date: December, 2017
Purpose statement
This module will allow the learner to describe vehicle electrical and electronic engine
management systems, conduct diagnosis of electrical and electronic engine management systems
and its results will enable the learner to repair or replace electrical and electronic engine
management systems components and their control circuit.
The knowledge gained from this module will enable the learner to perform testing activities of
electrical and electronic engine management systems while responding to work needs.
Learning assumed to be in place
Repair engine
Basic electricity
Basic electronics
Repair starting system
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement of the
learning unit
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe electrical and electronic
engine management system
1.1. Proper identification of electrical and electronic
engine management system components
1.2. Proper description of electrical and electronic
engine management system components
1.3. Proper description of electrical and electronic
engine management system control circuits
2. Repair electrical and electronic
engine management system
components
2.1 Adequate selection of tools, materials and
equipment
2.2 Proper diagnosis of electrical and electronic engine
management system components
2.3 Proper disconnection and dismounting of electrical
and electronic engine management system
components
2.4 Correct test electrical and electronic engine
management system components
2.5 Proper repair or replacement damaged electrical
and electronic engine management system
components
2.6 Right connection and mounting of electrical and
electronic engine management system components
3. Test electrical and electronic 3.1. Proper checking of engine performance
engine management systems
3.2. Proper conducting road test
3.3. Appropriate verification of systems
performance after repairing
LU 1: Describe electical and electronic engine management
1
Learning Outcomes:
7. Identify electrical and electronic engine management systems 8. Describe electrical and electronic engine management system
components 9. Describe electrical and electronic engine management system control
circuit 30 Hours
Learning Outcome1.1 Identify electrical and electronic engine management systems
Introduction to engine
management systems
Definition of engine
management system
Purpose of engine
management system
Engine management sub- systems
Ignition
Air intake
Fuel system
Exhaust emission control
Electronic diesel control
system
o Brainstorming on purpose of engine management system
o Group discussion on the definition of engine management system
o Demonstration of engine management sub-systems
- Vehicle with electronic systems
- Internet - Books - Paper - Pen - Whiteboard - Black board - Marker pen - Chalks - Projector - Computer - Visual aids - Handout notes
Formative Assessment 1.1
Performance criterion
Proper identification of electrical and electronic engine management system
components
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
True or false questions
Matching
Sentence completion
Demonstration
Presentation
Checklist Score
Yes No
Purpose of engine management system
Ignition system identification
Air intake system identification
Fuel system identification
Electronic diesel control system identification
Exhaust emission control system identification
Observation
Learning Outcome 1.2 Describe electical and electronic engine management system
components
Location of electrical and
electronic engine
management system
components
Engine management system
design
Engine management
sub-systems design
Engine management
o Demonstration by video the location of electrical and electronics engine management system components
o Brainstorming on system design of engine management
o Group discussion on operating principles
- Vehicle with electronic petrol engine
- Vehicle with electronic diesel engine
- Internet - Books - Paper - Pen - Whiteboard - Blackboard - Marker pen
Resources Learning activities Content
electrical and
electronic system
design
Operating principles of
electrical and electronic
engine management sub-
systems
- Chalks - Projector - Computer - Visual aids - Handout notes
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Demonstration
Presentation
Checklist Score
Yes No
ECU Location
Sensors location
Actuators location
Engine management system design
Operating principles of electrical and electronic engine management sub-systems
Observation
Learning Outcome 1.3: Describe electrical and electronic engine management system control circuits
Main parts of engine
management control
circuits
o Demonstration by video/picture of main parts of engine management control circuit
- Vehicle with electronic petrol engine
- Vehicle with electronic diesel engine
Resources Learning activities Content
Performance criterion
Proper description of electrical and electronic engine management system
components
Engine Control
Module
Sensors
Actuators
Electrical wiring
Operation of engine
management electrical and
electronic circuits
Identification of wires
colour coding and sizes
o Brainstorming on operation of engine management electrical and electronic circuit
o Individual exercise on identifying wires color coding and sizes
- Internet - Books - Paper - Pen - Whiteboard - Blackboard - Marker pen - Chalks - Projector - Computer - Visual aids
Handout notes
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false questions Matching Sentence completion Presentation Demonstration
Checklist Score
Yes No
Sensors
Engine control module
Actuators
Electrical wiring
Operation of engine management electrical and electronic circuits
Observation
Performance criterion
Proper description of electrical and electronic engine management system
control circuits
LU 2: Repair electrical and electronic engine management system components
2
Learning Outcomes:
7. Select tools, materials and equipment. 8. Diagnose electrical and electronic engine management system
components. 9. Disconnect and dismount electrical and electronic engine
management system components. 10. Test electrical and electronic engine management system
components. 11. Repair or replace damaged electrical and electronic engine
management system components. 12. Connect and mount electrical and electronic engine
management system components.
60Hours
Learning Outcome 2.1 Select tools , materials and equipment
Tools
Power tools
Measuring tools
Hand tools
Materials
Grease
Lubricants
Equipment
PPE
Diagnostic machine
o Workshop demonstration of power measuring and hand tools
o Group discussion on greases and lubricants
o Group discussion on equipment
- Vehicle with electronic petrol engine
- Vehicle with electronic diesel engine
- Engine Noisy tester - Internet - All-data software - Auto-data Software - Oscilloscope - Computer - Workshop - Switch - Cables - Battery load tester - Key programmer - Marker pen - Didactical panel - Charger Battery - Safety shoes - Hand gloves - Over coat
Resources Learning activities Content
- Mufflers Ear - Scanner tool - Visual aids - Manual book
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
True or false questions
Matching
Sentence completion
Practical activities
Checklist Score
Yes No
Hand tools selection
Power tool selection
Material selection
Equipment selection
Measuring tools selection
Hand tools selection
Power tool selection
Observation
Performance criterion
Adequate selection of tools, materials and equipment
Learning Outcome 2.2 Diagnose eletrical and engine management system components
On board diagnosis
OBD I
OBD II
EOBD
Components/systems required to
be monitored once within one
driving cycle
Oxygen Sensors
Secondary Air Injection
System
Catalyst Efficiency
Evaporative Vapor
Recovery System
Components/systems required to
be monitored continuously
Misfire Detection
Fuel system
Oxygen Sensors
All emissions related
components/systems
providing or getting
electrical connections to
the DME, EGS, or EML.
Verify the fault with scan tool
Readout the fault code
Collect further
information
Clear fault code
Actuation test
Check connections common to
more than one system
Check diagnostic
connector for the
presence of water or
corrosion
Check CAN-bus
o Brainstorming about on-board diagnosis
o Demonstration by video of oxygen sensors
o Demonstration of secondary air injection system
o Brainstorming on systems required to be monitored continuously
o Practical exercise on verifying fault with scan tool
o Practical exercise on checking connections
o Assignment to describe common engine management problems an diagnose them
- Vehicle with
electronic petrol engine
- Vehicle with electronic diesel engine
- Engine Noisy tester
- Internet - All-data software - Auto-data - Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids - Projector - Manual book
Resources Learning activities Content
Check wire junctions or
splices
Diagnosis of most common
engine management problems
Engine power loss
Engine overheating
Engine fuel consumption
Abnormal noisy
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Written evidence
Practical activities
True or false questions
Multiple choice
Matching
Sentence completion
Checklist Score
Yes No
OBD I demonstration
OBD II demonstration
EOBD demonstration
Check CAN-bus
Check wire junctions or splices
Check diagnostic connector for the presence of water or corrosion
Engine fuel consumption diagnosis
Engine overheating diagnosis
Abnormal noisy diagnosis
Engine power loss diagnosis
Observation
Performance criterion
Proper diagnosis of electrical and electronic engine management system
components
Learning Outcome 2. 3 Detect steering system faults.
Remove electrical and
electronic engine
management system
components
Ignition
Air intake
Fuel system
Exhaust emission
control
Control of diesel
emissions
Disconnect
electronic devices
Sensor
ECU
Actuators
o Demonstration by video on dismounting electrical and electronic engine management components
o Brainstorming on electrical and electronic engine management components removal
o Group exercise on removing and disconnecting ignition, fuel system, ECU, sensors and actuator in vehicle
- Vehicle with electronic petrol engine
- Vehicle with electronic diesel engine
- Engine Noisy tester
- Internet - All-data software - Auto-data
Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids - Manual book
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Ignition components removing
Air intake components removing
Fuel system components removing
Exhaust emission control removing
Control of diesel emissions removing
Performance criterion
Proper disconnection and dismounting of electrical and electronic engine
management system components
Resources Learning activities Content
Sensor disconnection
ECU disconnection
Actuators disconnection
Ignition components removing
Observation
Learning Outcome 2.4: Test electrical and electronic engine management system components
Diagnosing faults Isolation of faults Component inspection and
evaluation
Use of auto diagnostic software Auto-data All-data
Test IPO concepts sensors actuators ECU
Check electrical circuit Electrical components External wiring
o Brainstorming on faults
diagnosis
o Individual exercise on using
auto diagnostic software
o Demonstration on testing IPO
concepts
o Group exercise on checking
electrical circuit
- Vehicle with
electronic petrol
engine
- Vehicle with
electronic diesel
engine
- Engine Noisy
tester
- Internet
- All-data software
- Auto-data
software
- Oscilloscope
- Computer
- Workshop
- Switch
- Cables
- Scanner tool
- Visual aids
- Manual book
Formative Assessment 2.4
Performance criterion
Correct test of electrical and electronic engine management system components
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Isolation of faults
Inspection and evaluation component
Sensors testing
Actuators testing
ECU testing
Electrical components checking
External wiring checking
Use of Auto-data software
Use of All-data software
Observation
Learning Outcome 2.5: Repair or replace damaged electrical and electronic engine management System components
Pre- and post-repair testing
System diagnosis and faults
identification
Electrical and electronic engine
management components’
repairing procedure
Removal of components
Components’ disassembling
Replacement and adjustment
Components repairing
Re-assembling and adjustment
Electrical measurements
o Brainstorming on pre-testing
and post-testing
o Demonstration by video on
system diagnosis and faults
identification
o Practical exercise on
repairing engine
management components
following procedures
o Practical exercise on
electrical measuring
- Vehicle with
electronic petrol
engine
- Vehicle with
electronic diesel
engine
- Engine Noisy
tester
- Internet
- All-data software
- Auto-data
Software
- Oscilloscope
- Computer
- Workshop
Resources Learning activities Content
Peak voltage testing
Visual and functional
assessments
- Switch
- Cables
- Scanner tool
- Visual aids
- Manual book
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Type of evidence Portfolio assessment tools
Performance evidence Practical activities
Checklist Score
Yes No
Components Removal & disassembling
Replacement and adjustment
Components repairing and re-assembling
Use scanning tool
Use diagnosis software
Observation
Performance criterion
Proper repair or replacement of damaged electrical and electronic engine
management system components
Learning Outcome 2.6: Connect and mount electrical and electronic engine management
system components
Electrical and electronic engine
management systems mounting
Ignition
Air intake
Fuel system
Exhaust emission control
electronic diesel control
Electronic devices connection
Sensor
ECU
Actuators
o Demonstration by video on
mounting electrical and
electronic engine
management components
o Brainstorming on electronic
and electrics components
connections
o Group exercise on mounting
ignition, Air intake, Fuel
system, Exhaust emission
control, electronic diesel
control
o Fuel system, ECU, sensors
and actuator in vehicle
- Internet
- Books
- Simulator
Software
- Hand-out notes
- Vehicle with
electronic petrol
engine
- Vehicle with
electronic diesel
engine
- Engine Noisy
tester
- Internet
- All-data software
- Auto-data
Software
- Oscilloscope
- Computer
- Workshop
- Switch
- Cables
- Scanner tool
- Visual aids
- Manual book
Formative Assessment 2.6
Performance criterion
Right connection and mounting of electrical and electronic engine management
system components
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Type of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Ignition components mounting
Air intake components mounting
Fuel system components mounting
Exhaust emission components control mounting
Electronic diesel control components mounting
Sensor connection
ECU connection
Actuators connection
Smartness of installation
Observation
LU 3: Perform basic maintenance of embroidery equipment and tools
3
Learning Outcomes:
7. Check engine performance 8. Conduct road test 9. Verify system performance after repair
30Hours
Learning Outcome 3.1: Check engine performance
Dashboard interpretation
Malfunction indicator’s
reading
Oil pressure indicator
Engine temperature
Engine revolution
Check engine
Idle checking
Leakage testing
Engine vibration
Exhaust gases
composition
o Brainstorming on dashboard interpretation
o Demonstration on leakage checking on vehicle
o Demonstration on engine vibration checking
o Assignment on checking engine performance
- Exhaust gas analyzer - Internet - Books - Simulator Software - Hand-out notes - Vehicle with
electronic petrol engine
- Vehicle with electronic diesel engine
- Engine Noisy tester - Internet - All-data software - Auto-data
Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids - Manual book
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence Practical activities
Checklist Score
Yes No
Malfunction indicator reading
Oil pressure indicator
Leakage testing
Engine vibration
Exhaust gases composition
Observation
Learning Outcome 3.2 Conduct road testing
Engine power
Engine speed
Engine temperature
Engine sound
Consumption
Fuel consumption
Oil consumption
o Brainstorming on road testing
o Field visit o Individual exercise on
conducting road test
- Vehicle with electronic petrol engine
- Vehicle with electronic diesel engine
- Engine Noisy tester
- Internet
Resources Learning activities Content
Performance criterion
Proper checking of engine performance
- All- data software - Auto- data
Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids - Manual book
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Practical activities
Checklist Score
Yes No
Verification of engine power
Verification of engine speed
Verification of engine sound
Verification of engine temperature
Verification of Fuel and oil Consumption
Observation
Performance criterion
Proper conducting road test
Learning Outcome 3.3. Verfication after repairing
Validation and guarantee
Repair validation
Guarantee provision
Test reporting
Confirming that reported fault
has been rectified
Confirming that no other faults
are present as a result of the
repair action
o Group discussion on repair validation
o Individual assignment on preparing of test report confirming that faults have been rectified
- Vehicle with electronic petrol engine
- Vehicle with electronic diesel engine
- Engine Noisy tester
- Internet - All-data software - Auto-data
Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids - Manual book
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Written evidence
Practical activities
True or false questions
Multiple choice
Matching
Sentence completion
Performance criterion
Appropriate verification of systems performance after repairing
Resources Learning activities Content
Checklist Score
Yes No
Repair action effectiveness
Test reporting
Observation
Summative Assessment
Integrated situation Resources
Mr. Bonaventure is a Managing Director of Rwanda Tour Company Ltd located in Rwamagana District. His drivers brought two vehicles TOYOTA AVENSIS with electronic diesel engine 2015, D4D, 1AD-FTV and TOYOTA RAV4 2017 electronic petrol engine 1AZ-FE, VVT-i which had problems of high fuel consumption and hard starting and sometimes did not start at all. As Auto-electricity and electronics engine management systems technician you are requested to solve those problems within 6 hours.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected
Tools
Spanners
Screw drivers
Pliers
Cutters
Bench vice
Materials
Fuel
Sensors
Actuators
ECUs
Wires and connectors
Relays
Fuses
Switch
Spare parts
Insulator taps
Battery
Booster cable
Sand paper
Equipment
Computer with software (AUTO-DATA AND ALL-DATA)
Multimeter
Hand Scanner tool
PPE
Indicator: Road test is conducted
Faults are identified (dashboard indicators/warnings reading)
Engine power is tested
Starting is tested
Fuel consumption is tested (fuel consumed compared to the load travel)
Indicator: Engine management systems diagnostic are performed
Scanner tool is well used
Auto-data software is well used
All-data software is well used
Visual inspection is well performed (opens, connections)
Indicator: Electronics engine management components testing
Sensors test is well done
Actuators testing is done
Electronic control unit testing is done
Indicator: Electronics engine management components are repaired/replaced
Wires and connectors are repaired
Sensors are replaced
Actuators are replaced
Fuses and relays are replaced
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Engine is starting well
Normal starting and running
Easy starting
Indicator: Fuel consumption is normal
Optimization of engine power
Normal fuel consumption
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Scale is respected
6 hours
Indicator: Efficient use of materials
No materials are wasted
Observation
Reference books:
5. Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
Note:
GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment.
Competency standards are made up of units of
competency, which are themselves made up of
elements of competency, together with
performance criteria, a range of variables, and
an evidence guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure
to the tasks and series of training allowing one
to perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many
cases competency at a level will involve core
modules plus optional or specialization
modules. Core competencies are normally
those central to work in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a
course in recognition of having achieved
particular knowledge, skills or competencies;
successful completion of an apprenticeship or
traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships
to other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving
learners greater choice of when, where and
how they learn. Flexible delivery may involve
distance education, mixed-mode delivery,
online education, self-paced learning, self-
directed learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally
common to several tasks and transferable to
many work situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for
people to participate effectively in the
workforce. Key competencies apply to work
generally, rather than being specific to work in a
particular occupation or industry. The following
are key areas of competency which were
developed into seven key competencies:
collecting, analyzing and organizing
information; communicating ideas and
information; planning and organizing activities;
working with others and in teams; using
mathematical ideas and techniques; solving
problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study.
In CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that
can be developed during lesson planning and
activity preparation. The choice of learning
activities must be tailored according to group
size, available material resources and
communication tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity