tvet certificate iv in - mis.rp.ac.rw
TRANSCRIPT
4
TVET CERTIFICATE IV in
AUTO ELECTRICITY AND ELECTRONIC SYSTEMS
CODE
TRLAEE4001
Kigali December, 2017
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TRLAEE4001-TVET CERTIFICATE IV
Auto electricity and electronic systems
REQF Level 4 CURRICULUM
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© 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
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2017
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
C o p y r i g h t 2
T a b l e o f C o n t e n t s 3
L i s t o f a b b r e v i a t i o n s 7
A c k n o w l e d g m e n t s 8
1 . G E N E R A L I N T R O D U C T I O N 9
2 . Q U A L I F I C A T I O N D E T A I L S 1 0
2.1 Description 10
2.2 Minimum entry requirements 10
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
3.2Competencies 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 C S 4 0 1 - C O M P U T E R S K I L L S 7
LU 1:Describe the operating system 9
LU 2:Customize computer features 16
LU 3:Protect computer system 20
C C M Q S 0 0 1 - Q U A L I T Y C U S T O M E R S E R V I C E 2 6
LU 1:Develop and maintain product, service and market knowledge. 29
LU 2:Provide a quality service experience to customers. 36
LU 3:Deal with complaints and difficult customer service situations. 43
LU 4:Manage and use information about clients and customers. 50
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 5 4
LU 1:Identify hazardous areas to be improved. 56
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LU 2 :Apply SHE practices. 62
LU 3:Assess and control risks. 70
LU 4:Awareness of SHE in working place. 76
C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 8 1
LU 1:Write factual, descriptive, and explanatory texts. 84
LU 2:Apply a range of listening strategies to understand predictable messages. 92
LU 3:Discuss general and trade-related topics. 97
LU 4:Read medium texts on general and trade-related topics. 103
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 0 8
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 111
LU 2:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no kugaragaza intêgo y’izina mbonera. 118
LU 3:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza amategeko y’igenamajwi mu izina mbonera. 126
LU 4:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 132
LU 5:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika
yubahiriza imyandikire y’Ikinyarwanda. 139
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 4 7
LU 1:Identify elements of business plan. 150
LU 2:Write a business plan in line with the identified elements 157
LU 3:Establish strategies to monitor evaluate and update the businplan (Contingency plan). 169
LU 4:Present a business plan 175
A E E 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 8 2
LU 1:Apply for internship/employment 184
LU 2:Demonstrate appropriate workplace behavior and attitudes 188
LU 3: Respect worker’s and employer’s rights and responsibilities 193
LU 4: Organize and evaluate one’s internship 199
G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 0 5
LU 1: Determine and analyze numerical functions 208
nnLU 2: Apply fundamentals of differentiation 214
LU 3: Apply natural logarithmic functions 219
LU 4: Apply exponential functions 225
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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 3 2
LU 1:Describe starting system 234
LU 2:Starter motor components repairing 239
Summative Assessment 252
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 5 6
LU 1:Describe charging system 258
LU 2:Alternator components repairing 263
Summative Assessment 274
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 7 8
LU 1: Describe ignition system 280
LU 2:Repair ignition system components 285
LU 3: Test ignition system 292
Summative Assessment 298
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 3 0 2
LU 1: Describe Lightning and Signaling System 304
LU 2:Repair lighting and signaling systems 309
LU 3: Perform basic maintenance of embroidery equipment and tools 315
Summative Assessment 320
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 2 4
LU 1:Describe pre-heating system 326
LU 2 : Repair pre-heating system components 330
Summative Assessment 342
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 4 6
LU 1: Describe electrical and electronic accessories 348
LU 2:Test electrical and electronic accessories 359
LU 3: Repair electrical and electronic accessories components 365
Summative Assessment 371
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 7 6
LU 1: Describe electical and electronic engine management 379
LU 2:Repair electrical and electronic engine management system components 383
Summative Assessment 397
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G L O S S A R Y a
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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
TRLAEE Transport sector /Auto electricity and electronic systems Subsector
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
RWAMASIRABO Aimable, WDA
Facilitators
HATEGEKIMANA Gratien, WDA
IRYUMUGABE Vincent de Paul, NPD
Curriculum Development Team
No NAMES Function Institution/ Company
1 GATETE Callixte Instructor Kavumu TVET School
2 MWISENEZA Albert Mechanician Motor Vehicle Workshop LTD
Garage
3 NSHIMIYIMANA Bonaventure Instructor IPRC- Karongi
4 NGEZAHAYO Silas Jay-z Mechanician Motor Vehicle Workshop LTD
Garage
5 KABASHA David Assistant Lecturer Kigali Integrated College
6 HATEGEKIMANA Eliphaz Instructor IPRC-Ngoma
7 TWAJAMAHORO Jean Pierre Instructor IPRC- Karongi
8 NIYONKURU Irene Instructor IPRC- Karongi
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of an 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
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Section
2
2. QUALIFICATION DETAILS
2.1 Description
This qualification provides theskills,
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 contribute 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:
1. Implement health safety and environment precaution
2. Develop business plan 3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha i Kinyarwanda cy’
umunyamwuga 7. Apply Basics Analysis 8. Repair starting system 9. Repair charging system 10. Repair ignition system 11. Repair lighting and signalling systems 12. Repair pre-heating system 13. Repair electrical and electronic
accessories 14. Repair electrical and electronic engine
management systems 15. 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: 120
Sector: Transport ans logistics
Sub-sector: Automobile technology
Issue date: December, 2017
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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 vehicleswhile 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 Motocycle
Technology,Automobile Engine
Recognition of prior learning related
to this qualification
Progression route of candidates achieving
this qualification include:
TVET Certificate V in Auto electricity
A range of other related TVET
Certificate V qualifications.
Pathways into the qualification
Pathways from the qualification
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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.
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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.
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Number of competencies: 15 Core competencies: 9 Complementary competencies: 6 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMCS401 Apply Computer skills 3
2 CCMQS401 Provide quality customer service 3
3 CCMHE401 Implement SHE policies and procedures 3
4 CCMEN401 Use intermediate English at workplace 3
5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3
6 CCMDB401 Develop business plan 3
Total 18
No Code Core competencies Credit
GEN
ERA
L
1 GENAM401 Apply Basics Analysis 10
SPEC
IFIC
2 AEEST401 Repair starting system 8
3 AEECR401 Repair charging system 7
4 AEEIR401 Repair ignition system 10
5 AEELR401 Repair lighting and signalling systems 12
6 AEEPR401 Repair pre-heating system 5
7 AEEEA401 Repair electrical and electronic accessories 10
8 AEEMS401 Repair electrical and electronic engine management systems 10
9 AEEIA401 Integrate the workplace 30
Total 102
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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
AUTOMOTIVE ELECTRONIC AND ELECTRONIC TECHNICIAN
PROCESS GENERAL AND
COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES Du
rati
on
(9
20
Hrs
)
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1
2
3
4
5
6
7
Duration (280Hrs) 30
30
30
30
30
30
10
0
1. Repair starting system
80 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○
2. Repair charging system
70 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○
3. Repair ignition system
100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○
4. Repair lighting and signalling systems
120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○
5. Repair pre-heating system
50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○
6.
Repair electrical and electronic accessories
100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○
7.
Repair electrical and electronic engine management systems
100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○
8. Integrate workplace 300 ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ●
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
Computer skills 3 Quality Customer Service 3
Implementing S.H.E. Policies And Procedures 3 Intermediate Workplace English 3
Ikinyarwanda Cy’umunyamwuga 3
Basic Analysis 10
Electrical And Electronic Engine Management Systems Repairing
10 Starting System Repairing 8
Ignition System Repairing 10
Charging System Repairing 7
Pre-Heating System Reparation 5 Lighting And Signaling Systems 12
Electrical And Electronic Accessories 10
Industrial Attachment Program (IAP) 30
Business Plan Development 3
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 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: July, 2019
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 performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1.Describe the operating system
1.1 Proper description of operating system components
1.2 Proper description of characteristics of an Operating System
1.3 Proper description of operating system types
1.4 Proper description of operating system functions
1.5 proper description of operating system file system
2.Customize the computer
features
2.1 Proper identification of customer requirements for an
operating system
2.2 Proper Identification of Minimum Hardware Requirements
for operating system to be used
2.3 Proper customization of operating system
3. Protect computer system
3.1 Proper installation of software utilities according to the
manufacturer specifications
3.2 Regular scanning of computer and elimination of virus as
per safety standards
3.3 Accurate backup of computer data based on OS installation
3.4 Appropriate restoration of computer data based on OS
installed
Learning unit
LU 1:Describe the operating system
1
Learning Outcomes:
1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system 15 Hours
Learning Outcome 1.1:Describe components of operating system
User interface Graphical user interface
(GUI). Shell(CLI)
Kernel micro kernel monolithic kernel
File management system Disk-based Network-based Virtual
o Brainstorming on components of operating system
o Demonstration on components of operating system
o Group discussions on components of operating system
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of components of operating system
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )
Checklist Score
Yes No
Indicator: User interface is described
Graphical user interface (GUI).
Shell(CLI)
Indicator: Kernel is described
Micro kernel
Monolithic kernel
Indicator : File management system is described
Disk-based
Network-based
Virtual
Observation
Learning Outcome 1.2: Describe the characteristics of operating system
Multi-user
Multitasking
Multiprocessing
Multithreading
o Brainstorming on
characteristics of operating system
o Group discussions on
characteristics of operating system
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet -
Resources Learning activities Content
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Multi-user computer is described
Indicator:Multitasking computer is described
Indicator:Multiprocessing computer is described
Indicator:Multithreading computer is described
Observation
Learning Outcome 1.3: Describe the types of operating system
Single-user, single task
Android Blackberry iOS(iPhone OS) Windows 8 phone
Multi-user, multi-task Unix Lunix
o Demonstration on types of operating system
o Group discussions on types of operating system
- Computer - Projector - software - Text books - Lecture notes - Papers - Internet
Resources Learning activities Content
Performance criterion
Proper description of characteristics of an operating system
Real Time Operating Systems
Industrial machine Laboratories
machine
Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Single-user, single task operating system are described
Android
Blackberry
iOS(iPhone OS)
Windows 8 phone
Indicator: Multi-user, multi-task operating system are described
Unix
Lunix
Indictor: Real Time Operating Systems operating system are described
Industrial machine
Performance criterion
Proper description of operating system types
Laboratories machine
Indicator: Single-user, Multi-tasking operating system are described
Windows xp
Windows vista
Windows 7
Windows 8
Windows 10
Observation
Learning Outcome 1.4: Describe the functions of operating system
Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling
o Group discussions on functions of operating system
o Brainstorming on functions of operating system
- Computer - Projector - software - Text books - Internet
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion
Ticking
Expose (presentation)
Performance criterion
Proper description of operating system functions
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Basic functions of operating system are described
Intermediator
Process Management
File Management
Memory Management
Security
Job Scheduling
Observation
Learning Outcome 1.5: Describe the operating system file system
File system role
File system types File Allocation
Table(FAT12,FAT16,FAT32,exFAT)
New Technology File System (NTFS).
Apple file system (APFS) Hierarchical file system(HFS
and HFS Plus) Veritas File System(VFS)
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 1.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of operating system files system
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
Indicator: File system types are described
File Allocation Table(FAT12,FAT16,FAT32,exFAT)
New Technology File System (NTFS).
Apple file system (APFS)
Hierarchical file system(HFS and HFS Plus)
Veritas File System(VFS)
Observation
Learning unit
LU 2:Customize computer features
2
Learning Outcomes:
1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system
for operating system to be sued 3. Customize the operating system
10 Hours
Learning Outcome 2.1:Identify the customer requirement for an operating system
Requirements to be
considered
Budget constraints Compatibility with
current hardware Compatibility with
new hardware How the computers
will be used Compatibility with
existing applications Types of new
applications to be used
o Brainstorming on operating system customer requirements
o Group discussions on operating system customer requirements
o Demonstration on operating system customer requirements
- Computer - Projector - software - Text books
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of customer requirements for an operating system
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
Indicator: Customer requirement for an operating system are identified
Budget constraints
Compatibility with current hardware
Compatibility with new hardware
How the computers will be used
Compatibility with existing applications
Types of new applications to be used
Observation
Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used
Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and
speed Motherboard
o Group discussions on
minimum hardware requirements
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.2
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator:Possible hardware upgrades are identified
RAM capacity
Hard drive size
CPU
Video card memory and speed
Motherboard
Observation
Learning Outcome 2.3:Customize the operating system
User account creation
computer and windows explorer
Manage user account
Manager disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with
o Brainstorming on operating system customization
o Demonstration on operating system customization
o Practical exercises on operating system customization
- Computer - Projector - software - Text books - Internet
Resources Learning activities Content
Performance criterion
Proper identification of minimum hardware requirements for operating system to be used
Event Viewer
Verify your network shares with Shared Folders
Control panel utilities
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: operating system is customized
User account creation
Computer and windows explorer
Manage user account
Manager disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Observation
Performance criterion
Proper customization of the operating system
Learning unit
LU 3:Protect computer system
3
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed
5 Hours
Learning Outcome 3.1:Install software utilities
Description of software
tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus installation
- Computer Lab - Projector - Computer with OS
installed - White Board - Markers - Computer Lab with
internet access - Projector - Computer with OS
installed - Antivirus
Formative Assessment 3.1
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or Oral
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Software tools utilities are installed
Anti-virus
Anti-malware
Anti-spyware
Adware
Backup software
Backup media
Observation
Learning Outcome 3.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of san mode Manual Automatic
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on computer virus scan
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board
Resources Learning activities Content
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
Scheduled
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
- Markers
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Scan type are described
Full system scan
On demand scan
On access scan
Indicator: Scan mode is described
Manual
Automatic
Scheduled
Indicator: Virus are eliminated
Neutralization
Deleting
Quarantine
Observation
Performance criterion
Regular computer scan and elimination of virus as per safety standards
Learning Outcome 3.3: Backup of computer data based on OS
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio
tape(DAT) drives Auto-loader tape
systems Magnetic optical
drives Removable disks Disk drives
o Brainstorming on backup types o Practical exercises on backup
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching Sentence completion Ticking Expose (presentation ) Task on backing up data
Performance criterion
Accurate backup of computer data based on OS installation
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Backup types are described
Normal/Full backup
Copy backup
Differential backup
Incremental backup
Daily backups
Indicator: Common backup devices are selected
Tape drive
Digital audio tape(DAT) drives
Auto-loader tape systems
Magnetic optical drives
Removable disks
Disk drives
Observation
Learning Outcome 3.4: Restore computer data based on OS installed
Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical
drives CDs DVDs Disc drives
o Brainstorming on backup types o Practical exercises on data
restore
- Computer Lab with internet access
- Hard disk drive - Flash drive - Tape drive - CDs, DVDs - Projector - Computer with OS
installed - Antivirus
Formative Assessment 3.4
Performance criterion
Appropriate restoring of computer data based on OS installed
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching Expose (presentation ) Task on restoring data
Checklist Score
Yes No
Indicator: Restoring devices are selections
HHD/SSD
USB/ Flash Driver
Tapes drives
Magnetic optical drives
CDs
DVDs
Disc drives
Observation
References:
1. https://www.ctdlc.org/remediation/indexComputer.html
2. https://www.ctdlc.org/remediation/mouse.html
3. https://www.ctdlc.org/remediation/software.html
4. https://www.ctdlc.org/remediation/copypaste.html
5. https://cce.sydney.edu.Sau/course/BCEI
Competence
C C M Q S 0 0 1 - QUALITY CUSTOMER SERVICE
CCMQS401 Provide quality customer service
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: July, 2019
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.
1.1. Determination and clarification of customer preferences, needs and expectations.
1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.
1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.
1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling
3. Deal with complaints
and difficult customer
3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.
service situations. 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
3.1 Proper determination and record of customer information where appropriate to provide personalized service.
3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.
3.3 Proactive provision of enhanced products and services to clients and customers based on client information.
Learning Outcome 1.1:Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
Products and services knowledge and its importance
Opportunities to develop and maintain knowledge of products and services Membership of
industry associations and networks
Conventional and creative sources of information
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Learning unit
LU 1:Develop and maintain product, service and market knowledge.
1
Learning Outcomes:
1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
5 Hours
Resources Learning activities Content
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:
Discussions with colleagues
Reading organization information
Research of product and service information brochures
General media Attendance at conferences,
trade shows and industry events
Distributing surveys and questionnaires
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice True or false question Matching Sentence completion Ticking 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 satisfycustomer 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
Formative Assessment 1.2
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Identification of promotional initiatives
Application of ways to determine customer preferences, needs and
expectations
Identification of Factors influencing customer preferences, needs and
expectations
Application of ways to satisfy customer preferences, needs and expectations
Observation
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
Resources Learning activities Content
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.
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Practical task of a team
Checklist Score
Yes No
Identification of reasons to share knowledge of market, product and
service
Application of methods and techniques of sharing knowledge at
workplace
Observation
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
Resources Learning activities Content
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of product and Service adjustment procedure
Identification of the importance of product and Service adjustment procedure on customer satisfaction
Observation
Performance criterion
Suggestion of ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to
organization policy.
Learning unit
LU 2:Provide a quality service experience to customers.
2
Learning Outcomes:
1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services
to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate
5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase
10 Hours
Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.
Customer needs and preferences
The importance of researching your customers needs and preferences
o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.1
Performance criterion
Proper determination and clarification of customer preferences, needs
and expectations.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of customer needs and preferences
Clarification of customer needs and preferences
Identification of the importance of researching customers needs and
preferences
Observation
Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers to meet their needs and expectations.
Needs and expectations of customers on products and services General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or
order
o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.2
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Information about products and services to customers
Observation
Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
Steps to anticipate customer needs and preferences
Timely customer service
Importance of timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 2.3
Resources Learning activities Content
Performance criterion
Proper offering of accurate information about appropriate products and
services to customers to meet their needs and expectations.
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service
Observation
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 andservices Displays
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
Resources Learning activities Content
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.
Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers arousing interest.
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
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
Performance criterion
Offering possible extras and add-ons appropriately and provision of
personalized and additional services and products where appropriate.
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
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
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
Checklist Score
Yes No
Identification of methods to promote products and services Application of selling techniques
Observation
Learning unit
LU 3:Deal with complaints and difficult customer service situations.
3
Learning Outcomes:
1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints
4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
9 Hours
Learning Outcome 3.1:Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
Questioning techniques
When and when not to use questioning techniques
Complaints or difficult customer service situations
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 3.1
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.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of questioning techniques
Application of questioning techniques while dealing with difficult
customer service situations
Observation
Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
Communication techniques Listening and active
listening Asking questions to
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
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Role play
Checklist Score
Yes No
Application of communication techniques while handling customer complaints
Observation
Performance criterion
Effective use of communication techniques to assist in the management of
the complaint and handle the situation sensitively, courteously and discreetly
Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints..
Organisation constraints
Emotional and logical aspects of complaints.
Methods to manage and reduce stress when resolving complaints
Proactive complaint handling
- Small group discussion - Individual work - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
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
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
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
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Use of techniques of transforming complaints into opportunities
Observation
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
Resources Learning activities Content
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
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of the importance of feedback on customer complaints Effective feedback giving
Observation
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in
order to avoid future occurrence.
Resources Learning activities Content
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
Complaint analysis May include:
Tools of analyzing customer complaints
Customer complaint checklist
Customer satisfaction
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 3.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints
or difficult service situations
Observation
Performance criterion
Reflection and evaluation of complaint and solution to enhance response
to future complaints or difficult service situations.
Resources Learning activities Content
Learning Outcome 4.1: Determine and record customer information where appropriate to provide personalised service.
Customer information
Collecting customer information
Storing information
Maintaining customer information
o Brainstorming o Large group discussion o Individual reflection o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Learning unit
LU 4:Manage and use information about clients and customers.
4
Learning Outcomes:
1. Determine and record customer information where appropriate to provide personalised service
2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate
3. Proactively provide enhanced products and services to clients and customers based on client information. 6 Hours
Performance criterion
Proper determination and record of customer information where
appropriate to provide personalized service.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of types of customer information
Application of techniques of collecting customer information
Identification of means of storing and maintaining customer information
Observation
Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate.
Importance of promotional activities
Types of promotional activities
Steps to successfully implement organisation promotional initiatives
o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.2
Performance criterion
Perfect development and maintaining of knowledge of organization
promotional initiatives and implementation where appropriate.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional
initiatives
Observation
Learning Outcome 4.3: Proactively provide enhanced products and services to clients and customers based on client information.
Using stored customer information
The impact of enhanced products and services
Systems and methods of providing enhanced products and services
o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing
- - Reference books - Online materials - Scholarly materials
Formative Assessment 4.3
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and
services
Observation
References:
1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company
Profits"
2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice
(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.
3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/
4. https://www.customersure.com/blog/customer-complaints-online/
Performance criterion
Proactive provision of enhanced products and services to clients and
customers based on client information.
Competence
C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
CCMHE401 Implement S.H.E. policies and procedures
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: July, 2019
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
Maintaining SHE at workplace
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify hazardous areas to be
improved
1.1 Proper physical inspection of the working area
1.2 Proper selection of the tools and materials
1.3 Proper marking and reporting of hazardous area
1.4 Proper reporting on the area of weakness according to
company procedure
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best practices and enforce health and safety regulations
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options
4. Promote awareness of SHE in working place
4.1 Proper implementation of environmental procedures
4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards
Learning unit
LU 1:Identify hazardous areas to be improved.
1
Learning Outcomes:
1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas 5 Hours
Learning Outcome 1.1:Select tools and materials
Types of tools,materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer
Types of tools,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Setting visual aids
o Preparing video and audio
materials with types of
equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared
thermometer - Strings and ropes - PPEs
Resources Learning activities Content
Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves
Formative Assessment1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area
identification
Checklist Score
Yes No
Indicator: Tools, materials and equipment used to identify hazards are selected accordingly
Dust sampler
Noise meter
Hammer
Brushes
Crowbar
Ladder
Rock drill
Tape measure
Performance criterion
Proper selection of the tools and materials
Infrared thermometer
Etc
Indicator: Tools, materials and equipment used to control hazards are selected accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Cement
Wire mesh
Marking paints
Tape measure
Level meter
Pick
Shovel
Saw
PPEs
Etc
Observation
Learning Outcome 1.2: Inspect and identify physical feature of dangerous area
Tools and equipment for
inspection: Adequate supply of tools
and equipment for inspection
Appropriate PPE for inspection according to each job specification.
Work place examination for unsafe area
Environment condition Water Cracks Air Dust
o Presentation on checklists and work place examinations
o Observation of the working place
o Group discussion about qualities of a good working place
o Practical exercises of inspecting o On checklists and work place
examinations o Preparation of visual Aid
materials o Preparation of Video and audio
aids
- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen
Formative Assessment 1.2
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place
Checklist Score
Yes No
Indicator: Tools and equipment for inspection are identified and supplied accordingly
Tools and equipment for inspection are identified according to each job specification
PPEs for inspection are supplied according to each job specification
Indicator:Environment conditions are examined accordingly
Water
Cracks
Air
Dust
Observation
Learning Outcome 1.3: Mark and report on the hazardousareas
Introduction to tools and
equipment for marking hazardous area: Hammer Brushes
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking
- Reference books - Visual aids - Computer - internet - Module manuals
Resources Learning activities Content
Performance criterion
Proper physical inspection of the working area
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
and temporary supporting o Preparation of visual Aid
materials o Preparation of video and audio
materials
- Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting
Checklist Score
Yes No
Indicator :Tools and equipment for marking hazardous area are introduced and used accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Performance criterion
Proper marking of hazardous area and proper reporting on the area of
weakness according to company procedure
Barricade tap (Warning sign)
Cones
Indicator :Hazardous areas are reported according to the situation
Through the administrative hierarchy
Through Emergency reporting
Observation
Learning unit
LU 2 :Apply SHE practices.
2
Learning Outcomes:
1. Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices
10 Hours
Learning Outcome 2.1:Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
Occupationaland organizational requirements: Organizational policies
and procedures about
Manual handling - shifting, - lifting and - carrying Machine guarding Organizational and site
guidelines Own role and
responsibility Quality assurance
and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values Recording and reporting Equipment use,
maintenance and storage
Healthy and Safety
o Research on OHS,
environmental, legislative and
Organizational requirements.
o Brainstorming on OHS,
environmental, legislative
requirements and
Organizational requirements.
o Group discussion on OHS,
environmental, Legislative and
organizational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Resources Learning activities Content
requirement:
Personal protective equipment and clothing
First Aid and Firefighting equipment
Hazard and risk control equipment
Psychological conditions control mechanisms
Environment requirement: Safe forest practices Waste management:
Disposal, Recycling and Re-use guidelines
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety
and Environmental (OHSE) requirements
Checklist Score
Yes No
Performance criterion
Proper identification and application of Occupational Health, Safety and
Environmental (OHSE) requirements
Indicator :Occupational requirements are properly identified and followed
Indicator :Organizational policies and procedures about
Manual handling
Machine guarding
Organizational and site guidelines
Own role and responsibility
Quality assurance and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values
Indicator :Health and safety requirements are properly identified and followed
Personal protective equipment and clothing
First Aid and Firefighting equipment
Hazard and risk control equipment
Psychological conditions control mechanisms
Indicator :Environment requirement are properly identified and followed
Safe forest practices
Waste management guidelines
Disposal,
Recycling and
Re-use guidelines
Observation
Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.
Appropriate SHE standards, regulations to be followed, and tools and materials to be used:
Use of PPEs Use of inspection
checklist
o Observation about the need of appropriate SHE standards, regulations to be followed, and tools and materials to be used
o Group discussion on role of appropriate SHE standards, regulations to be followed, and tools and materials to be used
o Practical exercises on following appropriate SHE standards, regulations, and using
- PPEs - Reference books - Work sheet - Markers - Flip charts
Resources Learning activities Content
appropriate tools and materials
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations
Checklist Score
Yes No
Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations
Use of PPEs Use of inspection checklist
Observation
Performance criterion
Appropriate instruction to workers to follow safety best practices and to
enforce health and safety regulations.
Learning Outcome 2.3: Establish and maintain communication with others in line with SHE requirements
Applyingbasics of effective communinication:
Types of effective communication with others in line with SHE requirements:
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication with others in line with SHE requirements:
Effective oral communication
Effective written communication
Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and
cooperative language Appropriate language
and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
o Group discussion about
communication with others in
line with SHE requirements.
o Role play about effective communication
o Practical exercises of
communication with others in line with SHE requirements
- Public Board notices
- Communication
devices/phones
- Safety signage
Resources Learning activities Content
etc
Types of questions to be asked during a communication process Close-ended
questions Open-ended
questions
Etc
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE
requirements
Checklist Score
Yes No
Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication
Indicator :Types of workplace effective communication
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Indicator :Categories of effective communication
Effective oral communication
Effective written communication
Indicator :Techniques of effective oral communication
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
Active listening
Constructive feedback
Positive, confident and cooperative language
Appropriate language and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
Etc
Indicator :Types of questioning in oral communication
Close-ended questions
Open-ended questions
Etc
Observation
Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices
Environmental policy content :
Compliance, improvement (where
required to reflect) and
prevention Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices
and systems
o Group discussion on content of the environment policy
o Practical exercises on applying environment policy
- Registration documents
- Regulations
- Safety standards
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best
practices
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Perform tasks in a safe manner and in line with SHE best
practices ( according to their specific trade)
Checklist Score
Yes No
Indicator : Tasks are performed in a safe manner and in line with SHE best practices
Indicator :Environmental policy content:
Compliance Improvement (where required to reflect) Prevention
Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices and systems
Observation
Learning unit
LU 3:Assess and control risks.
3
Learning Outcomes:
1. Analyze work practices and identify areas for improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
3. Control hazard to make them less dangerous by looking at the most effective options.
10 Hours
Learning Outcome 3.1:Analyse work practices and identify areas for improvement in relation to SHE issues and hazards
Applying Continuous Process Improvement
(CPI) concepts and tools: CPI “Musts” and
Principles:
Stop fixing and start improving
The best practices are the ones you already have
Changing behavior is more important than changing processes
If you aren’t failing, you
o Small group discussion about Continuous Process Improvement(CPI) concepts and tools
o Individual work about CPI Methods
o Role play about application of CPI musts and principles
o Simulation about roles and responsibilities of CPI
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
aren’t trying
CPI Methods: Lean Six Sigma Theory of Constraints Business Process
Reengineering
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyze of work practices and processes to identify areas
for improvement in relation to SHE issues and hazards
Checklist Score
Yes No
Indicator: Work practices and processes are properly analyzed to identify areas for improvement in relation to SHE issues and hazards
Analysis of Work practices and processes according CPI musts and principles
Analysis of Work practices and processes according CPI Methods
Observation
Performance criterion
Properanalysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk
Exposure Threshold Develop Risk Mitigation
Option
Principles for Effective Verbal Intervention
Remain calm. Isolate the individual. Watch your body
language. Keep it simple. Use reflective
questioning. Use silence. Watch your preverbal.
Elements of good quality risk
statement Event or condition, Consequences on program
objectives, and Cause
o Group work on observing possible risks
o Presentation about risks assessment findings
o Brainstorming on risks awareness
o Role play about effective verbal intervention
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and
investigating all
Checklist Score
Yes No
Indicator: Risks are properly detected, assessed and reported through
Steps of Risk assessment tool Principles for Effective Verbal Intervention Elements of good quality risk statement
Observation
Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most effective options.
Methods of Hazard control: prevention, handle, isolation,
o Group discussion about control of hazards
o Practical exercises on Practical Problem Solving
- Procedural manuals
- Environmental policy
Resources Learning activities Content
Performance criterion
Proper detection and assessment of risk, and detailed report and
investigation of all incidents/ accidents.
remove or use of PPE
Practical Problem Solving Model (PPSM):
Clarify & Validate the Problem Break Down the Problem/Identify
Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through Confirm Results & Process Standardize Successful Processes
Model (PPSxM) o Brainstorming on control
of hazards
- Reference books - Checklist - Papers - Pens - Internet
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area
Checklist Score
Yes No
Indicator: Hazards are properly controlled to make them less dangerous by looking at the most effective options through:
Application of methods of Hazard control
Practical Problem Solving Model (PPSM)
Observation
Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.
Learning unit
LU 4:Awareness of SHE in working place.
4
Learning Outcomes:
1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
5 Hours
Learning Outcome 4.1: Implement environmental procedures
Definitions Environmentally
sustainable work practices
Environmental Sustainability Strategies Recycling Strategy Waste Reduction
Paper Reduction Photocopiers, Printers,
Faxes & Office Equipment Travel & Meetings
Energy Efficiency & Conservation Lights Computers and monitors Air Conditioning
Workers & Business Partner Awareness
o Brainstorming on Environmental goals
o Research on Environmental goals
o Group discussion Environmental Sustainability Strategies
- Procedural manuals
- Organizational policies and procedures
- Environmental policy
Formative Assessment 4.1
Performance criterion
Proper implementation of environmental procedures
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Implementing environmental procedures
Checklist Score
Yes No
Indicator: Environmental procedures are Properly implemented through:
Environmentally sustainable work practices definition
Environmental Sustainability Strategies
Observation
Learning Outcome 4.2: Provide training to workers on SHE and operational control
Design of OH&S package for training:
Program awareness Specific roles in the safety and
health program Hazard identification and
controls skills
Use of best methods in crosscutting issues training
On the job training Off the job training Apprenticeship Training Vestibule or Training Center
Training Training Via Internship
o Brainstorming on types of trainings
o Group discussion of best methods of training
o Preparation SHE package to deliver
- Fire extinguisher - First aid kit - Fire triangle - Personal protective
equipment and clothing
- Safety equipment - First aid equipment - Procedural manuals - Organisational policies
and procedures - Environmental policy
Formative Assessment 4.2
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE
requirements
Checklist Score
Yes No
Indicator: Workers are adequately trained to operate tools and equipments through:
Design of OH&S package for training Use of best methods in crosscutting issues training
Observation
Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize or eliminate hazards.
Environmental Impacts awareness:
Soil degradation Erosion Leaching Climate change Air, soil, water
pollution Land sliding
Remedial actions: Workplace waste management
o Research on environmental impact
o Group discussion on work sustainability
o Brainstorming on measures for sustainability
- Environmental policy
- Procedural manuals
- Organisational policies and procedures
Resources Learning activities Content
Performance criterion
Adequate training of workers to operate tools and equipments
systems Emissions control of
greenhouse gases Use of non-renewable
resources control Chemical use control Supply chain management
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieve
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE
requirements
Checklist Score
Yes No
Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards
Environmental Impacts awareness Remedial actions
Observation
References:
Performance criterion
Proactive inspection of the working area and appropriate remedial action to
be taken to minimize or eliminate hazards.
1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—Principles and guidelines, Switzerland, 2009
2. The Green Workplace:Sustainable Strategies that Leigh BenefitEmployees, the Environmentand
the Bottom Line, Stringer2009. New York
3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015
4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009
6. Safety Management a Comprehensive Approach To developing A Sustainable System, Chitram Lutchman, 2012, Taylor & Francis Group,NY
7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from
https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/
Competence
C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: July, 2019
Purpose statement
This module describes the skills, knowledge and attitudes to be acquiredfor the trainee’s. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explanation and stating facts , use tenses Accurately, write structured factual, descriptive, and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening strategy depending on the listening purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.
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
Learning unit
LU 1:Write factual, descriptive, and explanatory texts.
1
Learning Outcomes:
1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a
range of topics 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
10 Hours
Learning Outcome 1.1:Use proper terminology to report facts
Expressing facts Expressions used in
outlining facts The fact is that… The (main) point is
that … This proves that … What it comes down to
is that … It is obvious that … It is certain that … One can say that … It is clear that… There is no doubt that …
Comparing and reporting facts Using comparatives and
superlatives Quantifiers and modifiers
o Group discussions o Dialogues o Role plays o Short presentations o Practical writing exercises o Modelling
Projector
Computer
Flipcharts
Markers
Scenarios
Trainee manuals
Stationeries
Lesson plans
Reference books
Written speeches
Newspaper reports
Formative Assessment 1.1
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Presentations Sentence completion Matching Writing practice Task: Using comparatives and superlatives, report key information
facts at your workplace.
Checklist Score
Yes No
Indicator : Expressions are well used in outlining facts
The fact is that…
The (main) point is that …
This proves that …
What it comes down to is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt
Indicator : Comparing and reporting facts are well used
Using comparatives and superlatives
Quantifiers and modifiers
Observation
Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Performance criterion
Use proper terminology to report facts
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
Indicator : Tenses are well used to describe , to explain and state facts
Present tenses
Past tenses
Observation
Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs
Resources Learning activities Content
Performance criterion
Describe, explain and state facts using tenses accurately
Resources Learning activities Content
Factual paragraph Title Introduction Describe in detail Additional info conclusion
Descriptive paragraph Sensory details Precise language Dominant impression Careful organization
Explanatory paragraph Organization Transitions Evidences and examples Conclusion
o Group discussions o Brainstorming o Group works
-
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice Discussions Matching True or false questions Task: Classify the paragraphs given to you by the teacher according
to their types
Checklist Score
Yes No
Indicator: Paragraphs are well classified and distinguished
Descriptive paragraphs
Explanatory paragraphs
Factual paragraphs
Observation
Performance criterion
Distinguish factual, description and explanatory paragraphs
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
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching
Writing practice Presentation Task: Write a short essay describing your career dreams
Checklist Score
Yes No
Indictor: An eassy is well written
Text is well structured
Types of texts is identified
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a
range of topics
Resources Learning activities Content
Tense is well used
Observation
Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace
Introduction to business letters Parts of a business letter
Introduction to email correspondence Parts of an email Strategies for writing a
good email
o Pair work o Jumbled paragraphs o Gap-fill o Peer feedback o Practical exercises on email
writing o Practical exercises on
business letters
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Letter samples
Formative Assessment 1.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice Task: Compose an email outlining some of the challenges you
face at work.
Checklist Score
Yes No
Indicator: Parts of an email
Recipient's Address
Cc and Bcc
Performance criterion
Produce correspondence texts (letters, emails) stating, explaining, or
describing facts at the workplace
Resources Learning activities Content
Subject Line
Body
Sender’s address
Send
Indicator:Parts of letters are well placed and recognized
The heading
Addresses are well placed
The salutation
The body
The complimentary close
The signature
Observation
Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits, industrial attachments)
Writing small-scale reports Structure of a formal
report Layout Introduction Body Conclusion
o Report Writing practice o Peer feedback o Group work
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Sample reports
Formative Assessment 1.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
Resources Learning activities Content
Written
Performance
Writing practice
Presentation Task: Produce a short report on your recent field visit
Checklist Score
Yes No
Indicator : Formal reports is well structured
Layout
Introduction
Body
Conclusion
Language is well used
Observation
Learning unit
LU 2:Apply a range of listening strategies to understand predictable messages.
2
Learning Outcomes:
1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening
purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker
7 Hours
Learning Outcome 2.1:Identify different listening strategies
Listening strategies Listening for details listening for the gist note taking Active listening and
response Listening for specific
information predicting drawing inferences summarizing recognizing cognates recognizing word-
order patterns
o Dialogues
o Role plays
o Short presentations
o Modelling and drilling
o Listening to TV shows
o Listening to radio programs
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Formative Assessment 2.1
Performance criterion
Identify different listening strategies
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: List and explain at least three listening strategies.
Checklist Score
Yes No
Indicator :Listening strategies are explained
Listening for details
listening for the gist
note taking
Active listening and response
Listening for specific information
Summarizing
predicting
drawing inferences
recognizing cognates
recognizing word-order patterns
Observation
Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose
Refer to Learning Outcome 2.1
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.2
Performance criterion
Select appropriate listening strategy depending on the listening purpose
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: Which listening strategy would you use to get the main
idea of a recording?
Checklist Score
Yes No
Indicator : Listening strategies are well selected
Listening for details
listening for the gist
note taking
Active listening and response
Listening for specific information
Summarizing
predicting
drawing inferences
recognizing cognates
recognizing word-order patterns
Observation
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
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Multiple choice
Listening practice Task: listen to the audio and find out the main idea and answer
question of comprehension on it
Checklist Score
Yes No
Indicator : The audio is well interpreted
Main points are given
Questions of comprehension are answered
The message from the audio is clear and focus on the topic
Observation
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
Resources Learning activities Content
Performance criterion
Apply listening strategies while listening to audio messages
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice Discussions
Audio-visual practice Task: Watch a video shown by the teacher and say what the
speaker’s gestures mean.
Checklist Score
Yes No
Indicator : Non -verbal clues are used to detect the message implied by the speaker
Voice clues
Body movement
Message is fully detected
Observation
.
Performance criterion
Use non-verbal clues to detect messages implied by the speaker
Learning unit
LU 3:Discuss general and trade-related topics.
3
Learning Outcomes:
1. Present personal ideas and opinions during discussions on selected topics of interest
2. Use functional language to support or refute ideas in a debate or discussion
3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 7 Hours
Learning Outcome 3.1:Present personal ideas and opinions during discussions on selected topics of interest
Expressing opinion in English Agreeing with an opinion
Full agreement with an opinion
Partial agreement with an opinion
Disagreeing with an opinion Forms of disagreement When to disagree Disagreeing politely
Using functional language in argument building Persuasion Asking questions Cause and effect Summarizing ideas to be
refuted Sequencing ideas Predicting ideas
o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Trainee manual
Formative Assessment 3.1
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Presentation practice
Writing practice
Discussions Task: Prepare a short presentation on a topic of interest and
share it with your class.
Checklist Score
Yes No
Indicator : Ideas and opinions are well presented during discussions
Agreeing with an opinion
Disagreeing with an opinion
Indicator : Functional language in argument building are well used
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be refuted
Sequencing ideas
Predicting ideas
Observation
Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or discussion
Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1
Formative Assessment 3.2
Resources Learning activities Content
Performance criterion
Present personal ideas and opinions during discussions on selected topics of
interest
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Discussions Presentations Task: Following instructions given by your teacher, use
functional language in supporting or refuting ideas in a group discussion
Checklist Score
Yes No
Indicator : Functional language in supporting or refuting ideas in a group discussion are well used
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be refuted
Sequencing ideas
Predicting ideas
Observation
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
o Dialogues
o Role plays
o Modelling and drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Computer
Flipcharts
Resources Learning activities Content
Performance criterion
Use functional language to support of refute ideas in a debate or
discussion
Informal Fallacies
Faulty generalizations
Red herring fallacies Conditional fallacies
Responding to fallacies
Markers
Lesson plans
Recordings
Reference books
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and
tell which argumentation fallacies the speaker is using then respond to them.
Checklist Score
Yes No
Indicator: Argumentation fallacies are well identified and respond to them during listening
Formal Fallacies
Informal Fallacies
Observation
Performance criterion
Detect and avoid argumentation fallacies in debates and discussions
Learning Outcome 3.4: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments Deductive Argument Inductive Argument Abductive
o Debates
o Group discussions
o Brainstorming
o Presentations
o Mock speeches
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Lesson plans
Recordings
Reference books
Speech samples
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
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
Indicator : Elements of an arguments are indicated
Claims
Counterclaims
Reasons
Evidence
Indicator : Types of arguments are considered
Deductive Argument
Inductive Argument
Performance criterion
Build convincing arguments to support or refute an opinion
Resources Learning activities Content
Abductive
Observation
.
Learning unit
LU 4:Read medium texts on general and trade-related topics.
4
Learning Outcomes:
1. Identify different reading techniques
2. Select a reading technique depending on the reading purpose
and material
3. Apply reading techniques while reading different texts
4. Demonstrate ability to understand the inferences made in a
range of medium length texts
6 Hours
Learning Outcome 4.1:Identify different reading techniques
Reading techniques
Skimming
Scanning
Deep reading
Critical reading
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identify different reading techniques
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Differentiate reading techniques
Checklist Score
Yes No
Indicator: Reading techniques are differentiated
Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.2: Select a reading technique depending on the reading purpose and material
Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate training of workers to operate tools and equipment
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Select an appropriate reading strategy based on the
reading task given to you by the teacher.
Checklist Score
Yes No
Indicator: Selection of reading strategy is understood due to its purpose
Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.3: Apply reading techniques while reading different texts
Applying reading techniques to
texts
General texts
Trade-related texts
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials Reference books
Formative Assessment 4.3
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read a text and apply reading strategy based on the task
given to you by the teacher.
Checklist Score
Yes No
Indicator : Reading strategies are applied according to the purpose
Look only for a specific fact or piece of information without reading everything
(scanning)
Looking only for the general or main ideas (skimming)
Read a text thoroughly to understand and remember what you’ve read (deep
reading)
Involves analysis, interpretation, and evaluation. (Critical reading)
Observation
Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of medium length texts
Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3 Refer to Learning Outcome
4.3
Formative Assessment 4.4
Resources Learning activities Content
Performance criterion
Apply reading techniques while reading different texts
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read the text given by the teacher and identify what the
writer implies. How did you come up with such inferences?
Checklist Score
Yes No
Inferences are developed
Inferences are justified
Observation
References:
1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-
speeding-up-your-reading/
2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.
2004.
3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),
4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.
Cambridge: Cambridge University Press.
5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:
Heinemann Education.
6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and
Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.
7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy
25 (Winter 1989): 121–139.
8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:
Broadman& Holman Publishers
9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.
10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
Competence
C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA
CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga
Ikiciro: 4 Amasaha ateganijwe
Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Nyakanga 2019
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.
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya
inyunguramagambo ingingo z’umuco
n’amateka inshoza n’uturango
by’Urwenya Ihimbamwandiko
Urwenya
o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu
matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo
o Gutera urwenya baranguruye o Guhuza ibivugwa mu
nshoberane n’indangagaciro o Gusobanura ingingo z’umuco
n’amateka o Gusobanura inshoza
n’uturango by’ urwenya
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
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
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
(Ibikurikira)
Ubuvanganzo
gakondo bufatiye ku
mwuga
Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza
n’utwatuzo
Igitaramo gishingiye
ku buvanganzo
gakondo
Umwitozo wo gusoma
ubuvanganzo gakondo bufatiye ku
mwuga
o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo
bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.
o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye
o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi
o Gusobanura ingingo z’umuco n’amateka
o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Gutahura isomo ry’ingenzi o Gutarama
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Isuzuma Mbonezanyigisho 1.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Ikitabwaho 2:Urwenya:
uwiga yateye urwenya aranguruye
uwiga yateye urwenya ahuza ibivugwa n’indangagaciro
uwiga yateye urwenya asobanura ingingo z’umuco n’amateka
uwiga yateye urwenya anasobanura uturango tw’urwenya
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo
bufatiye ku mwuga.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
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
Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga
Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi
Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo
bwitwa”Amasare”
Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku
buvanganzo bwitwa “Ibyidogo”
Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa
“Amahamba”
Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo
Umwanzuro
Umusaruro w’inyigisho 1.3:Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku
mwuga yubhiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yashubije 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 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko
y’ihinamwandiko
Umwanzuro
Umusaruro w’inyigisho 1.4:Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga
yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibihangano bishingiye ku buvanganzo gakondo mu mwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko
Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi
akurikiza amategeko y’ihimbamwandiko
Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko
y’ihinamwandiko
Umwanzuro
Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.
Reba Reba Umusaruro w’inyigisho 1.1
Reba
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo
Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
LU 2:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza
by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.
2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
Ibimenyetso by’uteze amatwi atarogoye;
Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda
umurimo (umurimo unoze, kubahiriza igihe…);
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.
o Kutarogoya ufite ijambo nta mpamvu;
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;
o Gusoma bucece;
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya
Uwiga ntiyaciye mu ijambo uvuga
Uwiga yabajije ibibazo ku byavuzwe
Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga niterambere
ry’umwuga
Uwiga yasubije ibibazo ku mwandiko
Uwiga yavumbuye insanganyamatsiko iri mu mwandiko
Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku
nsanganyamatsiko
Umwanzuro
Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga
abinyujije mu ngiro zinyuranye. (Ibikurikira).
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
Isesekaza n’utwatuzo; Ihangamwandiko ku
nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
Intego y’izina mbonera.
o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;
o Gusoma aranguruye agaragaza isesekaza;
o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
o Gukora inshamake y’umwandiko;
o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;
o Kugaragaza intego y’izina mbonera.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya
Uwiga ntiyaciye mu ijambo uvuga
Uwiga yabajije ibibazo ku byavuzwe
Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere
ry’umwuga
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
Umwanzuro
Umusaruro w’inyigisho2.3 : Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bibazo byo kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga
Uwiga yagaragaje Insanganyamatsiko y’umwandiko
Uwiga yasobanuye amagambo akomeye ari mu
mwandiko(Inyunguramagambo)
Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko
Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 2.4 :Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ry’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 2.5 :Guhina no guhimba umwandiko akurikiranya ingingo.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga
Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye
k’ubuvanganzo gakondo kandi akurikiza amategeko y’ihimbamwandiko
Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga
Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza
amategeko y’ihangamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere
ry’umwuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko y’ibisubizo ku ntêgo y’izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba
zafatwa mu kubirwanya;
Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge
Ikitabwaho 2:Intego y’izina mbonera
Uwiga yasobanuye icyo izina mbonera ari cyo
Uwiga yagaragaje indomo y’izina mbonera
Uwiga yagaragaje indanganteko y’izina mbonera
Uwiga yagaragaje igicumbi cy’izina mbonera
Umwanzuro
Ubushobozi busuzumwa
Yagaragaje intêgo y’izina mbonera
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.
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
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
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Imbumbe
LU 3:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Amasaha 6
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
ubuzima (kwiyitaho);
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.
o Gusoma bucece.
Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi
bw’ibiyobyabwenge
Uwiga yasobanuye amagambo akomeye mu
mwandikoInyunguramagambo
Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko
Uwiga yasobanuye ingingo z’amateka
Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
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
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 3.4:Guhina no guhimba umwandiko akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye
k’ubuvanganzo gakondo kandi akurikiza amategeko
y’ihimbamwandiko
Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”
Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko
y’ihangamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko
Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge
Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu
rubyiruko
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu
rubyiruko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera
Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza
amategeko y’igenamajwi
Umwanzuro
Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi mu izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu
ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ibimenyetso by’uteze amatwi atarogoye.
Inyunguramagambo ku mwandiko uvuga ku bidukikije
Insanganyamatsiko y’umwandiko ushingiye ku bidukikije
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.
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga;
Imbumbe
LU 4:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora
kwangiza ibidukikije. 6. Gukoresha neza indangahantu
Amasaha 6
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ihimbamwandiko
Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;
Isesekaza n’utwatuzo;
Indangahantu.
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.
- Amafoto.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije
Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye
Uwiga yagaragaje insanganyamatsiko y’umwandiko
Uwiga yasobanuye amagambo akomeye ari mu mwandiko
Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga
we
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza
ibidukikije mu ngiro zitandukanye
Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gusubiza ibibazo ku mwandiko
Uwiga yasubije yasobanuye amagambo akomeye
Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 4.3:Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 4.4:Guhimba no kumurika umwandiko akurikiranya neza ingingo
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko
Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza
ingingo
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
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
Ikitabwaho: ihimbamwandiko
Uwiga yamuritse 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
Ikitabwaho: kumenya no gukoresha indangahantu
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje neza indangahantu
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Imbumbe
LU 5:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.
2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;
Ibimenyetso by’uteze amatwi atarogoye;
Inyunguramagambo ku ngeri y’ikinamico;
Amagambo akwiye avuga ibice n’ingingo z’umubiri;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.
Ifatana n’itandukana ry’amagambo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa
baranguruye bigana abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu
- Ibitabo bikubiyemo imyandiko;
- Ibitabo by’ikibonezamvugo ;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
kaga. o Kubahiriza ifatana n’itandukana
ry’amagambo. o Gutahura no gukosora amakosa
yubahiriza itandukana n’ifatana ry’amagambo.
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze
Uwiga yasomye ikinamico neza
Uwiga yagaragaje uturango tw’ikinamico
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi
bw’ibanze mu ngiro zitandukanye
Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico
Ingingo z’umuco n’amateka
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku ikinamico
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 5.3:Gusoma ikinamico yubahiriza uturango twayo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho uwiga asoma ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico
Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 5.4:Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye ikinamico yubahiriza uturango twayo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho n’inyandiko ku ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :ihangakinamico
Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze
Umwanzuro
Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga
ibice n’ingingo by’umubiri.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Ikeshamvugo
Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri
Umwanzuro
Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda
Uwiga yafatanije amagambo aho bikwiye
Uwiga yatandukanije amagambo aho bikwiye
Umwanzuro
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,
Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,
1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,
Kigali
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Fountain Publishers, Kigali
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Publishers, Kigali
Ubushobozi busuzumwa
Yanditse yubahiriza ifatana n’itandukana ry’amagambo
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Publishers, Kigali
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actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck
Université, Bruxelles.
12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
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Rwanda, Imfashanyigisho ibanza, Kigali
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Kigali
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mu Cyiciro cya Gatatu, Kigali
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Nyarwanda , Kigali.
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Competence
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMDB401 Develop a business plan
REQF Level: 4 Learning hours
Credits: 3
Sector: All 30
Sub-sector: All
Issue date: July, 2019
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organizational strategic outcomes and facilitates the achievement of service
Competence
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 performance criteria Learning units describe the essential outcomes of a competency. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance
with identified business idea.
1.2 Appropriate conduct of business feasibility study in line
with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the
identified elements
2.1 Proper description of the business in accordance with
business environment analysis results
2.2 Proper design of business production plan in line with
results from business environment analysis
2.3 Clear design of marketing plan in line with market
feasibility study and business products
2.4 Accurate develop of business staffing requirement plan
in line with business activities
2.5 Proper design of business financial plan in line with
business needs
2. Establish strategies to monitor,
evaluate and update the
business plan- contingency plan
3.1 Clear identification of risk in accordance with business
environment
3.2 Accurate assessment of risk associated to the business
in line with the business plan developed
3.3 Clear explanation of business contingency plan
concepts
3.4 Accurate development of contingency plan in
accordance of assessed risks
4. Present a business plan
4.1 Accurate preparation of business plan presentation in
accordance with business plan Clearly explain Clear
different ways to present the business plan
4.2 Appropriate presentation of a business plan
4.3 Present a business plan
Learning Outcome 1.1:Analyse business environment in accordance with identified business idea.
Meaning of business environment
Meaning of business situation
Types of business environment. Internal environment
Financial resources Assets Human resources Technological resources
Externalenvironment Suppliers of Inputs Customers Marketing Intermediaries Competitors Publics Economic environment Social and Cultural environment Political and Legal environment Technical environment Demographical environment 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
Learning unit
LU 1:Identify elements of business plan.
1
Learning Outcomes:
1. Analyze business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Resources Learning activities Content
Learning Outcome 1.1: Analyse business environment in accordance with identified business idea. (Cont’d)
Current industrial trends analysis: Industry rivalry (Degree of
competition among existing firms)
Treat of substitutes (products or services)
Bargaining power of buyers Bargaining power of suppliers Barriers to entry (threat of
new entrants)
SWOT analysis of the business
o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise
- Flipchart - Marker pen - Internet - Reference books - Case studies - scenarios - SWOT analysis template - Industry trends analysis
template
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis
Checklist Score
Yes No
Indicator: Business environment in accordance with identified business idea is analyzed
Meaning of business environment explained
Performance criterion
Proper analysis of business environment in accordance with identified
business idea.
Resources Learning activities Content
Meaning of business situation
Indicator: Types of business environment explained Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
Indicator: Current industrial trends analysis applied
Industry rivalry (Degree of competition among existing firms) Treat of substitutes (products or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new entrants)
Indicator:SWOT analysis of the business explained
Observation
Learning Outcome 1.2: Conduct business feasibility study in line with business environment analysis results
Resources Learning activities Content
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility study Product feasibility Market feasibility Organizational feasibility Financial feasibility Recommendations and conclusion
Steps involved in feasibility analysis Step 1. Conduct a preliminary
analysis Step 2. Prepare a projected income
statement Step 3. Conduct a market survey Step 4. Plan business organization
and operations Step 5. Prepare an opening day
balance sheet Step 6. Review and analyze all data Step 7. Make "go/no go" decision
o Brainstorming o Questions and answers o Problem solving o Story telling o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios - Feasibility study
template
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.
Checklist Score
Yes No
Indicator: business feasibility study in line with business environment analysis results are conducted
Purpose of business feasibility study
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
Meaning of business feasibility study
Indicator: Components of business feasibility study identified
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Indicator: Performing steps involved in feasibility analysis explained
Indicator: Steps involved in feasibility analysis
Step 1. Conduct a preliminary analysis
Step 2. Prepare a projected income statement
Step 3. Conduct a market survey
Step 4. Plan business organization and operations
Step 5. Prepare an opening day balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
Observation
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
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Resources Learning activities Content
Meaning of business risk Types of risks associated to
the business activities
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: elements of business plan are defined
Meaning of the term business plan
Importance of the business plan
The needs of the business plan Internal use External use
Indicator: Elements of business plan identified
Title/cover Page
Executive Summary
Description of the business
Production plan
Marketing plan
Business staff plan
Financial plan
Indicator: Risk associated to the business identified
Meaning of business risk
Types of risks associated to the business activities
Observation
Performance criterion
Correctly define elements of business plan
Learning unit
LU 2:Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs
20 Hours
Learning Outcome 2.1:Describe the business
Title Page Business name Business logo Product mark Address Name of person who
developed the business In which month and year
plan is issued.
Executive summary the name and location of the
business Type of business to be done the industry/market of the
business the uniqueness of the
products/services and what proprietary rights of the business
the current stage of development for the venture
the legal form of the
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
organization and why the key management
personnel and what skills do they have that will help the business
Learning Outcome 2.1:Describe the business (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds
being requested the expected benefits of this
investment to your company funds repayment collateral to be used to secure a
loan the business financial milestones
Description of the business The rationale of the business idea Structure of the business What is the type of the business
(Manufacturing? Services? Construction?
Business mission Business vision Business objectives Competitive advantage of the
business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of the business in accordance with business environment
analysis results
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.
Checklist Score
Yes No
Indicator: business is described
Indicator: Title Page
Business name
Business logo
Product mark
Address
Name of person who developed the business
In which month and year plan is issued.
Indicator: Executive summary
the name and location of the business
Type of business to be done
the industry/market of the business
the uniqueness of the products/services and what proprietary rights of the business
the current stage of development for the venture
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
Projection of sales
the break-even
Who is requesting the funds
For what purpose are the funds being requested
the expected benefits of this investment to your company
funds repayment
collateral to be used to secure a loan
the business financial milestones
Indicator: Description of the business are identified
The rationale of the business idea
Structure of the business
What is the type of the business (Manufacturing? Services? Construction?
Business mission
Business vision
Business objectives
Competitive advantage of the business
Observation
Learning Outcome 2.2: Design business production plan in line with results from business environment analysis
Product design Branding and Packaging
Business premises and plant location Location and reason of the choice House or land for the production
Equipment and machinery required types, quality and quantity for the
production
Production planning process under which the
production will pass through
Raw materials The amount of raw materials
needed to produce a given quantity of product
Amount of each ingredient that will be needed to formulate a batch/set of product
Competing technologies the technology to be used during
the production process technologies that should be
developed by other and affect your business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
Learning Outcome 2.2: Design business production plan in line with results from business environment analysis (Cont’d)
Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost
Quality control and ongoing service plan to avoid defects or
imperfections of products Monitoring or inspection that you
intend to build into the production process
strategies will you use to satisfy the customer changing preferences
Labour requirements Types of workers needed during
production process the required skills of each workers
Operations The design of your production
operations
Utilities and office consumables Consumables needed in the
production
Packaging equipment required Types of materials that you will use
to package your product Source of supply and the quantity
needed The terms and conditions of
suppliers
Importance of business product
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper designing of business production plan in line with results from
business environment analysis
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.
Checklist Score
Yes No
Indicator :Design business production plan in line with results from business environment analysis are designed
Product design
Identification of business premises and plant location
Estimation of equipment and machinery required
Designing production planning
Estimation of raw materials
Setting competing technologies
Manufacturing and operations
Quality control and ongoing service
Labour requirements
Operations
Utilities and office consumables
Packaging equipment required
Importance of business product
Observation
Learning Outcome 2.3:Design marketing plan in line with market feasibility study and business products
Resources Learning activities Content
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
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
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 collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.
Performance criterion
Clearly design marketing plan in line with market feasibility study and
business products
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Marketing plan in line with market feasibility study and business products are designed
Market research
Target market
Marketing objectives
Product description
Price
Place
Promotion
Market Strategies
Ongoing marketing evaluation
Marketing budget
Observation
Learning Outcome 2.4:Design business staff in line with business activities
Job analysis What are the business
activities
Job description How each task will be
performed
Job specifications What are the
performance requirements to a specific task
Organizational structure What is the hierarchy of
the staff
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.4
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.
Checklist Score
Yes No
Indicator: business staff in line with business activities are designed
Job analysis designed
Job description designed
Job specifications designed
Organizational structure designed
Observation
Learning Outcome 2.5: Develop business financial plan in line with business needs
Total cost
Start-up requirements plan Cost items (What are the cost
items your business will need in its first year of implementation
Cost : how much each item cost Source of funds: what are the
source of fund: What is the share owner
Projected cash flow statement for the first three years what is the
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
Resources Learning activities Content
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
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
trainee to write a business plan
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Performance criterion
Properly design business financial plan in line with business needs
Observation checklist A produced business financial plan.
Checklist Score
Yes No
Indicator: business financial plan in line with business needs are developed
Total cost
Start-up requirements plan
Projected Income (Profit & Loss) statement for the first three years
Projected balance sheet for the first three years
Projected cash flow statement for the first three years
Liquidity ration
Debt Equity ratio
Return of investment ratio
Breakeven point
Payback period
Projected sales plan
Loan payment plan
Observation
Learning Outcome 3.1:Analyse risk in accordance with business environment
Meaning ofMonitoring, Evaluation and Updating business plan
Important tools used in updating business plan CANEVAS model Marketing plan review
Importance of Monitoring and Evaluation
Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification
tools: SWOT Analysis PESTEL Analysis
Estimate risks (Quantitative and Qualitative risk estimation) Risk estimation tools:
Risk impact chart
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Risk analysis
template
LU 3:Establish strategies to monitor evaluate and update the businplan (Contingency plan).
3
Learning Outcomes:
1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
3 Hours
Resources Learning activities Content
Probability chart
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: risk in accordance with business environment is analyzed
Meaning of monitoring, evaluation and updating business plan
Important tools used in updating business plan
Meaning of risk analysis
Importance of risk analysis
Steps involved in risk analysis
Steps involved in risk analysis
Observation
Performance criterion
Clearly identified risk in accordance with business environment
Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Factors influencing risks assessment SWOT analysis
What factors are critical for the success of your plan?
What risk does your plan should face?
Analyze the source of the risk, the probability of it happening and the effects
What measures can you take to avoid these risks?
Define operational plan PESTEL analysis
What factors are critical for the success of your plan in relation with politics, economy, social, technological, environment and legal
What measures can you take to avoid these risks
Define operational plan
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
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
Indicator: Assess identified risks in accordance with business plan are developed
Indicator: Factors influencing risks assessment identified
Indicator: 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
Indicator: 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
Indicator: operational plan defined
Observation
Learning Outcome 3.3: Explain business contingency plan concepts
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
o Brainstorming on identifying
meaning of key words
o Oral presentation
o Group discussion
o Questions and answers
o Documentary research
o Internet research
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.3
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator : business contingency plan concepts are explained
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
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
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
- Flipchart
- Markers
- Pen
- Internet
- Reference books
Resources Learning activities Content
Performance criterion
Briefly explain business contingency plan concepts
Adaptation Complementarity Abandon
Specific strategies to make the contingency plan operational Describe the risk statement Define the protocol
o Practical exercise
o Questions and answers
- Case studies
- Role play
scenarios
- Business plan
- Computer
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency
Checklist Score
Yes No
Indicator: A Development contingency plan in accordance of assessed risks are explained
Steps involved in contingency plan
Identifying requirements related to specific contingency plan
Cost Calculation of requirements identified
Appreciation of company capacity to cover risks identified
Decide choice to undertake
Specific strategies to make the contingency plan operational
the risk statement described
the protocol defined
Observation
Performance criterion
Accurate development of contingency plan in accordance of assessed risks
Learning unit
LU 4:Present a business plan
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1:Explain different ways to present the business plan
Purpose of business plan
presentation Financing support Strategic orientation Attracting investors
Types of preparation required Content preparation Material preparation Psychological preparation
Steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the
presentation of business plan. Prepare the body of the business
plan to be presented and anticipate the questions from audience
Prepare the suggestions and conclusion.
Practice delivering the presentation of business plan
Presentation content
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
Business idea Market Marketing strategy
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan
Checklist Score
Yes No
Indicator: different ways to present the business plan are explained
Indicator: Purpose of business plan presentation
Financing support
Strategic orientation
Attracting investors
Indicator: Types of preparation required
Content preparation
Material preparation
Psychological preparation
Indicator: 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
Indicator: Presentation content explained
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
Business idea
Market
Marketing strategy
Observation
Formative Assessment 4.2
Learning Outcome 4.2: Explain different ways to present the business plan
The business plan shall be presented shareholder stakeholder
Procedures involved in business plan presentation
Connect with your audience Business like Simple language Presentation touch at a
personal level
Paint a picture in your audience’ minds Pick out great images and
visual Lasting impression
Put credibly content Use statistics and data
Charts Graph
o Brainstorming Questions
and answers
o Group discussion
o Role play
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Computer
- Internet
Performance criterion
Clearly explain different ways to present the business plan
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: different ways to present the business plan are explained
Indicator: The business plan shall be presented
Shareholder
Stakeholder
Indicator: Procedures involved in business plan presentation
Indicator: Connect with your audience
Business like
Simple language
Presentation touch at a personal level
Indicator: Paint a picture in your audience’ minds
Pick out great images and visual
Lasting impression
Put credibly content
Use statistics and data
Charts
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,
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
Resources Learning activities Content
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
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos
Checklist Score
Yes No
Indicator:Present a business plan explained
Techniques to present your business plan explained
Integrating comments, suggestions and remarks in the business plan explained
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration explained
Observation
Performance criterion
Appropriately present a business plan
References:
1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,
third edition. Uganda: Kyambogo University.
3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html
A E E I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA301 Integrate workplace
REQF Level: 3 Learning hours
Credits: 30 300
Sector: Technical Services
Sub-sector: Automobile
Issue date: July, 2019
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.
Learning assumed to be in place
All the modules covered at REQF level 3.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
Apply for internship/employment 1.1. Appropriate use of resources in the community or nationwide to find internship/employment information
1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills
Demonstrate workplace behavior and attitudes
2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time
effectively 2.3. Efficient management of personal and work lives
Respect worker’s and employer’s rights and responsibilities
Respect of universal human rights Respect of worker’s and employer’s obligations according to
the Rwandan Labour code Respect of worker’s rights and responsibilities at the
workplace Respect of employer’s rights and responsibilities at the
workplace Appropriate reaction when the labor code is broken
Organize and evaluate one’s internship
Appropriate securing of the internship agreement with the enterprise
Adequate outlining of findings and experience Proper writing of the internship report that contains all the
required elements as well as one’s own findings and experience
Active participation in the assessment of one’s internship
Develop one’s competences on the workplace
5.1. Adequate performance of tasks assigned according to the agreement with the enterprise
5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)
5.3. Adequate demonstration of work behaviour and attitudes
Learning Outcome 1.1:Identify and use resources to find a job.
Resources to find employment in the community and at national level
Job announcements
Newspapers advertisements
From recruitment agencies
Internet websites
Identify contact persons
o Small group work o Panel discussion o Large group discussion o Speakers
- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…
Formative Assessment 1.1
Learning unit
LU 1:Apply for internship/employment
1
Learning Outcomes: 1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview
10 Hours
Performance criterion
Appropriate use of resources in the community or nationwide to find internship/employment information
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 evidences Perfomance
Essay
Scenarios
Checklist Score
Yes No
Indicator: Resources to find a job are identified
Job announcements
From recruitment agencies
Newspaper advertisements
Internet websites
Observation
Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.
Differences between a CV and an application letter
Types of application letters
Elements of a well written CV
Elements of an application letter
o Large group discussion o Individual work o Pair work
- Sample CVs and application letters
- Format of an application letter
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper writing of a basic accurate and neat CV
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Observation checklist
Questions and answers
Checklist Score
Yes No
Indicator: difference between CV and letter is explained
A letter is more concise
A letter express interest
CV gives detailed information
Observation
Learning Outcome 1.3: Take part in an interview.
Main parts of an interview Interviewing tips: what to do
before, during and after the interview
Typical questions asked during an interview
Small group work Interview role plays Large group discussion
Interview observation tool
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
written
oral
performance
questionnaires and answers
scenarios
True or false questioning
Performance criterion
Proper demonstration of effective interviewing skills
Resources Learning activities Content
Checklist Score
Yes No
Indicator : Main parts of the interview are identified
The body of the interview
The opening
The closing
Indicator: Typical questions asked during an interview are identified
Tell me about yourself.
Describe a difficult work situation or project and how.
How do you handle stress and pressure?
How do you handle stress and pressure?
How do you handle stress and pressure?
How do you handle stress and pressure?
Why do you want this job?
What are your salary expectations?
Why are you leaving or why have you left your job?
What is your greatest weakness?
What is your greatest strength?
Why should we hire you?
Observation
Learning unit
LU 2:Demonstrate appropriate workplace behavior and attitudes
2
Learning Outcomes:
1. Identify appropriate workplace behaviors and attitudes 2. Manage time 2. Balance work and personal life
15 Hours
Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.
Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)
Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)
Small group work Large group discussion Brainstorming
Workplace behaviour scenarios
Work habits inventory
Formative Assessment 2.1
Performance criterion
Appropriate application of workplace habits and attitudes
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator1: appropriate workplace behaviors and attitudes are identified
dress code
time management
Respect
honesty
Integrity
work as a team member
Indicator2: Appropriate working habits are identified
Cooperation
Initiative
Courtesy
Constructive criticism
Supervision, accuracy
Pace of work
Adaptability
Personal appearance
Punctuality
Attendance
Observation
Learning Outcome 2.2: Manage time.
Importance of task planning and managing time
Strategies to better manage time
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking. Review your day.
o Large group discussion o Small group activity (tower
building) o Reflection o Pair sharing
- Workplace behaviour scenarios
- Work habits inventory
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
pPerformance
Product
Scenarios Different workplace documents
Performance criterion
Adequate implementation of strategies to manage time effectively
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Effective management of time
Plan activities on time
Attend regularly
Promote effective work
Indicator Strategies to better manage time are mentioned
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking.
Review your day.
Observation
Learning Outcome 2.3: Balance work and personal life.
Common situations that make it challenging to balance work & personal life
Tips to manage personal and work lives
o Large group discussion o Individual work o Self-assessment o Pair sharing
- Scenarios: “did she/he do the right thing?”
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Efficient management of personal and work lives
Resources Learning activities Content
Written
Workplace documents
Checklist Score
Yes No
Indicator : Challenging to balance work and personal life are mentioned
Lack of control.
Unrealistic demands.
Unsupportive relationships
Lack of resources.
Unhelpful attitude
High-stress levels.
Indicator : Tips to manage personal and work lives are identified
Prioritize your time
Know your peaks and troughs
Have set work hours and stick to them
Find time for your finances
Manage your time, long term
Make your workspace work for you
Observation
Learning unit
LU 3: Respect worker’s and employer’s rights and responsibilities
3
Learning Outcomes:
1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan
Labour Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken
5 Hours
Learning Outcome 3.1:Get familiar with the universal human rights.
Definition of “right” and “human rights.
Universal Declaration of Human Rights
o Small group work o Large group discussion
- Universal Declaration of Human Rights
- Plain language version
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
written
oral
performance
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Performance criterion
Appropriate of universal human rights
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Universal declaration is explained
know about your right
be informed touniversal declaration human rights
Observation
Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.
Legal obligations of employers
Duty to pay worker
Plan for work
To have managerial skills
Legal obligations of workers
Control of the workplace
Provide information
Take reasonable care
o Large group activity o Discussion o Small group work o Observation
- Statements and answers for Agree/Disagree game on Rwandan labour law
- Articles 47 and 48 of the labour code
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten evidence
oral evidence
Multiple choice exercises True or false questioning Matching Sentence completion
Performance criterion
Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code
Resources Learning activities Content
Expose (presentation
Checklist Score
Yes No
Indicator :Legal obligations of employers are identified
Duty to pay worker
Plan for work
To have managerial skills
Indicator : Legal obligations of workers are mentioned
Provide information
Control of the workplace
Take reasonable care
Observation
Learning Outcome 3.3: Identify one’s rights and responsibilities at work.
‘Rights’ (what you can expect your employer to provide)
‘Responsibilities’ (what your employer can expect that you will do)
Large group discussion Small group work Skits
Worksheet on rights and responsibilities at work.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Appropriate respect of worker’s rights and responsibilities at the workplace
Resources Learning activities Content
writtten oral Perfornce
Questions and answers
Expose
Discussion
Scenarios
Checklist Score
Yes No
Indicator: one’s rights and responsibilities at work are identified.
Understanding the conditions of your employment.
Working in a way that is not harmful to the health and safety of yourself or
others
Observation
Learning Outcome 3.4: Explore one’s personal rights and responsibilities.
Definition of “responsibility”
Relationship between rights and responsibilities
o Individual work o Pair share o Large group brainstorming
and discussion
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten evidence oral evidence
Multiple choice exercises True or false questioning Matching
Performance criterion
Appropriate respect of employer’s rights and responsibilities at the workplace
Resources Learning activities Content
Sentence completion Expose (presentation
Checklist Score
Yes No
Indicator: Definition of responsibility is well understood
The state or fact of having a duty to deal with something or of having control over someone.
Indicator: Relationship between rights and responsibilities is indicated.
Right is a freedom that is protected, such as the right to free speech and
religion.
A responsibility is a duty or something you should do, such as recycling or
doing your homework.
Voting is both a right and a responsibility
Observation
Learning Outcome 3.5: React appropriately when the labour code is broken.
Possible solutions or responses in case the labour code is broken
o Small group work o Scenario analysis o Large group discussion
- Labour code scenarios
- Labour code excerpts
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Appropriate reaction when the labour code is broken
Resources Learning activities Content
Writtten oral Perfornce
Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: possible solutions when the labour code is broken are identified
Dismiss the work
Reduction to a lower post
Stoppage of promotion
Suspension without wages
Withholding of increment
Observation
Learning unit
LU 4: Organize and evaluate one’s internship
4
Learning Outcomes:
1. Conclude an internship agreement 2 Outline one’s findings and experience 3. Write and present the report of the internship 4. Participate actively to the assessment of one’s internship
270 Hours
Learning Outcome 4.1:Conclude an internship agreement.
Definition of the concept “internship”
Objectives of the internship
Presentation of internship agreement
o Brainstorming o Group discussion o Presentation by the trainer
- Sample internship agreement
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtten Oral Perfornce
Essay (short responses /extended responses) Role play Questionnaire and answers. Scenarios – Completed checklist.
Performance criterion
Appropriate securing of the internship agreement with the enterprise
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Definition of internship is well understood
A structured work experience related to a student's major and/or career
goal. An experience that should enhance a student's academic, career, and
personal development.
Indicator: Objectives of the internship are mentioned
Gain valuable work experience
Explore a career path.
Develop and refine skills.
Receive financial compensation
Network with professionals in the field.
Gain confidence
Transition into a job
Indicator :Presentation of internship agreement is indicated
Number your slides and give them a title
Prepare an Agenda or Table of Contents slide.
Tell a story
Prepare a company logo slide for your presentation
You can add a logo and other graphics to every slide using the slide master feature or by adding them to the footer
Observation
Learning Outcome 4.2: Outline one’s findings and experience.
Presentation of the logbook Tips to fill in the logbook
Presentation by the trainer Logbook
Formative Assessment 4.2
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
writtten oral
Expose
Questions and answers
Checklist Score
Yes No
Indicator: presentation of the logbook is identified
IAP list of competencies to be developed
Sheet
IAP agreement
IAP report form
IAP interview form
IAP Evaluation form
Indicator: Tips to fill in the logbook are mentioned
Take Time to Write Your Log.
Use a Rough Book.
Have One Logbook Per Project
Keep a Summary List
Computer Filing
Be Consistent
Write a Conclusion.
Observation
Performance criterion
Adequate outlining of findings and experience
Learning Outcome 4.3: Write and present the report of the internship.
Presentation techniques Contents of the internship report
o Group discussion Role play
- Sample internship report
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Writtten oral
Questions and answers
present
oral questions and their answers
Checklist Score
Yes No
Indicator: contents of the internship report
Declaration
Approval
Acknowledgement
Abbreviations and acronyms
General introduction
Presentation of the institution where internship took place
Achievements
conclusion and recommendation
Indicator 2: Presentation techniques
Students-centered approach
make a structure
Performance criterion
Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience
Resources Learning activities Content
Observation
Learning Outcome 4.4: Participate actively to the assessment of one’s internship.
Internship assessment and self-assessment packages
Group discussion Presentation by the trainer
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten oral Perfornce
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator:Internship assessment and self-assessment packages are indicated
Internship data
Educational and professional aspects
Relational and management aspects
Future perspective
Observation
Performance criterion
Active participation in the assessment of one’s internship
Resources Learning activities Content
Reference books:
Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project
https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities
https://www.slideshare.net/ranobiswas/labour-law-case-solutions
https://fremont.edu/8-benefits-of-an-internship/
https://internsdc.com/internship-opportunities/its-all-in-the-presentation/
https://mef.unimi.it/wp-content/uploads/Non-COSP
https://canadiangis.com
https://www.lifecoach-directory.org.uk
https://www.roche.com/careers/country/
https://www.collinsdictionary.com
Competence
G E N A M 4 0 1 - BASIC ANALYSIS
GENAM401 Apply Basic Analysis
Learning hours
REQF Level: 4 100
Credits: 10
Sector: All
Sub-sector: All
Issue date: August, 2019
Purpose statement
This general module describes the knowledge, skills and attitude required to apply basic analysis.
Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday
mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other
fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)
of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply
analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential
functions. This module will be useful to trainee as a means of both measuring and improving their
understanding of Mathematics and he/she will be equipped to perform well in any fields that require
some knowledge of mathematics as well as working in design, demography, solving real problems, good
performance in critical thinking and so on.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Determine and analyze numerical functions
1.1. Accurate determination of the domain and range of numerical function based on existence condition.
1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).
1.3. Perfect determination of limits of a function based on theory of calculating limits.
1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.
2. Apply fundamentals of differentiation
2.1. Proper determination of derivative from given definition.
2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.
2.3. Appropriate application of derivative based on definitions and calculation of derivatives.
2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.
3. Apply natural logarithmic functions
3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.
3.2. Accurate calculation of limits of natural logarithmic functions based on logarithmic properties.
3.3. Appropriate solving of equations involving logarithms based on domain of validity.
3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.
3.5. Accurate curve sketching of logarithmic functions
based on table of variation.
4. Apply exponential functions
4.1. Accurate determination of the domain of definition of function based on existence condition.
4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.
4.3. Appropriate determination of solutions of exponential equations according to domain of validity.
4.4. Perfect differentiation of exponential functions based on definition of derivative.
4.5. Adequate curve sketching of exponential functions according to the table of variation.
Learning unit LU 1: Determine and analyze numerical functions
1
Learning Outcomes:
1. Determine the domain and range of numerical function
2. Identify the symmetry of numerical function
3. Determine limits of a function
4. Determine the asymptotes to the rational and polynomial functions 20 Hours
Learning Outcome 1.1: Determine the domain and range of numerical function
Definitions Existence
condition Domain of
definition of a function
Range of a function
Calculations Domain of
definition of a function
Range of a function
o Group discussion on existence condition
o Practical exercises determination of domain and range of a function
o Documentary Research
- Reference Books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 1.1
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 Short questions Open questions Matching
Checklist Score
Yes No
Indicator: Definition is well given
Concept of existence condition is properly given
Concept of domain of definition (all allowed inputs) is properly given
Concept of range (all possible outcomes) is properly given
Indicator: Calculation is accurately done
Launch of existence condition is appropriately given
Determination of domain of definition is appropriately done
Determination of range is accurately found
Observation
Learning Outcome 1.2:Identify the symmetry of numerical function
Even function
Odd function
o Group discussion symmetry of
numerical function
o Pairing work
o Practical exercises o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - Internet
Resources Learning activities Content
Performance criterion
Accurate determination of the domain and range of numerical function based on
existence condition
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function
Checklist Score
Yes No
Indicator: Identification of Parameters that influence symmetry
Definition of even function is well given
Definition of odd function is well given
Identification of even function is correctly done
Identification of odd function is appropriately done
Observation
Learning Outcome 1.3:Determine limits of a function
Resources Learning activities Content
Performance criterion
Adequate identification of symmetry (parity) of numerical function based on
definitions of key words (even and odd)
Finite limits
Infinite limits
Limit at infinity
Indeterminate case
0
0
0
o Group discussion on
calculation of limits
o Pairing work
o Practical exercises on calculation of limits
o Documentary Research
- Reference Books - Hand-out notes - Didactic materials
such as manila paper, …
- Internet
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions Short questions
Checklist Score
Yes No
Indicator: Perfect determination of limit
Finite limits are accurately determined
Infinite limits are accurately determined
Limit at infinity are accurately determined
Indeterminate cases are accurately determined
Indicator: Good performance in Determination of limit for indeterminate case
0
0
0
Performance criterion
Perfect determination of limits of a function based on theory of calculating limits
Observation
Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial functions
Definitions
Boundaries of
domain of definition
Horizontal
asymptote
Vertical asymptote
Oblique asymptote
Calculations
Horizontal
asymptote
Vertical asymptote
Oblique asymptote
o Pairing work on boundaries of
domain of definition
o Practical exercises on different
types of asymptotes
o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - internet
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate determination of the asymptotes to the rational and irrational
functions based on limits calculation
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Short questions
Checklist Score
Yes No
Indicator: Definition is well given
Definition of Boundaries of domain of definition is properly given
Definition of Horizontal asymptote is perfectly given
Definition of Vertical asymptote is perfectly given
Definition of Oblique asymptote is perfectly given
Indicator: Calculation/ determination of related asymptote is accurately done
Determination of Horizontal asymptote is appropriately done
Determination of Vertical asymptote is perfectly done
Determination of Oblique asymptote is appropriately done
Observation
Learning unit nnLU 2: Apply fundamentals of differentiation
2
Learning Outcomes:
1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function
20 Hours
Learning Outcome 2.1:Determine derivative of a function
Definition of derivative
Calculation of derivatives Derivative of function at a given
point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives
o Group discussion on derivative of function
o Practical exercises o Documentary Research
- Reference Books - Didactic
materials such as manila paper, …
- Hand-out notes - internet
Formative Assessment 2.1
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
Short questions Open questions all based on definition or determination of derivative
Checklist Score
Yes No
Indicator:Definition is given
Definition of derivative is correctly given
Indicator : Calculation is well performed
Calculation of derivative of a function at a given point is accurately done
Calculation of derivative of a polynomial function is accurately done
Calculation of derivative of a rational function is accurately done
Calculation of derivative of an irrational function is accurately done
Calculation of successive derivative is accurately done
Observation
Learning Outcome 2.2 :Interpret derivative of a function
Geometric interpretation of a derivative of a function at a point
Kinematical meaning of a derivative
o Group discussion on derivative function
o Practical exercises o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper, …
- Hand-out notes - Internet
Resources Learning activities Content
Performance criterion
Proper determination of derivative from given definition
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on interpretation of derivative Open questions based on interpretation of derivative
Checklist Score
Yes No
Indicator: Interpretation of derivative is correctly given
Geometric interpretation of a derivative is correctly given
Kinematical meaning of a derivative is correctly given
Observation
Learning Outcome 2.3:Apply derivative
Tangent and normal at a point of a function
Increasing and decreasing function
Maximum and minimum points of a function
Concavity, inflection point on a curve
o Group discussion on differentiation of function
o Practical exercises on different applications of derivative
o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper, …
- Hand-out notes
Formative Assessment 2.3
Resources Learning activities Content
Performance criterion
Adequate interpretation of derivative of a function by illustrating a curve with its
tangent and secant line
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator : Application of derivative is accuratelydone
Determination of tangent at a point of a function is properly done
Determination of increasing interval is appropriately done
Determination of decreasing interval is appropriately done
Calculation of Minimum point of a function is accurately done
Calculation of Maximum point of a function is accurately done
Determination of concavity of a curve is appropriately done
Determination of inflexion point on a curve is accurately done
Observation
Learning Outcome 2.4: Sketch an accurate curve of a given function
Parameters required Variation table Additional points
Curve sketching Curve sketching of
polynomial function Curve sketching of rational
function Curve sketching of
irrational function
o Group discussion on different types of function
o Practical exercises on curves sketching
o Documentary Research
- Scientific calculator
- Reference Books - Geometric
instruments (Ruler, T-square,..)
- Didactic materials such as manila paper, …
- Hand-out notes
Resources Learning activities Content
Performance criterion
Appropriate application of derivative based on definitions and calculation of
derivatives
- Internet
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on derivative Open questions based on derivative and table of variation Curve sketched
Checklist Score
Yes No
Indicator : Parameters that influence curve skecthing are well established
Construction of table of variation is appropriately done
Choice of additional points is appropriately done
Indicator : Curve sketching is accurately done
Curve sketching of polynomial function is properly done
Curve sketching of rational function is properly done
Curve sketching of irrational function is properly done
Observation
Performance criterion
Accurate curve sketching of a numerical function from the table of variation of
the given function
Learning unit LU 3: Apply natural logarithmic functions
3
Learning Outcomes:
1. Determine the domain of definition of natural logarithmic
functions
2. Calculate limits of natural logarithmic functions
3. Solve equations involving logarithms
4. Differentiate natural logarithmic functions
5. Sketch the curve of logarithmic functions 20 Hours
Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming on existence condition
o Pairing in determining the boundaries of domain of definition
o Group work on determination of domain of definition
- Hand-out notes - Reference books - Didactic materials such as
manila paper, … - Internet
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper determination of the domain of natural logarithmic functions based on
existence conditions
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Short questions related to existence condition
Open questions related to determination of domain of definition of logarithmic functions.
Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Determination of existence conditions is well given
Indicator: Determination of domain is accurate
Determination of boundaries of domain of definition is perfectly done
Deduction of domain of definition is correctly done
Observation
Learning Outcome 3.2: Calculate limit of natural logarithmic functions
Properties of logarithms
Finite limits
Limits at infinity
Deduction of Asymptotes
o Brainstorming on calculation of limits
o Documentary Research o Group work in determining
asymptotes equations
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate calculation of limit of natural logarithmic functions based on
logarithmic properties
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on logarithmic properties Open questions related to limits calculation of natural
logarithmic function
Checklist Score
Yes No
Indicator: Calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are well identified
Indicator: Deduction/ Calculation of asymptotes is appropriately done
Vertical asymptotes are appropriately determined
Horizontal asymptotes are appropriately determined
Oblique asymptotes are appropriately determined
Observation
Learning Outcome 3.3: Solve equations involving logarithms
Domain of validity
Solving logarithmic equations
Set of solutions
o Brainstorming on domain of validity and solution set of logarithmic equation
o Group discussion on solving logarithmic equations
o Documentary Research
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions
Performance criterion
Appropriate solving of equations involving logarithms based on domain of validity
Resources Learning activities Content
Open questions Solving equations
Checklist Score
Yes No
Indicator: Application of properties of logarithms is well performed
Application of properties of logarithms is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is accurately done
Indicator: Solving logarithmic equation is well done
Solutions of logarithmic equations are accurately given
Identification of domain of validity and set of solutions is accurately done
Observation
Learning Outcome 3.4: Differentiate natural logarithmic functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming on differentiation o Group discussion on
differentiating natural logarithmic functions
o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.4
Performance criterion
Perfect differentiation of natural logarithmic functions according to
differentiation definition
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
Short questions Open questio
Checklist Score
Yes No
Indicator: Determination/ calculation is well performed
Calculation of First derivative
Identification of increasing intervals
Identification of decreasing intervals
Determination of maximum points
Determination of minimum points
Calculation of second derivative
Identification of concavity
Determination of inflection points
Observation
Learning Outcome 3.5: Sketch the curve of logarithmic functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming variation table o Group discussion on how to
choose additional points o Pairing work on curve sketching o Documentary Research
- Hand-out notes - Reference books - Geometric instruments
(Ruler, T-square,..) - Didactic materials such as
manila paper, … - Internet
Formative Assessment 3.5
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
Short questions Open questions Curve sketched
Checklist Score
Yes No
Indicator: Parameters that influence curve sketching are well identified
Presentation of variation table is properly done
Selection of additional points is properly done
Indicator: Curve sketched is accurate
Presentation of asymptotes if any is properly done
Plotting the curve is properly done
Observation
Performance criterion
Accurate curve sketching of logarithmic functions based on table of variation
Learning unit LU 4: Apply exponential functions
4
Learning Outcomes:
1. Determine the domain of exponential functions
2. Calculate limit of exponential functions
3. Solve equations involving exponentials
4. Differentiate exponential functions
5. Sketch the curve of exponential functions 40 Hours
Learning Outcome 4.1: Determine the domain of exponential functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming domain and range of exponential function
o Group work on determination of domain of definition of exponential function
o Documentary Research
- Reference books - Didactic materials such as
manila paper, … - Internet - Hand-out notes
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Accurate determination of the domain of definition of function based on
existence condition
Resources Learning activities Content
Written evidence
Short questions related to existence condition Open questions related to determination of domain of definition
of exponential functions.
Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Existence conditions are appropriately indicated
Indicator: Determined domain is appropriate
Determination of boundaries of domain of definition is properly done
Deduction of domain of definition is perfectly done
Observation
Learning Outcome 4.2: Calculate limit of exponential functions
Finite limits
Limits at infinity
Deduction/ calculation of Asymptotes
o Brainstorming on calculating limits
o Documentary Research o Group work on determination
of asymptotes
- Hand-out notes - Reference books - Didactic materials such as
manila paper, … - Internet
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Performance criterion
Adequate calculation of limit of exponential functions based on properties of
exponentials
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Limits calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are properly found
Indicator: Deduction/ Calculation of asymptotes is appropriate
Horizontal asymptotes are appropriately determined
Vertical asymptotes are appropriately determined
Oblique asymptotes are accurately determined
Observation
Learning Outcome 4.3: Solve equations involving exponentials
Properties of exponentials
Domain of validity
Solving equations involving exponentials
Set of solutions
o Discussion on domain of validity o Group work on solving
exponential equations o Documentary Research
Hand-out notes
Reference books
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Solving equations
Performance criterion
Appropriate determination of solutions of exponential equations according to
domain of validity
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Application of properties of exponentials is well performed
Application of properties of exponentials is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is appropriately done
Indicator: Solving exponential equation is well done
Solutions of exponential equations are appropriately found
Identification of domain of validity is properly done
Determination of solutions set is appropriately done
Observation
Learning Outcome 4.4: Differentiate exponentials functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming differentiation o Group discussion on increasing
and decreasing intervals o Pairing work on concavity o Documentary Research
Hand-out notes
Reference books
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions related to derivative Open questions related to derivative
Performance criterion
Perfect differentiation of exponential functions based on definition of derivative
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Calculation/determination is well performed
First derivative
Increasing and decreasing intervals
Maximum or minimum points
Second derivative
Concavity
Inflection points
Observation
Learning Outcome 4.5: Sketch the curve of exponential functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming on variation table
o Group discussion on curve sketching
o Documentary Research
Hand-out notes
Reference books
Geometric instruments (Ruler, T-square,..)
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate curve sketching of exponential functions according to the table of
variation
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Open questions related to table of variation Sketching curve
Checklist Score
Yes No
Indicator: Parameters that influence curve sketching are well identified
Presentation of variation table
Selection of additional points
Indicator: Curve sketched is accurate
Presentation of asymptotes if any
Plotting the curve
Observation
Reference books:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.
2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
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 starting 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
20 Hours
Learning Outcome1.1Select 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 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
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 1.2Describe 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 collectamong 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 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
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
30 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 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
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 collectamong 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 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
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
30 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 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
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 collectamong 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 collectamong 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 chargingsystem component
1.2. Proper description of chargingsystem components
1.3. Proper description of chargingsystem 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 alternatorcomponents
2.4. Correct repair or replace damaged
alternatorcomponents
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 Outcome1.1describe 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 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 charging system
Classification of vehicle battery electrical systems
AlternatorLocation
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 1.2describe 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 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
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
Wiringdiagram 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 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
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 2.1Selection 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 collectamong 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 collectamong 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 discussionon 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 collectamong 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 2.4Repair 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 discussionon repairing
procedures
o Practical work on mounting
alternator in the vehicles
- Complete tool
box
- Workshop
- Classroom
- Books
- Internet
- Whiteboard
- Markpen
- Multi-meter
- Oscilloscope
- Batterycharger
- 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 collectamong 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 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
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 collectamong 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 collectamong 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 (Autodata)
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:
13. Tom D. (2004).Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
14. Gscheilder R. (2006). Modern Automotive Technology Fundamentas, Service, Diagnostics ; Verlag
Europa-Lehrmittel ; Germany.
15. NATEF (1999). Automotive excellence student Text Student Edition; Glencoe McGraw-Hill.
16. https://itstillruns.com/main-components-alternator-6966534.html/ 17. https://axleaddict.com/auto-repair/Alternator-Problems-Troubleshooting/ 18. http://www.ratwell.com/technical/ChargingSystem.html/ 19. http://www.ratwell.com/technical/ChargingSystem.html#loadtesting/ 20. http://www.ratwell.com/technical/ChargingSystem.html#charging/ 21. 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 1.2Describe 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
Performanceevidence
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
- Testers
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
- 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
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 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
Formative Assessment 3.3
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
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
45 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 Outcome1.1Identify 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 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
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 plugsTypes
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 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
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 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
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 collectamong 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 collectamong the following evidences and make judgements on whetherthe performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Evidence
Practical activities
Checklist Score
Yes No
Locatingpre-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 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
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 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
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 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
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 ofpre-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/ECUand
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 collectamong the following evidences and make judgements on whetherthe 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
circuitchecking
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 collectamong 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 Systems3rdedition, 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 DiagnosisSecond 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: 10 100
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
25 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
Vehicle anti-theft system
Cigarettes lighter system Location
Windshield wiper and washer system Location
Gauges and meters system Location
Electrical power windows Location
Observation
Performance criterion
Proper identification of electrical and electronic accessories systems
Learning Outcome 1.2Describe 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.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Demonstration
Presentation
Performance criterion
Proper description of electrical and electronic accessories circuits
Resources Learning activities Content
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
Fluid pump
Injectors
Rain sensor
Washer fluid tank
Gauges and meters system
Group discussion on
windshield wiper and
washer system
Brainstorming on gauges and meters system
Brainstorming on dashboard warning lights/sounds
Demonstration by video/picture on dashboard warning lights/sounds
- Car with electrical and electronic systems
- Internet - Books - Paper - Pen - Whiteboard - Blackboard - Marker pen - Chalks - Projector - Computer - Visual aids
Resources Learning activities Content
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
Service required
warning light
Hand brake warning
light
Water in fuel filter
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
components
- 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
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
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.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Presentation
Demonstration.
Performance criterion
Proper description of electrical and electronics accessories components
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
35 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
procedures
Verify the fault
Collect further
information
Evaluate the evidence
Carry out further tests
in a logical sequence
Brainstorming onelectrical 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
given vehicle using internet
research
Brainstorming on diagnosis
procedures
Practical exercise on
conducting accessories’
diagnostic
- 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 - ChargerBattery - Safety shoes - Hand gloves - Over coat - Mufflers Ear - Scanner tool - Visual aids - Manual book
Resources Learning activities Content
Rectify the problem
Check all systems and
tight
Hand scanner utilisation
Identify trouble codes
Cleaning of trouble
codes
Actuation testing
Demonstration on using hand
scanner
Individual exercise on using
hand scanner to identify
trouble code
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
trouble codes Cleaning with Hand scanner
Actuation testing
Observation
Performance criterion
Proper of identification of electrical and electronic accessories circuits’ faults
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
onelectrical 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-DATA/ALL- DATA)
- Smart phone - Camera - Battery load
tester - Didactical
panel
Resources Learning activities Content
- 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
Verify the fault
Collect further information
Evaluate the evidence
Rectify the problem
Performance criterion
Proper test of electrical accessories system components
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 - Internet
connection - Alarm kit - Manual book - Electronic
components - Sand papers
Resources Learning activities Content
- 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
Sensors testing
Using Scan tool
Observation
Performance criterion
Proper test of electronic accessories system components
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 40 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:
22. Tom D. (2004). Automobile Electrical and Electronic Systems. 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
23. Gscheilder R. (2006). Modern Automotive Technology Fundamentals, Service, Diagnostics; Verlag
Europa- Lehrmittel; Germany.
24. https://www.driverseducationusa.com/resources/car-dashboard-worning-lights-indicators/
25. 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: 10 100
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 25 Hours
Learning Outcome1.1Identify 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 collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
True or false 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 1.2Describe 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 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
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.
35Hours
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 collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
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 collectamong 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 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
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
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Performance criterion
Right connection and mounting of electrical and electronic engine management
system components
Resources Learning activities Content
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 controlcomponents mounting
Sensor connection
ECU connection
Actuators connection
Smartness of installation
Observation
Test electrical and electronic engine management systems
3
Learning Outcomes:
1. Check engine performance 2. Conduct road test 3. Verify system performance after repair
40Hours
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
Resources Learning activities Content
- Manual book
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
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
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
Resources Learning activities Content
Performance criterion
Proper checking of engine performance
Oil consumption tester - Internet - All- data software - Auto- data
Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids - Manual book
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
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 collectamong 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:
26. 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.
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Workforce Development Authority
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