tvet certificate iv in welding
TRANSCRIPT
4
TVET CERTIFICATE IV in
WELDING
CODE
MGMWLD4001
Kigali May, 2013
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MGMWLD4001-TVET CERTIFICATE IV
Welding
REQF Level 4 CURRICULUM
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© Workforce Development Authority, 2013
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:
May, 2013
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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) 2013
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
3.2 Competencies chart 6
3.3 Flowchart 8
4 . A S S E S S M E N T G U I D E L I N E S 9
4.1 Assessment Methodology 9
4.2 Portfolio 9
C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 2
LU 2:Describe the operating system 14
LU 3:Customize computer features 21
LU 1:Protect computer system 26
C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 3 2
LU 1:Develop and maintain product, service and market knowledge. 35
LU 2:Provide a quality service experience to customers. 42
LU 3:Deal with complaints and difficult customer service situations. 49
LU 4:Manage and use information about clients and customers. 57
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 6 1
LU 1: Identify hazardous areas to be improved. 63
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LU 2 : Apply SHE practices. 69
LU 3: Assess and control risks. 78
LU 4:Awareness of SHE in working place. 83
I N D 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 8
LU 1:Write factual, descriptive, and explanatory texts. 91
LU 2:Apply a range of listening strategies to understand predictable messages. 99
LU 3:Discuss general and trade-related topics. 104
LU 4:Read medium texts on general and trade-related topics. 110
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 1 6
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 119
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no kugaragaza intêgo y’izina mbonera. 126
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza amategeko y’igenamajwi mu izina mbonera. 135
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 141
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
kwandika yubahiriza imyandikire y’Ikinyarwanda. 148
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 5 6
lu1:Identify elements of business plan. 159
LU 2:Write a business plan in line with the identified elements 166
LU 3:Establish strategies to monitor evaluate and update the business plan (Contingency plan). 178
Learning unit 185
LU 4 :Present a business plan 185
C C M I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 1
LU 1:Investigate and secure industrial attachment place. 193
LU 2:Deal with workplace challenges. 201
LU 3:Get briefed on industrial attachment program. 205
Learning unit 209
LU 4:Develop one’s competencies on the workplace. 209
W L D S W 4 0 1 - S P O T W E L D I N G 2 1 4
LU 1:Analyze the spot welding work 216
LU 2:Organize the workplace 220
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LU 3:Perform spot welds 224
LU 4:Perform Housekeeping 229
Summative Assessment 231
W L D B R 4 0 1 - B R A Z I N G 2 3 6
LU 1:Analyze the brazing work 238
LU 2:Organize the workplace 242
LU 3:Perform brazed joint 249
LU 4:Perform Housekeeping 253
Summative Assessment 255
W L D M C 4 0 1 - M E T A L C U T T I N G 2 6 1
LU 1:Analyze the metal cutting work 263
LU 2:Organize the workplace 266
LU 3:Carry out metal cuts 271
LU 4:Perform Housekeeping 276
Summative Assessment 279
W L D S P 4 0 1 - S M A W P L A T E 2 8 4
LU 1:Analyze the SMAW plate work 286
LU 2:Organize the workplace 290
LU 3:Perform Plate Welds 293
LU 4:Perform Housekeeping 298
Summative Assessment 300
W L D C D 4 0 1 - C O M P U T E R A I D E D D E S I G N 3 0 6
LU 1:Analyze the CAD work 308
LU 2:Perform ARCHICAD drawing 312
LU 3:Perform AutoCAD drawing 317
W L D S M 4 0 1 - S H E E T M E T A L 3 2 2
LU 1:Analyze the sheet metal work 324
LU 2:Organize the workplace 328
LU 3: Perform sheet metal work 333
LU 4: Perform housekeeping 338
Summative Assessment 342
G L O S S A R Y
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List of abbreviations
2D CAD Two-Dimension CAD
3D CAD Three-Dimension CAD
ASNI American Standards National Institute
BIS British Institute standards
CCM Complementary Modules
CDU Curriculum Development Unit
CEFOTRAR Centre de Formation des Travailleurs au Rwanda
CGS Centimeter-Gram-Second
MFMWLD Mining and Manifacturing sector/Welding subsector
CV Curriculum Vitae
DIN Deutsche Institut fur Normung
ETAG Ecole Technique Automobile de Gisenyi
GS Groupe Scolaire
ICT Information Communication Technology
IPRC Integrated Polytechnics Regional Centers
IPS Inch-Pound-Second
ISO International Standard Organization
JIS Japanese Industrial standards
LU Learning Unit
MKS Meter-Kilogram-Second
MMGS Millimeter gram second
PAFP “Programme d’Appui à la Formation Professionnelle”
PC Peformance criteria
PPE Personal Protective Equipment
REQF Rwanda Education Qualification Framework
TVET Technical and Vocational Education and Training
VTC Vocational Training Center
WDA Workforce Development Authority
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
HABIMANA Théodore, WDA
MUHIRE Jean Marie Vianney, WDA
Facilitators
RWAMASIRABO Aimable, WDA
HATEGEKIMANA Gratien, WDA
Curriculum Development Team
# NAMES FUNCTION INSTITUTION/LOCATION
1 NIYONZIMA Denys Trainer IPRC WEST 2 TUYIZERE Félicien Trainer ETAG 3 NKERABAHIZI Jean Baptiste Trainer IPRC Kigali 4 KADAHEZA Christophe Trainer IPRC Kigali 5 SEBBA John Trainer IPRC South 6 KWIBUKA Victor Trainer VTC Mpanda 7 NGENDAMBIZI Cyprien Welder Self employed 8 NDIKURYAYO Fabien Assistant Lecturer IPRC Kigali 9 NSABIMANA Jean Pierre Instructor IPRC Kigali 10 IMBABAZI Gabriel Welder Self employed 11 UWIMANA Jean de Dieu Trainer ETAG 12 MUTSINDASHYAKA Jean Baptiste Trainer/TSS ETO Kicukiro
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation ofa Fitting welder. 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 construction fields where Computer
Aided Design, concrete pouring and casting,
steel bars works, tiles works and terrazzo
pavement are performed. 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. Apply Computer skills 2. Providing quality customer service 3. Implementing SHE policies and
procedures 4. Use intermediate English at
workplace 5. Gukoresha I Kinyarwanda
cy’umunyamwuga 6. Develop business plan 7. Apply Basic Analysis 8. Apply Computer Aided design (CAD) 9. Perform Spot Welding 10. Perform Brazing 11. Perform Metal Cutting 12. Perform SMAW Plate 13. Perform Sheet Metal 14. 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 welding background.
Title: TVET Certificate IV inAdvanced fitting and welding
Level: REQF Level 4
Credits: 120
Sector: Mining and Manifacturing
Sub-sector: Welding and fabrication
Issue date: May, 2013
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the Welding industry with the professionalization of
welding technician masonry; this qualification again offers the opportunity to execute the works as
advanced fitter welderwhile 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
Advanced Fitter welder
Welding Technician
Preferred pathways for candidates entering
this qualification include:
TVET Certificate III in Welding
Recognition of prior learning related
to this qualification
Progression route of candidates achieving
this qualification include:
TVET Certificate V in Welding
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: 14 Core competencies : 8 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 Providing quality customer service 3
3 CCMHE401 Implementing 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 GENMA 401 Apply Basic Analysis 10
2 WLDSCD401 Apply Computer Aided design (CAD) 12
SPEC
IFIC
3 WLDSW401 Perform Spot Welding 7
4 WLDBR401 Perform Brazing 8
5 WLDMC401 Perform Metal Cutting 11
6 WLDSP401 Perform SMAW Plate 12
7 WLDSM401 Perform Sheet Metal 12
8 CCMIA401 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.
3.2 Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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Advanced fitter welder PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES Du
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on
(8
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#
1 2 3 4 5 6 7 8
Duration (400 Hrs) 30
30
30
30
30
30
100
120
1 Perform Spot Welding 70 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ● ○ ○
2 Perform Brazing 80 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○
3 Perform Metal Cutting 110 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○
3 Perform SMAW Plate 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○
3 Perform Sheet Metal 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○
3 Integrate the workplace 300 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ● ● ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies| Between general and particular competencies
▲:Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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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 Providing quality customer service 3
Implement S.H.E. policies and procedures 3 Intermediate workplace english 3
Ikinyarwanda cy’ umunyamwuga 3
Computer Aided Design (CAD) 12
Apply Basic Analysis 10
Spot Welding 6 Brazing 8
Metal Cutting 11 SMAW Plate 12
Sheet Metal 12
Business plan development 3
Industrial Attachment Program (IAP) 30
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4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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Competence
C C M C S 4 0 1 - COMPUTER SKILLS
CCMCS401 Apply Computer Skills
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1.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
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Learning unit
LU 2: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
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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
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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
Performance criterion
Proper description of characteristics of an operating system
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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
Real Time Operating Systems
Industrial machine Laboratories
machine
Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS
o Demonstration on types of operating system
o Group discussions on types of operating system
- Computer - Projector - software - Text books - Lecture notes - Papers - Internet
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)
Performance criterion
Proper description of operating system types
Resources Learning activities Content
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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 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
Resources Learning activities Content
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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: 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).
o Demonstration on number and mathematical calculations
o Group discussions on addition, multiplication and division operations.
o Practical exercises on
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books
Resources Learning activities Content
Performance criterion
Proper description of operating system functions
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Apple file system (APFS) Hierarchical file system(HFS
and HFS Plus) Veritas File System(VFS)
number and mathematical calculations
o Practical exercises on
mathematical
function(average, minimum,
maximum and count
numbers
- 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.
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
Performance criterion
Proper description of operating system file system
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Learning unit
LU 3: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
Resources Learning activities Content
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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: 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
Performance criterion
Proper identification of customer requirements for an operating system
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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
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
Performance criterion
Proper identification of minimum hardware requirements for operating system to be used
Resources Learning activities Content
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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 Event Viewer
Verify your network shares with Shared Folders
Control panel utilities
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
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance criterion
Proper customization of the operating system
Resources Learning activities Content
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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
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Learning unit
LU 1: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
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
Resources Learning activities Content
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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 Scheduled
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
computer virus scan
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
Formative Assessment 3.2
Resources Learning activities Content
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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
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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
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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
o Computer Lab with internet access
o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS
installed o Antivirus
Formative Assessment 3.4
Resources Learning activities Content
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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
Performance criterion
Appropriate restoring of computer data based on OS installed
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Competence
C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE
CCMQS401Provide quality customer service
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies.
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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
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3. Deal with complaints
and difficult customer
service situations.
3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.
3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.
3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.
3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.
3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.
4. Manage and use
information about
clients and customers
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.
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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
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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services. (Cont.)
Formal and informal research techniques: o Discussions with
colleagues
Reading organization information
Research of product and service information brochures
General media Attendance at
conferences, trade shows and industry events
Distributing surveys and questionnaires
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.1
Assessor may 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
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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
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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations. (Cont.)
Ways to determine customer preferences, needs and expectations:
Active listening Questioning Observation Recognition of non-
verbal signs
Factors influencing customer preferences, needs and expectations:
Age Gender Social and cultural
characteristics Prior knowledge Special needs
Ways to satisfy customer preferences, needs and expectations:
Friendliness
Courtesy
Value for money
Prompt or timely
service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food,
shelter, transport or
other services.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.2
Resources Learning activities Content
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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
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.
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Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
Reasons to share knowledge
Methods and techniques of sharing knowledge at workplace
o Group discussion
o Role play
o Presentation
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.3
Assessor may 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
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
Resources Learning activities Content
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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
Product and Service adjustment procedure
Importance of Product and Service adjustment on customer satisfaction
o Individual reflection o Brainstorming o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.4
Assessor may 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.
Resources Learning activities Content
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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
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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
Resources Learning activities Content
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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 evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Information about products and services to customers
Observation
Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
Steps to anticipate customer needs and preferences
Timely customer service
Importance of timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
Performance criterion
Proper offering of accurate information about appropriate products and
services to customers to meet their needs and expectations.
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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 evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service
Observation
Performance criterion
Anticipation of customer preferences needs and expectations throughout
the service experience and provide products and services in a timely
manner, appropriate to individual needs and preferences, and according
to organization standards.
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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers
arousing interest.
o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate
- Reference books - Online materials - Scholarly materials
Formative Assessment 2.4
Assessor may 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
Performance criterion
Offering possible extras and add-ons appropriately and provision of
personalized and additional services and products where appropriate.
Resources Learning activities Content
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Checklist Score
Yes No
Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services
Observation
Learning Outcome 2.5: Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers arousing interest.
o Large group discussion o Question and answer o Debate o Observation o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Resources Learning activities Content
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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
Checklist Score
Yes No
Identification of methods to promote products and services Application of selling techniques
Observation
Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and
appropriate employment of selling
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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
Resources Learning activities Content
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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 evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of questioning techniques
Application of questioning techniques while dealing with difficult customer
service situations
Observation
Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer
of the situation.
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Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
Communication techniques Listening and active
listening Asking questions to
gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Resources Learning activities Content
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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
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
Resources Learning activities Content
Performance criterion
Effective use of communication techniques to assist in the management of
the complaint and handle the situation sensitively, courteously and discreetly
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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
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
Resources Learning activities Content
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.
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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
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
Resources Learning activities Content
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
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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
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
Complaint analysis May include:
Tools of analyzing customer complaints
Customer complaint checklist
Customer satisfaction
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Resources Learning activities Content
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in
order to avoid future occurrence.
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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.
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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. 2 Hours
Performance criterion
Proper determination and record of customer information where
appropriate to provide personalized service.
Resources Learning activities Content
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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
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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
Performance criterion
Proactive provision of enhanced products and services to clients and
customers based on client information.
Resources Learning activities Content
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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/
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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: November, 2017
Purpose statement
This module describes the outcomes required to implement Safety, Health and Environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others; together with protection of the environment. This includes
implementation of recognized environmental care principles.
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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
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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
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
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Tape measure 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
Performance criterion
Proper selection of the tools and materials
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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
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
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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
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
Performance criterion
Proper physical inspection of the working area
Resources Learning activities Content
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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 hazardous areas
Introduction to tools and
equipment for marking
hazardous area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap
(Warning sign) Cones
Use of tools and
equipment for marking
hazardous area
Reporting: Through the
administrative hierarchy
Emergency reporting
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Preparation of visual Aid materials
o Preparation of video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Formative Assessment 1.3
Resources Learning activities Content
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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
Barricade tap (Warning sign)
Cones
Indicator : Hazardous areas are reported according to the situation
Through the administrative hierarchy
Through Emergency reporting
Observation
Performance criterion
Proper marking of hazardous area and proper reporting on the area of
weakness according to company procedure
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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
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
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storage
Healthy and Safety
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
Performance criterion
Proper identification and application of Occupational Health, Safety and
Environmental (OHSE) requirements
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Checklist Score
Yes No
Indicator : Occupational requirementsare properly identified and followed
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
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Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.
Appropriate SHE
standards, regulations
tobe 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 appropriate tools and
materials
- PPEs - Reference books - Work sheet - Markers - Flip charts
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
Performance criterion
Appropriate instruction to workers to follow safety best practices and to
enforce health and safety regulations.
Resources Learning activities Content
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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
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
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
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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
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
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
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Checklist Score
Yes No
Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication
Types of workplace effective communication
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication
Effective oral communication
Effective written communication
Techniques of effective oral communication
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
Types of questioning in oral communication
Close-ended questions
Open-ended questions
etc
Observation
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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.
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)
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best
practices
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Tasks are performed in a safe manner and in line with SHE best practices
Environmental policy content:
Compliance Improvement (where required to reflect) Prevention
Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices and systems
Observation
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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 aren’t trying
CPI Methods: Lean Six Sigma Theory of Constraints Business Process
Reengineering
o Small group discussion about Continuous Process Improvement(CPI) concepts and tools
o Individual workabout 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
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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
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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
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper detection and assessment of risk, and detailed report and
investigation of all incidents/ accidents.
Resources Learning activities Content
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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, 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
o Group discussion about control of hazards
o Practical exercises on Practical Problem Solving Model (PPSM)
o Brainstorming on control of hazards
Procedural manuals
Environmental policy
Reference books
Checklist
Papers
Pens
Internet
Resources Learning activities Content
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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.
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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
o Brainstorming on
Environmental goals
o Research on Environmental
goals
o Group discussion
Environmental Sustainability
Strategies
- Procedural manuals - Organizational policies
and procedures - Environmental policy
Resources Learning activities Content
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Partner Awareness
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 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
Performance criterion
Proper implementation of environmental procedures
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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
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
Performance criterion
Adequate training of workers to operate tools and equipments
Resources Learning activities Content
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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
systems Emissions control of greenhouse
gases Use of non-renewable resources
control Chemical use control Supply chain 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
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proactive inspection of the working area and appropriate remedial action to
be taken to minimize or eliminate hazards.
Resources Learning activities Content
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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:
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, ChitramLutchman, 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/
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Competence
I N D E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
iNDEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 30 300
Sector: All
Sub-sector: All
Issue date: January, 2017
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.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. 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
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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
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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
Resources Learning activities Content
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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
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
Performance criterion
Use proper terminology to report facts
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Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Using present tenses to
describe, explain and
state present facts
Using past tenses to
describe, explain and
state past facts
o Dialogues
o Storytelling
o Short presentations
o Practical writing exercises
o Modelling
o Brainstorming
o Vocabulary Games
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Written speeches
Newspaper reports
Formative Assessment 1.2
Assessor may 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
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
Performance criterion
Describe, explain and state facts using tenses accurately
Resources Learning activities Content
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Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs
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
Performance criterion
Distinguish factual, description and explanatory paragraphs
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Paragraphs are well classified and distinguished
Factual paragraphs
Descriptive paragraphs
Explanatory paragraphs
Observation
Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a range of topics
Sentence structure
Compound sentences
Coordinative
conjunction
Complex sentences
Main clauses
Subordinate clause
Subordinate
conjunctions
Compound complex
sentences
Structure of narrative,
argumentative, descriptive,
and explanatory texts
Present and past tenses
o Group works
o Pair work
o Jumbled paragraphs
o Gap-fill
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Formative Assessment 1.4
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a
range of topics
Resources Learning activities Content
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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
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
Resources Learning activities Content
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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
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
Performance criterion
Produce correspondence texts (letters, emails) stating, explaining, or
describing facts at the workplace
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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
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
Performance criterion
Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
Resources Learning activities Content
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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
10 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
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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
Resources Learning activities Content
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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
Resources Learning activities Content
Performance criterion
Select appropriate listening strategy depending on the listening purpose
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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
Discussions
Multiple choice
Listening practice Task: listen to the audioand 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
Resources Learning activities Content
Performance criterion
Apply listening strategies while listening to audio messages
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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
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
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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 10 Hours
Learning Outcome 3.1:Present personal ideas and opinions during discussions on selected topics of interest
Expressing opinion in English
Agreeing with an opinion
Full agreement with an
opinion
Partial agreement with
an opinion
Disagreeing with an opinion
Forms of disagreement
When to disagree
Disagreeing politely
Using functional language in
argument building
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be
refuted
Sequencing ideas
Predicting ideas
o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Trainee manual
Resources Learning activities Content
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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
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
Performance criterion
Present personal ideas and opinions during discussions on selected topics of
interest
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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
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
Performance criterion
Use functional language to support of refute ideas in a debate or
discussion
Resources Learning activities Content
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Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions
Dealing with argumentation fallacies Types of Fallacies
Formal Fallacies
Propositional fallacies
Quantification fallacies
Formal syllogistic fallacies
Informal Fallacies
Faulty generalizations
Red herring fallacies Conditional fallacies
Responding to fallacies
o Dialogues
o Role plays
o Modelling and drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
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.
Performance criterion
Detect and avoid argumentation fallacies in debates and discussions
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Argumentation fallacies are well identified and respond to them during listening
Formal Fallacies
Informal Fallacies
Observation
Learning Outcome 3.4: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments 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.
Performance criterion
Build convincing arguments to support or refute an opinion
Resources Learning activities Content
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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
Abductive
Observation
.
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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
270 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
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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
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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
Resources Learning activities Content
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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
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
Performance criterion
Apply reading techniques while reading different texts
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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
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
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
Resources Learning activities Content
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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.
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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: Mutarama, 2017
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore
Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda; Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika yubahiriza
ifatana n’itandukana ry’amagambo.
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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.
118 | P a g e
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.
119 | P a g e
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.
3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.
4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.
5. Gutarama akoresheje ubuvanganzo bwizwe.
Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya
inyunguramagambo ingingo z’umuco
n’amateka inshoza n’uturango
by’Urwenya Ihimbamwandiko
Urwenya
o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu
matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo
o 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
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
120 | P a g e
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
121 | P a g e
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
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
122 | P a g e
Isuzuma Mbonezanyigisho 1.2
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: 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
Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku
mwuga.
123 | P a g e
Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku
mwuga yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
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
Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga
yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
124 | P a g e
Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.4
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
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
125 | P a g e
Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo
Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
126 | P a g e
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
127 | P a g e
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
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
128 | P a g e
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).
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
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
129 | P a g e
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
Umwanzuro
Umusaruro w’inyigisho 2.3 : 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
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
130 | P a g e
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
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
Ubushobozi busuzumwa
Yasomye umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
131 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
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
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
132 | P a g e
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
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
Ubushobozi busuzumwa
Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere
ry’umwuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
133 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko y’ibisubizo ku ntêgo y’izina mbonera
Ubushobozi busuzumwa
Yagaragaje intêgo y’izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
134 | P a g e
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
135 | P a g e
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
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;
ingingo z’amateka; indangagaciro zo kubaha
ubuzima (kwiyitaho);
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.
o Gusoma bucece.
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Imfashanyigisho Ibikorwa by’uwiga
activities
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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
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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
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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
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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
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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
141 | P a g e
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
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
Ihimbamwandiko
Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;
o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza
isesekaza. o Gukorera mu matsinda,
bungurana ibitekerezo ngamba
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Amafoto.
Imfashanyigisho Ibikorwa by’uwiga
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142 | P a g e
Isesekaza n’utwatuzo;
Indangahantu.
zo kurengera ibidukikije. o Gukora inshamake
y’umwandiko. o Kujya impaka ku ngaruka zo
kwangiza ibidukikije. o Gukoresha neza indangahantu.
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
143 | P a g e
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
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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
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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
Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
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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
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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
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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
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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
150 | P a g e
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
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activities
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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
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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
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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
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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
Ubushobozi busuzumwa
Yanditse yubahiriza ifatana n’itandukana ry’amagambo
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Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,
Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,
1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,
Kigali
8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,
Fountain Publishers, Kigali
9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
11. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck
Université, Bruxelles.
12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u
Rwanda, Imfashanyigisho ibanza, Kigali
14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,
Kigali
16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo
mu Cyiciro cya Gatatu, Kigali
17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda , Kigali.
18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
156 | P a g e
Competence
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMBP401 Develop a business plan
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organizational strategic outcomes and facilitates the achievement of service
delivery. The module will allow the learner to identify elements of business plan, develop
business plan in line with the identified elements, establish strategies to monitor, evaluate
and update the business plan (Contingency plan) and present a business plan.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
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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
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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
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
lu1: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
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Demographical environment
Natural environment
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
Performance criterion
Proper analysis of business environment in accordance with identified
business idea.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Business environment in accordance with identified business idea is analyzed
Meaning of business environment explained
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
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Learning Outcome 1.2: Conduct business feasibility study in line with business environment analysis results
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility
study
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Steps involved in feasibility analysis
Step 1. Conduct a preliminary
analysis
Step 2. Prepare a projected income
statement
Step 3. Conduct a market survey
Step 4. Plan business organization
and operations
Step 5. Prepare an opening day
balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
o Brainstorming
o Questions and answers
o Problem solving
o Story telling
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Feasibility study
template
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.
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: business feasibility study in line with business environment analysis results are conducted
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility study identified
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Performing steps involved in feasibility analysis explained
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
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Learning Outcome 1.3:Define elements of business plan
Meaning of the term business plan
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan Internal use External use
Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Risk associated to the business Meaning of business risk Types of risks associated to
the business activities
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Formative Assessment 1.3
Assessor may 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
Performance criterion
Correctly define elements of business plan
Resources Learning activities Content
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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
Risk associated to the business identified
Meaning of business risk
Types of risks associated to the business activities
Observation
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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 organization and why
the key management personnel
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
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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
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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
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 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
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
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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
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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
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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
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Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products
Market research (Customer description)
Market Analysis Geographical location of the customers The size of the different market
segments? The current and past trends affecting the
market you plan to enter
Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats
Target market core customer group of customers that made you to start
your business
Marketing objectives market share The level of sales Market intermediaries
Product description Product positioning the proportions of sales revenue for each
type of product/service Economic value of your products/services
Price of products/services
Place Where will you locate your business and
why At which market will you sell your
product? What is channel of distribution of your
product
Promotion How will you communicate to customers
the availability of your product How will you offer discount to customer
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
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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
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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
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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 estimated profit in three years?) Details Period of twelve months
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
Resources Learning activities Content
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
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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
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 Observation checklist A produced business financial plan.
Performance criterion
Properly design business financial plan in line with business needs
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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
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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 CANVAS model Marketing plan review
Importance of Monitoring and Evaluation
Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification
tools: SWOT Analysis PESTEL Analysis
Estimate risks (Quantitative and Qualitative risk estimation)
Risk estimation tools:
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Risk analysis
template
Learning unit
LU 3:Establish strategies to monitor evaluate and update the business plan (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
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Risk impact chart 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
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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
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Checklist Score
Yes No
Indicator: Assess identified risks in accordance with business plan are developed
Factors influencing risks assessment identified
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
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
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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
Performance criterion
Briefly explain business contingency plan concepts
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Learning Outcome 3.4: Development contingency plan in accordance of assessed risks
Steps involved in contingency plan
Identifying requirements related to
specific contingency plan
Cost Calculation of requirements
identified
Appreciation of company capacity
to cover risks identified
Decide choice to undertake
Adaptation
Complementarity
Abandon
Specific strategies to make the
contingency plan operational
Describe the risk statement
Define the protocol
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Role play scenarios
- Business plan
- Computer
Formative Assessment 3.4
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
Performance criterion
Accurate development of contingency plan in accordance of assessed risks
Resources Learning activities Content
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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
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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 Business idea Market Marketing strategy
o Brainstorming
o Group discussion
o Questions and answers
o Practical exercise
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- play scenarios
- Computer
Resources Learning activities Content
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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
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 explained
Business idea
Market
Marketing strategy
Observation
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
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Formative Assessment 4.2
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
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
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Checklist Score
Yes No
Indicator: different ways to present the business plan are explained
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
Observation
Learning Outcome 4.3: Present a business plan
Techniques to present your business plan Only write key points Don’t read them, speak about
them Use visualization, pictures,
symbols, colours, tables Short, concise, come to the point,
not more than 10 min. React positive to questions Use body language, voice,
appearance Try to convince
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
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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
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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
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Competence
C C M I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA401 Integrate the workplace
REQF Level: 4 Learning hours
Credits: 30 300
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
learners/internee in workplace for an industrial attachment program. The module will allow
the learner to investigate and secure industrial attachment place, deal with workplace
challenges, comprehend the whole process of the industrial attachment program and be able
to demonstrate the competencies acquired at school in the real workplace.
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Learning assumed to be in place
All the modules covered at REQF level 4.
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. Investigate and secure industrial
attachment place
1.1 Accurate description of types of industries
1.2 Appropriate mapping of the industry organizational
structure
1.3 Proper identification of importance of industrial
attachment
1.4 Accurate collection of information on different
industries where one can carry his/her IAP
1.5 Proper selection of industrial attachment place based
on training package
1.6 Appropriate application of correspondences
2. Deal with workplace challenges 2.1 Proper identification of industrial attachment
challenges
2.2 Careful development of ways/ strategies to overcome
industrial attachment challenges
2.3 Regular creativity and innovation in accordance with
work situation
3. Get briefed on industrial attachment
program
3.1 Proper setting of industrial attachment goals.
3.2 Proper description of IAP documents
3.3 Clear explanation on how IAP assessment is conducted.
4. Develop one’s competencies on the
workplace
4.1 Expected competencies are fully developed
4.2 Trainee logbook is completely and well filled
4.3 Proper description of gained work experience
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Learning unit
LU 1:Investigate and secure industrial attachment place.
1
Learning Outcomes:
1. Describe types/categories of industry. 2. Map the industry organizational structure 3. Identify importance of industrial attachment 4. Collect information on different industries 5. Select industrial attachment place based on training package 6. Apply correspondences 10 Hours
Learning Outcome 1.1:Describe types/categories of industry.
Definition of terms Firm Sector Industry Company Organization Factory Enterprise
Industry classification Primary industry Genetic industry Extractive industry Manufacturing
industry Construction industry Service industry
Industry sectors
o Small group work o Large group discussion o Observation of pictures o Presentation of videos o Group discussions o Group work on the industry
classification. o Site visit
- Pictures and videos of
various industries
- Reference books
- Chalkboard
- Projector
- Power Point presentation
on categories of industry
Formative Assessment 1.1
Resources Learning activities Content
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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
Essay (extended responses) Sentence completion Expose /presentation
Concept / mind map (organizational chart)
Checklist Score
Yes No
Indicator: Industries classification are identified
Primary industry
Genetic industry
Extractive industry
Manufacturing industry
Construction industry
Service industry
Industry sectors
Observation
Learning Outcome 1.2: Map the industry organizational structure
Purpose of organizational
structure
Benefits to use
organizational
chart
Types of organizational
structure.
o Large group discussion
o Individual work
o Pair work
o Small group work
o Large group discussion
o Learning through pictures.
o mapping the industry
- Sample of organizational
structure
- Reference books
- Chalkboard
- Projector
- Power Point presentation
on mapping the industry
Resources Learning activities Content
Performance criterion
Accurate description of types of industries.
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organizational structure
organizational structure
- Pictures
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 evidence
Expose /presentation Concept / mind map (organizational chart)
Checklist Score
Yes No
Indicator: Purpose of organization structure is identified
Benefits to use organizational chart
Observation
Performance criterion
Appropriate mapping of the industry organizational structure.
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Learning Outcome 1.3:Identify importance of industrial attachment
Benefits of IAP
Identify the challenges
faced by workers
Being more informed
about project research
Exposing the student to
demand and challenges
of the work place.
Gaining of practical
experience.
Helping the student
acquire self-reliance skills
Characteristics of IAP
to adapt.
Professional Communication
Skills.
Critical Thinking.
o Small group work
o Large group discussion
o Asking questions
o Group work on the IAP
characteristics.
o Research on IAP.
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
importance of
industrial attachment
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral evidence
Multiple choice True or false question Matching Sentence completion Expose /presentation
Performance criterion
Proper identification of importance of industrial attachment
Resources Learning activities Content
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Learning Outcome 1.4:Collect information on different industries
industry location
Industry type
Industry size
o Observation of the environment
o Research on the industry types
and size
o Guided learning on how to collect
information
o Learning through maps
o Asking questions
o Group work on the given topic
o Industry visit
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
collection of
information on
different industries
Formative Assessment 1.4
Checklist Score
Yes No
Benefits of AIP:
Identify the challenges faced by workers
Being more informed about project research
Exposing the student to demand and challenges of the work place.
Gaining of practical experience.
Helping the student acquire self-reliance skills.
Characteristics of AIP
to adapt.
Professional Communication Skills.
Critical Thinking.
Observation
Performance criterion
Accurate collection of information on different industries where one can
carry his/her IAP.
Resources Learning activities Content
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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
Essay (short responses / extended responses) Expose (presentation)
Learning Outcome 1.5:Select industrial attachment place based on training package.
IAP selection criteria
Training package
Tasks related to the field.
Working hours
o Reflection on the training
package
o Pair sharing of selection criteria
of IAP place
o Discussions
o Asking questions
o Industry visit
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
selection of industrial
attachment)
Formative Assessment 1.5
Checklist Score
Yes No
Information about:
industry location
Industry type
Industry size
Recorded information on different industries where one can carry out his/her IAP
Observation
Performance criterion
Proper selection of industrial attachment place based on training package
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral
Question and answer
Learning Outcome 1.6:Apply correspondences
Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
Thanks letter
o Research on how to use
workplace documents
o Guided learning on how to
write workplace documents
o Asking questions
o Group work on the
interpretation of the workplace
documents
- Sample of IAP
application letter
- Sample of Curriculum
vitae
- Sample of Complain
letter
- Sample of thanks
letter
- Reference books
- Chalkboard
- Projector
- Correspondences
Formative Assessment 1.6
Checklist Score
Yes No
Appropriate IAP should be based on the following:
Training package
Tasks related to the field.
Working hours
Observation
Resources Learning activities Content
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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
Short responses
Different Workplace documents
Checklist Score
Yes No
Workplace documents must be well filled
Essential element of workplace documents:
Being up to date
well explained
Be clear
Observation
Performance criterion
Appropriate application of correspondences.
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Learning unit
LU 2:Deal with workplace challenges.
2
Learning Outcomes:
1. Identify industrial attachment challenges 2. Develop ways/strategies to overcome industrial attachment
challenges 3. Discuss creativity and innovation at work place
20 Hours
Learning Outcome 2.1:Identify industrial attachment challenges
IAP challenges (before ,During and
After)
Budget issues
Cope with a new work situation
Insufficient of industrial
attachment place
Lack of assistance from industrial
attachment in charge
Industry attitude toward interns
o Observation of the
environment
o Group discussion on IAP
challenges
o Pair sharing of IAP challenges.
- Reference books
- Projector
- Power Point presentation
on creativity and
innovation
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of industrial attachment challenges.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation).
Checklist Score
Yes No
Indicator: Possible IAP challenges (before,during and after) are identified
Budget issues
Cope with a new work situation
Insufficient of industrial attachment place
Lack of assistance from industrial attachment in charge
Industry attitude toward interns
Observation
Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges
Effective strategies to enhance IAP
Partnership with industries
Collaboration/Regular contact
Early Preparation of IAP
Tips for Overcoming Your IAP
Challenges
Being patient
Meet new people
Effective communication
o Pair sharing on effective
strategies to enhance IAP
o Brainstorming on the way to
overcome IAP challenges.
o Research on effective
strategies and tips to
overcome IAP challenges
o Asking questions
o Group discussion on ways to
overcome IAP challenges
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation
Formative Assessment 2.2
Resources Learning activities Content
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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
Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: Effective strategies to enhance IAP are identified Partnership with industries Collaboration/Regular contact
Early Preparation of IAP Indicator: Strategies to overcome IAP challenges are identified
Being patient
Meet new people
Effective communication
Observation
Learning Outcome 2.3:Discuss creativity and innovation at work place
Ways to develop creativity in the
workplace.
Ways to promote innovation in
your workplace.
Be Efficient.
o Pair sharing of effective ways
to promote creativity and
innovation
o Research on good ways to
develop creativity and
innovation
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
Resources Learning activities Content
Performance criterion
Careful development of ways/ strategies to overcome industrial
attachment challenges.
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Have the Right Tools and
Equipment
Improve workplace
conditions.
Practice Positive
Reinforcement.
Share ideas with colleagues
o Asking questions
o Discussions on ways to
promote and develop
creativity and innovation
innovation)
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
Multiple choice True or false question
Essay (short responses /extended responses)
Checklist Score
Yes No
Indicator: List of possible ways to develop creativity and innovation on the workplace
Be Efficient.
Have the Right Tools and Equipment
Improve workplace conditions.
Practice Positive Reinforcement.
Share ideas with colleague
Observation
Performance criterion
Regular creativity and innovation in accordance with work situation.
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Learning unit
LU 3:Get briefed on industrial attachment program.
3
Learning Outcomes:
1. Set industrial attachment goals. 2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.
5 Hours
Learning Outcome 3.1:Set industrial attachment goals.
Goals of industrial attachment
To understand real life
situations.
To develop skills in the
application of theory to
practical work situations.
To develop skills and
techniques in the careers.
To increase sense of
responsibility.
To have higher levels of
academic performance.
To enhance the ability to
improve students’
creativity skills and
sharing ideas.
o Group discussion on the IAP
goal
o Research on the IAP goals
o Asking questions
o Individual work on the
setting of own IAP goals
- Hand out onindustrial
attachment goals.
Resources Learning activities Content
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To build a good
communication skill
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
Essay (short responses /extended responses) Multiple choice True or false question Question and answer
Checklist Score
Yes No
Indictor: industrial attachment goals are set
To experience and understand real life situations.
To develop skills in the application of theory to practical work situations.
To develop skills and techniques in the careers.
To increase sense of responsibility and good work habits.
To have higher levels of academic performance.
To enhance the ability to improve students’ creativity skills and sharing
ideas.
To build a good communication skill
Observation
Performance criterion
Proper setting of industrial attachment goals.
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Learning Outcome 3.2: Describe of IAP documents.
IAP attendance IAP Logbooks:
IAP list of competencies to be
developed
sheet
IAP agreement
IAP report form
IAP Evaluation form
IAP interview form
o Presentation
o Small group work on the
interpretation of IAP
logbooks
o Exercise on the completion
of IAP logbooks
o Guided learning on how to
complete IAP logbooks
- Logbooks
Formative Assessment 3.2
Assessor may 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: IAP documents are described IAP list of competencies to be developed IAP attendance sheet IAP agreement IAP report form IAP Evaluation form IAP interview form
Observation
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
Resources Learning activities Content
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Learning Outcome 3.3: Explain how IAP assessment is conducted.
Written tests
Performance evidence(marked by company supervisor)
Respond to interview questions
o Presentation by trainees and trainer
o Discussion on IAP assessment is conducted
o Asking questions
- Vocational tools - Task sheets
Formative Assessment 3.3
Assessor may 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: IAP assessment is conducted through Written evidence oral questions A produced schedule
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
Performance criterion
Briefly explain business contingency plan concepts
Resources Learning activities Content
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Learning unit
LU 4:Develop one’s competencies on the workplace.
4
Learning Outcomes:
1. Develop competencies related to one’s field. 2. Fill in trainee logbook 3. Describe gained work experience
270Hours
Learning Outcome 4.1:Develop competencies related to one’s field.
Competencies o Preform daily workplace routine tasks related to one’s field.
- Industry tools, equipment and consumables related to one’s field
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Product
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Performance criterion
Expected competencies are fully developed.
Resources Learning activities Content
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Checklist Score
Yes No
List of well performed activities
tasks given by industry
Observation
Learning Outcome 4.2: Fill in trainee logbook
Trainee logbooks:
IAP list of competencies to be
developed
sheet
IAP agreement
IAP report form
IAP Evaluation form
IAP interview form
o Complete trainee logbook
o Complete IAP reports
o Complete IAP Evaluation
o Conduct IAP interview
- logbooks
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Product
Expose (presentation) reports workplace documents
Performance criterion
Trainee logbook is completely and well filled.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: trainee logbooks are mentioned
IAP list of competencies to be developed
sheet
IAP agreement
IAP report form
IAP Evaluation form
AP interview form
Observation
Learning Outcome 4.3: Describe gained work experience
Work experiences o Presentation on work
experience related to one’s field
- Questionnaires related to work experience.
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
Expose (presentation)
Essay (short responses / extended responses)photos
Performance criterion
Proper description of gained work experience.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Gained work experience during the industrial attachment period Specialist skills
advice from colleagues
put together a portfolio of work
general skills
self-reliance skills
Brief presentation of experience gained during the industrial attachment period
Observation
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References:
1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-
attachment/
3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
5. https://www.edrawsoft.com/why-use-orgchart.php
6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-
structure/
7. http://www.differencebetween.com/difference-between-company-and-vs-industry/
8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-
workplace-improve-innovation/
10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html
11. https://www.thebalance.com/creating-a-document-management-system-2948084
12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content
13. https://bizfluent.com/how-5093085-write-daily-report.html
14. https://resources.workable.com/supervisor-job-description
15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program
(IAP)-challenges/
16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Tra
ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3
a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-
Industrial Attachment Program (IAP)s
18. AdupeprohJ.,Frank.B.KTwenefour (2015) industrial training program of polytechnics in Ghana:
the pertinent issues, Ghana
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W L D S W 4 0 1 - SPOT WELDING
WLDSW401 Spot Welding
REQF Level: 4 Learning hours
Credits: 7 70
Sector: Construction and Building Services
Sub-sector: Welding
Issue date:May, 2013
Purpose statement
This specific module describes the performance outcomes, skills and knowledge required to
correctly use the spot welding machine on the different types of sheet metals.
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Learning assumed to be in place
Health, safety and environment in the workplace
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. Analyze the spot welding work 1.1 Proper identification of the work
1.2 Appropriate standardization of the work
1.3 Appropriate freehand sketch of the work
1.4 Proper estimation of the cost
2. Organize the workplace 2.1 Proper arrangement of the workplace
2.2 Correct selection of tools and equipment
2.3 Proper selection of materials
2.4 Appropriate preparation of equipment
3. Perform spot welds
3.1 Correct preparation of the work pieces
3.2 Proper machine setting
3.3 Correct positioning of work pieces
3.4 Neat spot weld of work piece
3.5 Correct checking of defects (distortion, crater,
misalignment)
3.6 Proper cleaning of work piece
3.7 Correct painting of work piece
4. Perform housekeeping
4.1. Proper cleaning of tools and equipment 4.2. Proper storage of tools, equipment and materials 4.3. Proper cleaning of the workplace 4.4. Proper handling of the product
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LU 1:Analyze the spot welding work
1
Learning Outcomes:
1. Identify the work 2. Perform hand draft drawing 3. Estimate the cost
10 Hours
Learning Outcome 1.1:Identify the work
Principles of spot welding
Advantages and disadvantages of spot welding
Application of spot welding
o Demonstration of spot welding
using:
Videos Photos Pictures
- Books
- Research on internet
- Computer
- Visual aids
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 Multiple choice
Performance criterion
The work is identified
Resources Learning activities Content
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Checklist Score
Yes No
Type of materials
Quality of materials
Properties of materials
Observation
Learning Outcome 1.2: Perform hand draft drawing
Welding symbols
o Demonstration of spot welding
symbols using:
Videos Photos Pictures
o Brainstorming on welding
symbols
o Practical exercises on hand
draft drawings
- Books
- Computer
- Visual aids
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
Multiple choice
Performance criterion
The work is standardized
Resources Learning activities Content
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Checklist Score
Yes No
Quality of materials
Type of joint
Position of joint
Observation
Learning Outcome 1.3: Estimate the cost
Elements of Bill of quantity Types of materials Quantity of materials Unit price Tax Labor Depreciation of
equipment Transports Total Cost
o Brainstorming on BQU
o Group discussion on BQU
o Practical exercises on BQU
- Books
- Research on internet
- Computer ( MS Excel)
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 Matching exercise /sequencing Problem solving
Performance criterion
Cost is estimated
Resources Learning activities Content
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Checklist Score
Yes No
Quality of materials
Quantity of materials
Size of materials
Labor cost
Observation
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LU 2:Organize the workplace
2
Learning Outcomes:
1. Arrange the workplace 2. Select the tools , materials and equipment 3. Set up spot welding machine
15 Hours
Learning Outcome 2.1:Arrange the workplace
Workplace layout o Demonstration on the
workplace layout
o Demonstration on workplace
layout using :
Videos Photos Pictures
o Practical exercise
- Spot welding materials,
tools and equipment
- Computer
- Projector
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The workplace is arranged
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance Product
Checklist Score
Yes No
Removal of unwanted objects.
No flammable materials
Order the objects in workplace
Observation
Learning Outcome 2.2:Select the tools , materials and equipment
Tools, materials and equipment for spot welding: Tools: - Clamping tools - Common tools - Measuring tools - Cleaning tools Equipment: - Spot welding machine and accessories - Air compressor Materials: - Mild steel - Stainless steel - Steel alloys - Aluminium
o Observe tools, materials and
equipment
o Workshop practices
o Demonstration of tools and
equipment by using :
Videos Photos Pictures
- Tools
- Equipment
- Computer
- Projector
- Books
- Materials
Formative Assessment 2.2
Performance criterion
Tools and equipment are selected
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Matching exercise /sequencing
Checklist Score
Yes No
Clamping tools
Measuring tools
Cleaning tools
Spot welding machine and its accessories
Observation
Learning Outcome 2.3: Set up spot welding machine
Assemble the equipment
Electrode: Preparation Care Positioning
Current setting timing
Setting pressure and adjustment
o Group discussion on spot
welding machine and
accessories
o Workshop practices on Setting up spot welding machine
o Demonstration on setting up spot welding machine
- Spot welding
machine with
accessories
- Spot welding
machine tool box
- Files
- Abrasive strip
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Equipment are prepared
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance
Observation check list
Checklist Score
Yes No
Connection of spot welding machine parts
Observation
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LU 3:Perform spot welds
3
Learning Outcomes:
1. Prepare work pieces 2. Perform Spot welds 3. Check defects 4. Finish the welded pieces
40 Hours
Learning Outcome 3.1:Prepare work pieces
Positioning the work pieces
o Physical demonstration on
positioning of work pieces
o Practical exercise on work piece
positioning
- Work pieces
- Books
- Clamps
- Spot welding machine
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The work pieces are positioned
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance Observation check list
Checklist Score
Yes No
Alignment of work piece
Angle of work piece
Dimension of work piece
Observation
Learning Outcome 3.2.Perform Spot welds
Spot welding time cycle: Squeeze time Weld/ heat time Hold time Off time
Time factor
Pressure or welding force
Spot welding on Mild steel Stainless steel Steel alloys Aluminium
o Demonstration on sport welds
by using :
-Videos
-Photos -Pictures
o Practical exercises on spot
welding
o Group discussion on spot
welding
- Spot welding machine
- Spot welding machine tool
box
- Files
- Abrasive strip
- Visual aids
- Materials:
.Mild steel pieces,
.Stainless steel pieces,
.Steel alloys pieces,
.Aluminium pieces
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The work piece is spot welded
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance
Observation check list
Checklist Score
Yes No
Squeeze time
Weld/ heat time
Hold time
Off time
Observation
Learning Outcome3.3: Check defects
Types of defects, causes and remedies: Distortion, Crater, No weld Excessive weld Electrode
mushrooming Electrode sticking
o Group discussion on spot welding defects
o Brainstorming on spot welding
defects
o Physical demonstration on spot
welding defects
o Practical exercises on checking
spot welding defects
- Research on internet
- Books
- Handout notes
- Welded pieces
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Defects are checked
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance
Observation check list
Checklist Score
Yes No
distortion
crater
misalignment
No weld
Excessive weld
Electrode mushroom
Observation
Learning Outcome 3.4:Finish the welded pieces
Methods of preventing corrosion : Red oxide painting Keeping away from
humidity
o Group discussion on cleaning
and painting welded pieces
o Physical demonstration cleaning
and painting welded pieces
- Wire brush
- Angle grinder
- Files
- Emery clothes
- Painting Brush
- Spraying gun
- Required anti-rust
Formative Assessment 3.4
Performance criterion
The painting of work piece is done
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Observation check list
Checklist Score
Yes No
Clearness of work piece before painting
Red oxide painting
Observation
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LU 4:Perform Housekeeping
4
Learning Outcomes:
1 Clean tools, equipment and workplace 2 Store tools, equipment and materials
5 Hours
Learning Outcome 4.1:Clean tools, equipment and workplace
Cleaning tools and materials: Brush Cloth rug Mop Soapy water Compressed air
Methods of cleaning Dusting Removal of dirt Chemical spraying
o Group discussion on cleaning of
tools, equipment and the
workplace
o Brainstorming on cleaning of
tools, equipment and the
workplace
o Physical demonstration cleaning
of tools, equipment and the
workplace
- Brush
- Cloth rugs
- Bloom
- Air-compressor
- Water
- Soap
- Mop
Formative Assessment 4.1
Performance criterion
The cleaning of tools and equipment is done
Resources Learning activities Content
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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 check list
Checklist Score
Yes No
No dust
No residue on tools and equipment
Observation
Learning Outcome 4.2. Store tools, equipment and materials
Care and storage procedures of tools, equipment and materials
o Group discussion on storage
procedures of tools, equipment
and materials
o Brainstorming on tools,
equipment and materials
handling
o Physical demonstration on
lifting tools, equipment and
materials
- Clamping tools
- Spot welding tool box
- Cleaning tools
- Spot welding machine
- Electrodes
- Mild steel
- Stainless steel
- Steel alloys
- Aluminium
Formative Assessment 4.2
Performance criterion
The storage of tools, equipment and materials is done
Resources Learning activities Content
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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 /product evidence
Observation check lis
Checklist Score
Yes No
Arrangement of tools, equipment and materials accordingly
Observation
Summative Assessment
Integrated situation Resources
Maintenance manager of KAGUGU HEALTH CENTER is requesting the head of welding workshop at Gakiriro to make one Hospital office sheet metal drawer from sheet metal of 1.0mm thick. This drawer has the following dimensions; 1.50 m height, 1 m length and 400mm width. As a welder, you are requested to perform this work within 4 hours.
• Tools: • Materials: • Equipment:
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: The work is identified
Mild steel
Thickness of 1.0 mm
Indicator:Freehand sketch is done
Shape
Dimensions
Indicator:The cost is estimated
Quantity of materials
Material specification
Unit Price of materials
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Total Price of materials
Labor Cost
Grand Total
Indicator: The workplace is arranged
No flammable materials
No unwanted objects
Objects are in order
Indicator:Tools and equipment are selected
Spot welding machine and accessories
Measuring tool
Marking out tools
Snips
Power shearing machine
Drawing set
A4 papers
Bending machine
Cleaning tools
Hand tools
Painting brush/spray gun
Indicator:Materials are selected
Mild steel sheet metal of 1.0 mm
Handles
Locks
Plastic rollers
Red Oxide/Aluminium
Thinner/Petrol
Indicator:Equipment are prepared
Connection of spot welding machine parts
No leakage
Clean or Insert electrodes in the machine
Tightening of fittings
Indicator:Setting of Machine is done
Current
Hold Time
Pressure setting and adjustment
Squeezing time adjustment
Indicator:Work pieces are positioned
Alignment of work piece
Angle work piece
Dimensions of work piece
Indicator:Work piece is spot welded
Squeeze time
Weld/heat time
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Hold time
Off time
Bonded joint
Indicator:Defects are checked
No Distortion
No Craters
Misalignment
No Electrode mushrooms
No Electrode sticking
No Excessive weld
No holes
Indicator:Work piece are cleaned
Removal of spatters on the spot welded
Removal of Electrode mushrooms
Indicator:Work piece are painted
Clearness of the entire work piece
Viscosity of the paint
No droplets on the surface
No unpainted surface
Indicator:Equipment are cleaned
No dust
No sparks on the electrode
Indicator:Equipment and materials are stored
Arrangement of equipment
Arrangement of materials
Indicator:Equipment and materials are stored The workplace is cleaned
No dust
No remaining materials
No scraps
No remaining equipment
Indicator:The product is handled
Stored in dry place
Position of product
No object over the product
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Joints are bonded
No gaps
No crater
Indicator:Finishing is done
Appearance is attractive
Smoothness of product
No chips
No sharp edges
Indicator: Drawers are slided
No resistance
No obstacle
Tightening of locks
Smoothness of edges
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The work is standardized
Measurements
Materials
Indicator: Dimensions are respected
Sketch
1500mm of Height
1000mm of Length
400mm of Width
Thickness of the sheet
Indicator: Time is respected
4 hours
Indicator: Shape is respected
Angles
sketch
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are used
Wearing of Overall
Wearing of Helmet
Wearing of Gloves
Wearing of Safety Goggles
Wearing of closed shoes
Indicator: Workplace environment is prepared
Materials in the right place
Equipment in the right place
First Aid Kit in the working area
Fire extinguishers or sand in the working area
Indicator: Tools and equipment status are checked
Insulation of cables
Tightening
Lubricant oil level
No damaged equipment or Tools
Switch off the machine
Indicator: Metal Scraps are removed
No metal scraps
Observation
Reference books:
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W L D B R 4 0 1 - BRAZING
WLDBR401 Perform Brazing
REQF Level: 4 Learning hours
Credits: 8 80
Sector: Construction and Building Services
Sub-sector: Welding
Issue date:May, 2013
Purpose statement
This specific module describes the performance outcomes, skills and knowledge required to
prepare and join different types and shapes of metals by the use of brazing process.
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Learning assumed to be in place
Health, safety and environment in the workplace
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. Analyze the brazing work 1.1. Proper identification of the work 1.2. Appropriate standardization of the work 1.3. Appropriate freehand sketch of the work 1.4. Proper estimation of the cost
2. Organize the workplace 2.1. Proper arrangement of the workplace 2.2. Correct selection of tools and equipment 2.3. Proper selection of materials 2.4. Appropriate preparation of equipmen
3. Perform brazed joint
3.1. Proper preparation of pieces 3.2. Proper setting of flame 3.3. Correct tacking of pieces 3.4. Adequate heating on the joint and application of
the brazing rod 3.5. Proper cleaning of the brazed joint
4. Perform housekeeping
4.1. Proper cleaning of tools and equipment 4.2. Proper storage of tools, equipment and materials 4.3. Proper cleaning of the workplace 4.4. Proper handling of the product
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LU 1:Analyze the brazing work
1
Learning Outcomes:
1. Identify the work 2. Perform hand draft drawing 3. Estimate the cost
10Hours
Learning Outcome 1.1Identify the work
Principles of brazing
Advantages and disadvantages of brazing
Application of brazing
Types of brazing work Plate brazing, Pipe brazing, Similar and dissimilar
metals, Standard brazing rods
o Brainstorming on the brazing
work
o Group discussion on
relationship of thickness and
size of brazing rod.
o Demonstration of brazing using:
Videos Photos Pictures
- Books
- Hand outs
- Manufacturer’s manual
- Internet
- Visual aids
- Plates
- Pipes
Formative Assessment 1.1
Performance criterion
The work is identified
Resources Learning activities Content
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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 / product evidence
Multiple choice
Checklist Score
Yes No
Type of materials
Quality of materials
Properties of material
Observation
Learning Outcome 1.2: Perform hand draft drawing
Brazing symbols
o Demonstration of brazing
symbols using:
Videos Photos Pictures
o Brainstorming on brazing
symbols
o Practical exercises on hand
draft drawings
- Books
- Computer
- Visual aids
Resources Learning activities Content
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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
Multiple choice
Checklist Score
Yes No
Quality of materials
Type of joint
Position of joint
Observation
Learning Outcome 1.3: Estimate the cost
Elements of Bill of quantity Types of materials Quantity of materials Unit price Tax Labor Depreciation of
equipment Transports Total Cost
o Brainstorming on BQU
o Group discussion on BQU
o Practical exercises on BQU
- Books
- Research on internet
- Computer ( MS Excel)
Resources Learning activities Content
Performance criterion
The work is standardized
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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;
Matching exercise /sequencing
Checklist Score
Yes No
Quality of material
Quantity of material
Size of material
Personnel
Observation
Performance criterion
The cost is estimated
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LU 2:Organize the workplace
2
Learning Outcomes:
1. Identify the equipment and tools for brazing process 2. Identify the types of metals 3. Identify the fluxes 4. Identify the brazing rods
15 Hours
Learning Outcome 2.1: Identifythe equipment and tools for brazing process
Workshop Layout
Equipment and tools used in brazing
Assembly of the equipment
Setting the gas pressure
o Brainstorming on tools used in
brazing
o Group discussion on tools used
in brazing
o The trainer explains the actual
chemical and mechanical
processes that take place during
brazing.
o The trainer explains the brazing
method.
o The trainer explains and discuss
with trainees about the safety
precautions associated with gas
brazing
o The trainer explains the
terminologies associated with
oxygen-acetylene gas brazing
- Toolkit
- Oxy-acetylene welding equipment
- Wire brush, abrasive strip
- Hand-outs, drawings, samples
- 1.2, 1.5, 2.0, 3.2 mm mild steel sheet thick
- Books
Resources Learning activities Content
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procedures.
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/ Product evidence
Observation check list
Checklist Score
Yes No
Cleanness of the workplace
No flammable materials
Observation
Performance criterion
The workplace is arranged
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Learning Outcome 2.2: Identify the types of metals
Ferrous metals Wrought iron Mild steel Stainless steel Cast iron
Non ferrous metals Copper Aluminium Brass Bronze Tin Zinc Lead Iconel and monel
Composition and uses of ferrous and non ferrous metals
o Brainstorming on different
metals
o Grouping metals in ferrous and
non ferrous metals using a
magnet.
o Identify, select and classify
brazing consumables.
o Show students samples of
metals
o Explain the different types of
non-ferrous and ferrous metals
and their composition,
o Ask students to explain the
general characteristic of metal s
used fabrication with particular
reference to mechanical and
physical properties
o List and explain the properties
and composition of fluxes used
for brazing
o Explain the properties and
composition of fluxes used for
ferrous and nonferrousmetals.
- Magnet
- Chalkboard and Charts
- Samples Ferrous and Non-ferrous
Formative Assessment 2.2
Performance criterion
The tools and equipment are selected
Resources Learning activities Content
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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
Matching exercise /sequencing
Checklist Score
Yes No
Oxygen and acetylene cylinders
Oxygen and acetylene regulators
Oxygen and acetylene hose pipes
Welding torch and nozzle
Cylinder key
Spark lighter
Flash back arrestors
Nozzle cleaner
Welding googles
Adjustable spanner
Wire brush
abrasive strip
Tong
Gloves
Clamps
Acetylene generator
Observation
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Learning Outcome 2.3: Identify the fluxes
Types of brazing fluxes Rosin Organic Inorganic
Properties and composition of fluxes Activity Corrosivity Cleanability Residue tack Volatility Viscosity Flammability
Form of fluxes Liquid Solid/powder Paste
Functions of fluxes
o Group Discussion on the types of fluxes.
o Group discussion on the similarities and differences between welding and brazing fluxes’ ingredient, properties and functions.
- Fluxes
- Different boxes of fluxes
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 / Performance evidence
Matching exercise /sequencing
Performance criterion
The materials is selected
Resources Learning activities Content
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Checklist Score
Yes No
Brazing rods
Flux
Similar or dissimilar metals
Oxygen and acetylene gases
Calcium carbide
Water
Observation
Learning Outcome 2.4: Identify the brazing rods
Properties, compositions, and use of the brazing rod
o Group discussion on the types
of brazing rods, their properties,
composition and use.
o Brainstorming on Properties,
compositions, and use of the
brazing rod
- Different sizes of Brazing rods
- Coated and bared brazing rods.
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
Matching exercise /sequencing
Performance criterion
The equipment is prepared
Resources Learning activities Content
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Checklist Score
Yes No
Color of cylinder
Color of hose pipes
Thread connection
Tightening direction signs
Leakage testing
Observation
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LU 3:Perform brazed joint
3
Learning Outcomes:
1. Perform the work piece preparation 2. Set up the flame 3. Perform brazing
45 Hours
Learning Outcome 3.1: Perform the work pieces preparation
Brazing joint design
Pre-cleaning
o Group discussion on the joint design.
o Demonstration of pre-cleaning techniques.
o Practical exercises
- Diagrams and charts for various brazing joints
- Gas welding tool kit
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 /product evidence
Observation check list
Performance criterion
The pieces are prepared
Resources Learning activities Content
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Checklist Score
Yes No
Cleanness of the part to be brazed
Edge preparation
Positioning of the work piece
Observation
Learning Outcome 3.2: Set up the flame
Types of flames and their applications Neutral flame Carburizing flame Oxidizing flame
o Show and demonstrate the procedures for lighting the flame.
o Show and demonstrate the flame adjustment.
o Practical exercises
- Oxy-acetylene gas welding plant
- Acetylene generator - Welding set goggles, - Diagrams and charts for
various brazing joints - Calcium carbide - Spark lighter. - Video aids
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
Observation check list
Performance criterion
The flame is Set
Resources Learning activities Content
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Checklist Score
Yes No
Hissing sound
Sharpness of the inner cone
Observation
Learning Outcome 3.3: Perform brazing
Method of fluxing and brazing rods
Tacking method
Advantages and limitations of brazing
Other brazing processes. Furnace brazing Induction brazing Dip brazing Resistance brazing Braze welding
Applications of brazing
Cleaning up the brazed joints
o Demonstrate the gas brazing process,
o Practice and check up - Single square butt joint - Corner joint - Tee joint - Lap joint - Copper pipe in down and
horizontal positions o Inspect brazed work-piece for
defects and apply quality checks on process.
o Simulation with video
- Oxy-acetylene gas welding plant
- Acetylene generator - Welding set goggles, - Diagrams and charts for
various brazing joints - Calcium carbide - Spark lighter. - Appropriate Tools - Materials - Video aids - Wire brush - Set of files
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Heating on the joint and application of the brazing rod are done
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance evidence/ product evidence
Observation check list
Checklist Score
Yes No
Flux stick on the brazing rod
Melted brazing rod on the work piece
Entire work piece is brazed
Checking the defect
Observation
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LU 4:Perform Housekeeping
4
Learning Outcomes:
1. Clean workplace, tools and equipment 2. Care for and store brazing equipment
10 Hours
Learning Outcome 4.1: Clean workplace, tools and equipment
Cleaning tools and materials: Brush Cloth rug Mop Soapy water Compressed air
Methods of cleaning Dusting Removal of dirt Chemical spraying
o Group discussion on cleaning of
tools, equipment and the
workplace
o Brainstorming on cleaning of
tools, equipment and the
workplace
o Physical demonstration cleaning
of tools, equipment and the
workplace
- Brush - Cloth rugs - Bloom - Air-compressor - Water
- Soap - Mop
Formative Assessment 4.1
Performance criterion
Cleaning of tools and equipment is done
Resources Learning activities Content
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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 check list
Checklist Score
Yes No
No dust
No residue on tools and equipment
Observation
Learning Outcome 4.2: Care for and store brazing equipment
Care and storage procedures of tools, equipment and materials
o Group discussion on storage
procedures of tools, equipment
and materials
o Brainstorming on tools,
equipment and materials
handling
o Physical demonstration on
lifting tools, equipment and
materials
- Clamping tools - Oxy-acetylene gas welding
equipment and tool box - Cleaning tools - Mild steel - Stainless steel - Steel alloys
Formative Assessment 4.2
Performance criterion
Storage of tools, equipment and materials are done
Resources Learning activities Content
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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 /product evidence
Observation check list:
Checklist Score
Yes No
Arrangement of tools, equipment and materials accordingly
Observation
Summative Assessment
Integrated situation Resources
LAPALISSE NYANDUNGU HOTELwishes to install SAUNA steam in the room of 5x4m with 4m height. The request is given to the WELDING AND PLUMBING COMPANY Limitedlocated at KACYIRU. Inside the room, the copper pipes of 3/8inch must be laid out as following:
3 pipe lines.
The first pipe line must be laid at1m from the floor.
The distance between the pipe lines is 1m. As a welder, you are requested to perform this work within 4hours.
Tools:
Materials:
Equipment:
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: The work is identified
Copper pipes
Diameter of 3/8 inch
Indicator: Freehand sketch is done
Shape
Dimensioning
Welding symbols
Indicator: The cost is estimated
Quantity of materials
Material specification
Unit Price of materials
Total Price of materials
Labor Cost
Grand Total
Indicator: The workplace is arranged
No flammable materials
No unwanted objects
Objects are in order
Indicator:Tools and equipment are selected
Oxygen and acetylene cylinders
Oxygen and acetylene regulators
Oxygen and acetylene hose pipes
Welding torch and nozzle
Cylinder key
Spark lighter
Flash back arrestors
Nozzle cleaner
Welding googles
Adjustable spanner
Wire brush
abrasive strip
Tong
Gloves
Clamps
Acetylene generator
Drawing set
A4 papers
Bending machine
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Cleaning tools
Hand tools
Indicator:Materials are selected
Brazing rods
Flux
Copper pipes
Oxygen and acetylene gases or Calcium carbide and water
Indicator:Equipment are prepared
Assembling of equipment
Respect Color code
Respect Threading direction
Tightening
No Leakage
upright position of cylinder
Indicator:Setting of flame is done
Hissing sound
Sharpness of the inner cone
Indicator:Setting of flame is done
Aligning the pipes to be joined. (Clearance.)
Pipes laying
Pipes bending angle
Dimensions of the pipes
Cleanness of the part to be brazed
Straight cut of pipe
Positioning of the pipes
Indicator:Heating on the joint and application of the brazing rod is done
Heating for Cleaning
Fluxing both the pipes and brazing rod.
Heating the joint
Applying brazing filler metal on to the joint.
Melted brazing rod on the work piece
Entire pipe is brazed
Joint is bonded
Cooling of the brazed joint.
Indicator:Defects are checked
No Distortion
No craters
Misalignment
No excessive weld
No porosity
Indicator:Cleaning of the brazed joint is done
No overlapping
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Joints are bonded
No gaps
No crater
No leakage
Indicator: Finishing is done
Appearance is attractive
No flux residues
Observation
No flux residues
Indicator:Equipment are cleaned
No dust
Indicator:Equipment and materials are stored
Arrangement of equipment
Arrangement of materials
Indicator:The workplace is cleaned
No dust
No remaining materials
No scraps
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The work is standardized
Measurements
Copper pipe
Indicator: Dimensions are respected
shape
4m of Height
3 pipe lines.
The first pipe line must be laid at1m from the floor.
The distance between the pipe lines is 1m.
3/8 inch diameter of the pipe
Indicator: Time is respected
Four hours
Indicator: Shape is respected
Pipes bending angle
Sketch
Pipe laying
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are used
Wearing of Overall
Wearing of Helmet
Wearing of Gloves
Wearing of Safety Goggles
Wearing of closed shoes
Indicator: Workplace environment is prepared
Materials in the right place
Equipment in the right place
First Aid Kit in the working area
Fire extinguishers or sand in the working area
Indicator: Tools and equipment status are checked
Leakage on the hoses
Tightening
No damaged equipment or Tools
Close of the cylinder
Indicator: Tools and equipment status are checked
No metal scraps
Observation
Reference books:
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W L D M C 4 0 1 - METAL CUTTING
WLDMC401 Perform Metal Cutting
REQF Level: 4 Learning hours
Credits: 11 110
Sector: Construction and Building Services
Sub-sector: Welding
Issue date:May, 2013
Purpose statement
This specific module describes the performance outcomes, skills and knowledge required to
correctly use cutting tools and equipment as well as to safely perform the metal cutting
processes.
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Learning assumed to be in place
CAD
Spot welding
Brazing
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. Analyze the metal cutting work 1.1 Proper identification of the work 1.2 Appropriate freehand sketch of the work 1.3 Proper estimation of the cost
2. Organize the workplace 2.1 Proper arrangement of the workplace 2.3 Correct selection of tools and equipment 2.4 Proper selection of materials 2.5 Appropriate preparation of equipment
3. Carry out metal cuts
3.1 Correct measurement and marking out of the work pieces 3.2 Proper machine setting 3.3 Correct positioning of work pieces 3.4 Smooth cut of work piece 3.5 Proper cleaning of work piece after cutting.
4. Perform housekeeping
4.1 Proper cleaning of tools and equipment 4.2 Proper storage of tools, equipment and materials 4.3 Proper cleaning of the workplace 4.4 Proper handling of the product
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LU 1:Analyze the metal cutting work
1
Learning Outcomes:
1. Identify the work 2. Estimate of the cost
15 Hours
Learning Outcome 1.1:Identify the work
Principles of metal cutting processes: Oxy-acetylene gas
cutting Plasma cutting Shear cutting Hack saw cutting
Advantages and disadvantages of metal cutting processes
Application of metal cutting processes
o Group discussion on metal
cutting processes.
o Brainstorming on metal cutting
processes.
o Brainstorming on advantages
and disadvantages of metal
cutting processes.
o Brainstorming on applications
of metal cutting processes.
o Further research on internet
o Further research in Library
- Books - Materials - Internet connection - Handouts - Video aids
- Material Transport means
Resources Learning activities Content
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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
Checklist Score
Yes No
Metal properties
Shape
Thickness
Smoothness of the edge
Observation
Learning Outcome 1.2: Estimate of the cost
Elements of Bill of quantity Types of materials Quantity of materials Unit price Tax Labor Depreciation of
equipment Transports Total Cost
o Brainstorming on BQU
o Group discussion on BQU
o Practical exercises on BQU
- Books - Research on internet - Computer ( MS Excel)
Resources Learning activities Content
Performance criterion
The Work is identified
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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 Matching exercise /sequencing Problem solving
Checklist Score
Yes No
Quality of material
Quantity of material
Size of material
Labor cost
Time
Observation
Performance criterion
The cost is estimated
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LU 2:Organize the workplace
2
Learning Outcomes:
1. Arrange the workplace
2. Select materials
3. Select cutting equipment
4. Prepare equipment 15 Hours
Learning Outcome 2.1: Arrange the workplace
Work place layout Cleaning of the
workplace Firefighting equipment
arrangement
o Workshop practice
o Group discussion on workplace
layout
o Further research on internet
o Further research in Library
- Books - Internet connection - Firefighting equipment
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The workplace is arranged
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance evidence/ Product evidence
Checklist Score
Yes No
Removal of all unwanted objects
No flammable materials
Not confined space
Observation
Learning Outcome 2.2: Select materials
Type of metals: Ferrous metals Non ferrous metals
o Workshop practice
o Group discussion on types of
metals.
o Further research on internet
o Further research in Library
- Mild steel material - Aluminum - Copper - Bronze - Lead - Zinc - Stainless steel material - Books - Internet connection
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The of tools and equipment are selected
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence, Performance evidence
Matching exercise /sequencing
Checklist Score
Yes No
Hand Hacksaw or power hacksaw and saw blade
Angle grinder
Manual or power shear machine
Plasma cutting machine and accessories
Oxyacetylene gas cutting with accessories
High speed cutting machine
Observation
Learning Outcome 2.3: Select cutting equipment
Differentiate cutting equipment: Oxy-acetylene gas
cutting equipment Plasma cutter Angle grinder Cutoff machine Shearing machine Power hacksaw
machine
o Group discussion on cutting equipment
o Practical exercises on equipment selection
o Observation of the cutting equipment
- Power Hacksaw - Plasma cutter - Angle grinder - Cutoff machine - Shearing machine - Book - Internet connection
Formative Assessment 2.3
Performance criterion
The materials are selected
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Matching exercise /sequencing Performance evidence
Checklist Score
Yes No
Aluminium
Mild steel
Cast iron
Stainless steel
Galvanized
Observation
Learning Outcome 2.4: Prepare equipment
Assembling and dismantling of the cutting equipment
Checking the condition of the cutting equipment
o Practice exercises on
Assembling and dismantling of
the cutting equipment
o Further research on internet
o Further research in Library
o Brainstorming on steps/
procedures of assembling and
dismantling of the cutting
equipment
- Book - Internet connection - Cutting equipment - Tool box
Resources Learning activities Content
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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; Performance evidence/Product evidence
Matching exercise /sequencing
Checklist Score
Yes No
Connection of equipment parts
Tightening the equipment
Quality of cut
Observation
Performance criterion
The preparation of equipment is done
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LU 3:Carry out metal cuts
3
Learning Outcomes:
1. Set the cutting Equipment
2. Smooth cut of work piece
3. Position the work pieces
4. Clean the work piece after cutting
70 Hours
Learning Outcome 3.1:Set the cutting Equipment
o Setting of oxy- acetylene gas cutting equipment : Set the working
pressure Adjust the flame
o Setting of the plasma
cutter : Set the working
pressure Set the working current
o Setting of the shear
cutting: Set the shear angle
o Practical exercises on using the
cutting machines:
.Straight cutting
.Bevel cutting
.Circular cutting
.Piercing a hole
o Further research on internet
Further research in Library
- Oxy-acetylene gas cutting plant
- Internet connection - Tool box - Mild steel material - Aluminium - Copper - Bronze - Lead - Zinc - Stainless steel material - Books - Power Hacksaw - Plasma cutter - Angle grinder - Cut off machine - Shearing machine
Resources Learning activities Content
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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/ Product evidence
Observation check list:
Checklist Score
Yes No
Measurements
Clear marked lines
Observation
Learning Outcome 3.2: Smooth cut of work piece
o Setting of oxy- acetylene gas cutting equipment : Set the working
pressure Adjust the flame
o Setting of the plasma
cutter : Set the working
pressure Set the working current
o Setting of the shear
cutting:
o Practical exercises on using the
cutting machines:
.Straight cutting
.Bevel cutting
.Circular cutting
.Piercing a hole
o Further research on internet
Further research in Library
- Oxy-acetylene gas cutting plant
- Internet connection - Tool box - Mild steel material - Aluminium - Copper - Bronze - Lead - Zinc - Stainless steel material - Books - Power Hacksaw - Plasma cutter
Resources Learning activities Content
Performance criterion
Measurement and marking out of the work pieces are done
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Set the shear angle
- Angle grinder - Cut off machine - Shearing machine
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 Observation check list:
Checklist Score
Yes No
Angle is maintained
Pressure or speed
Observation
Learning Outcome 3.3: Position the work pieces
o Setting of oxy- acetylene gas cutting equipment : Set the working
pressure Adjust the flame
o Setting of the plasma
cutter :
o Practical exercises on using the
cutting machines:
.Straight cutting
.Bevel cutting
.Circular cutting
.Piercing a hole
- Oxy-acetylene gas cutting plant
- Internet connection - Tool box - Mild steel material - Aluminium - Copper - Bronze
Resources Learning activities Content
Performance criterion
Machine is set
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Set the working pressure
Set the working current
o Setting of the shear cutting: Set the shear angle
o Further research on internet
Further research in Library
- Lead - Zinc - Stainless steel material - Books - Power Hacksaw - Plasma cutter - Angle grinder - Cut off machine - Shearing machine
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/ Product evidence
Observation check list:
Checklist Score
Yes No
Angles
Shape
The work piece is supported
Observation
Performance criterion
The positioning of work pieces is done
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Learning Outcome 3.4: Clean the work piece after cutting
Cleaning techniques : grinding Filing Brushing Polishing
o Practical exercises on cleaning
techniques
o Group discussion on cleaning
techniques
o Further research on internet
o Further research in Library
- grinders - Files - Wire Brushes - Sand papers - Grinding disc - Grind wheels
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
Performance evidence/ Product evidence
Observation check list:
Checklist Score
Yes No
No kerfs on the edge
No under fill
Observation
Performance criterion
TheCleaning of work piece after cutting is done
Resources Learning activities Content
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LU 4:Perform Housekeeping
4
Learning Outcomes:
1. Clean tools, equipment and workplace 2. Store tools, equipment and materials
10 Hours
Learning Outcome4.1: Clean tools, equipment and workplace
Cleaning tools and materials: Brush Cloth rug Mop Soapy water Compressed air
Methods of cleaning Dusting Removal of dirt Chemical spraying
o Group discussion on cleaning of
tools, equipment and the
workplace
o Brainstorming on cleaning of
tools, equipment and the
workplace
o Physical demonstration cleaning
of tools, equipment and the
workplace
- Brush - Cloth rugs - Bloom - Books - Air-compressor - Water - Soap - Mop
Resources Learning activities Content
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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
Performance evidence/ Product evidence
Observation check list:
Checklist Score
Yes No
No dust on the equipment and tools
No chips on tools and equipment
Observation
Learning Outcome 4.2: Store tools, equipment and materials
Care and storage procedures of tools, equipment and materials
o Group discussion on storage
procedures of tools, equipment
and materials
o Brainstorming on tools,
equipment and materials
handling
o Physical demonstration on
lifting tools, equipment and
- Books - Internet connection - Cutting tools - Marking out tools - Measuring tools - Materials - Blow pipe - Oxyacetylene gas cutting
equipment - Plasma cutter - Cylinders
Resources Learning activities Content
Performance criterion
Cleaning of tools and equipment is done
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materials - Air compressor - Power hacksaw - Power shear
Formative Assessment 4.2
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/ Product evidence
Observation check list
Checklist Score
Yes No
Arrangement of tools, equipment and materials accordingly
Equipment and tools in the shelves
Observation
Performance criterion
Storage of tools, equipment and materials is done
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Summative Assessment
Integrated situation Resources
Real Contractor Company won the tender to build GAHANGA stadium, as it is overloaded is subcontracting to RWAMECO welding workshop located at KIMISAGARA to cut a mild steel plate of 12mmx1mx2m into pieces with different shapes. The pieces should have the following shapes and dimensions:
• 2 square pieces of 50x50CCM.
• 2rectangular pieces of 40x60CCM.
• 2circular pieces of 50CCM diameter.
As welder, you are requested to perform this work within 3hours.
Tools:
Equipment:
Materials
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator:The work is identified
Mild steel plate
Thickness of 12.0 mm
Indicator:Freehand sketch is done
Rectangular shape
Circular shape
Square shape
Dimensions
Indicator:The cost is estimated
Quantity of materials
Material specification
Cost of materials
Unit Price and total price of square shape.
Unit Price and total price of rectangular shape.
Unit Price and total price of circular shape.
Labor Cost
Grand Total
Indicator:The workplace is arranged
No flammable materials
No unwanted objects
Objects are in order
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Indicator:Tools and equipment are selected
Plasma cutting machine with accessories or oxyacetylene gas cutting outfits with accessories
Measuring tools
Marking out tools
Angle grinder
Power shearing machine
Holding devices
Cleaning tools
Hand tools
Indicator:Materials are selected
Mild steel plate of 12.0 mm
Oxygen gas
Acetylene gas
Grinding disc
Indicator:Equipment are prepared
Assembly of oxyacetylene gas cutting outfit
Or Connection of plasma cutting machine parts
No leakage
Connection of the power shear machine.
Tightening of fittings
Indicator:The work pieces are measured and marked out
Visible marked line
Metal measuring tools
Marking out tools
Indicator:Setting of Machine is done
Current for plasma cutting or oxygen and acetylene cutting pressures
The preheating flames and cutting oxygen
Pressure and angles for power shear machine
Indicator:Work pieces are positioned
Alignment of work piece
Angle of work piece
Dimensions of work piece
Indicator:Work piece is cut
square
Rectangle
Circle
Indicator:Obtained work pieces are cleaned
No kerfs
No sparks
Angle grinder
Cleaning tools
Indicator:Equipment are cleaned
No dust
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No sparks on the cutting nozzle or on the plasma cutting torch
Indicator:Equipment, tools and materials are stored
Arrangement of equipment
Arrangement of tools
Tools are in shelves
Arrangement of materials
Indicator:The workplace is cleaned
No dust
No remaining materials
No scraps
No remaining equipment
Indicator:The product is handled
Stored in dry place
Position of product
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator:Finishing is done
Appearance is attractive
Smoothness of product
No under fill on the edge
No kerfs on the edges
Square shape
Rectangular shape
Circular shape
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator:The work is standardized
Measurements
Materials
Indicator:Dimensions are respected
500x500mm
400x600mm
500mm diameter
Thickness of 12.0mm
Indicator: Time is respected
3 hours
Indicator:Shape is respected
Right angles
Circular
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator:PPE are used
Wearing of Overall
Wearing of welding goggles
Wearing of Gloves
Wearing of Safety Goggles
Mouth mask
Leather gloves
Wearing of closed shoes
Indicator:Workplace environment is prepared
Materials in the right place
Equipment in the right place
First Aid Kit in the working area
Fire extinguishers or sand in the working area
Indicator:Tools and equipment status are checked
Insulation of cables or no leakage of the hosepipes
Tightening
Lubricant oil level
No damaged equipment or Tools
Switch off the machine or shut off the flame and close the cylinders
Indicator:Metal Scraps are removed
No metal scraps
Observation
Reference books:
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W L D S P 4 0 1 - SMAW PLATE
WLDSP401 SMAW Plate
REQF Level: 4 Learning hours
Credits: 12 120
Sector: Construction and Building Services
Sub-sector: Welding
Issue date:May, 2013
Purpose statement
This specific module describes the performance outcomes, skills and knowledge required to
prepare the edge of thicker material and perform multi run welds on groove and fillet joints up
to unlimited thickness in construction with SMAW process.
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Learning assumed to be in place
CAD Spot welding Brazing
METAL CUTTING
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. Analyze the SMAW plate work 1.1. Proper identification of the work 1.2. Appropriate standardization of the work 1.3. Correct choice of shape 1.4. Correct estimation of the cost
2. Organize the workplace 2.1. Proper arrangement of the workplace 2.2. Correct selection of tools and equipment 2.3. Proper selection of materials 2.4. Appropriate set up of equipment
3. Perform plate welds
3.1. Proper edge preparation of work pieces 3.2. Proper tack weld of the plates 3.3. Proper positioning of the tacked plates 3.4. Proper deposit of multi runs 3.5. Proper cleaning of the weldment 3.6. Correct protection of work piece (if required)
4. Perform housekeeping
4.1. Proper cleaning of tools and equipment 4.2. Proper storage of tools, equipment and materials 4.3. Proper cleaning of the workplace 4.4. Proper handling of the product
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LU 1:Analyze the SMAW plate work
1
Learning Outcomes:
1. Identify the work 2. Perform hand draft drawing 3. Estimate cost
10 Hours
Learning Outcome 1.1:Identify the work
Plate welding positions 1 G, 2 G, 3 G, 4 G 1 F, 2 F, 3 F, 4 F
o Demonstration of plate welding
using:
Videos Photos Pictures
o Group discussion on application
of plate welding
- Books
- Research on internet
- Computer
- Visual aids
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The work is identified
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written Multiple choice
Checklist Score
Yes No
Type of materials
Quality of materials
Properties of material
Thickness of material
Observation
Learning Outcome 1.2:Perform hand draft drawing
Groove nomenclature
Groove weld symbols
Fillet weld configuration
Fillet weld symbols
o Group discussion on groove
nomenclature
o Demonstration of groove and
fillet welds symbols using:
-Videos -Photos -Pictures
o Brainstorming on fillet welding
symbols
o Practical exercises on hand
draft drawings
- Books
- Computer
- Visual aids
Formative Assessment 1.2
Performance criterion
Type of shape is chosen
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Sketch
Checklist Score
Yes No
V shape
Y shape
k shape
x shape
u shape
j shape
Observation
Learning Outcome 1.3:Estimate cost
Elements of Bill of quantity Types of materials Quantity of materials Unit price Tax Labor Depreciation of
equipment Transports Total Cost
o Brainstorming on BQU
o Group discussion on BQU
o Practical exercises on BQU
- Books
- Research on internet
- Computer ( MS Excel
Resources Learning activities Content
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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
Product
Observation check list
Checklist Score
Yes No
Quality of material
Size of material
Quantity of materials
Labor cost
Observation
Performance criterion
The cost estimated
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LU 2:Organize the workplace
2
Learning Outcomes:
1. Arrange the workplace 2. Select the tools, materials and equipment
10 Hours
Learning Outcome 2.1:Arrange the workplace
Workplace layout o Demonstration on the
workplace layout
o Demonstration on workplace
layout using :
Videos Photos Pictures
o Practical exercise
- Plates, tools and
equipment
- Computer
- Visual aids
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/ Product evidence
Observation check list
Performance criterion
The workplace is arranged
Resources Learning activities Content
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Checklist Score
Yes No
Removal of unwanted objects
No flammable materials
No liquid on the workplace
Order the objects
Observation
Learning Outcome 2.2: Select the tools, materials and equipment
Materials and equipment for plate welding: Electrodes: - E70 series - E60 series Equipment: - Electrode dry oven - DC welding machine
o Observe tools, materials and
equipment
o Group discussion on metal
cutting equipment and tools
o Workshop practices
o Demonstration of tools and
equipment by using :
Videos Photos Pictures
- Common tools (hammer,
screw drivers, pliers,
spanners, wrenches, Allen
keys)
- Electrodes:
(E70 and E60 series) - Electrode dry oven
- DC/AC welding machines
- Clamping tools
- Measuring tools
- Cleaning tools
- Mild steel plates
- Steel alloys
- Files
- PPE
- Computer
- Books
- Grinders
- Visual aids
Formative Assessment 2.2
Performance criterion
The tools and equipment are selected
Resources Learning activities Content
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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, Perform evidence/product evidence
Multiple choice
Checklist Score
Yes No
Measuring tools
Cutting tools
Angle grinder
Holding tools
DC/AC Welding machine with accessories
Electrode oven machine
Marking tool
Air-compressor
Spray gun
Observation
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LU 3:Perform Plate Welds
3
Learning Outcomes:
1. Prepare work pieces. 2. Perform steel plate welds 3. Check defects 4. Finish the welded pieces
90 Hours
Learning Outcome 3.1:Prepare work pieces.
Edge preparation:
Types of edge shapes:
V, X, K, Y, U, J
Advantages and
disadvantages of edge
preparation
Industrial application
of edge preparation
o Physical demonstration on edge
preparation
o Practical exercise on edge
preparation
o Brainstorming on advantages,
disadvantages and application
of edge preparation
- Books
- Oxy-cutting equipment
- Clamping tools
- Measuring tools
- Cleaning tools
- Mild steel plates
- Steel alloys
- Files
- PPE
- Grinders
- Visual aids
- Computer
Formative Assessment 3.1
Performance criterion
The edge preparation of work pieces is done
Resources Learning activities Content
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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 /product evidence
Observation check list
Checklist Score
Yes No
no rust on the edge
no paint on the edge
no chips on the edge
Edge shapes
Observation
Learning Outcome 3.2: Perform steel plate welds
Padding
Groove weld
Fillet weld
Aligning and presetting of plates
Plate backing methods: Ceramic backing plate Permanent backing
plate
Weaving techniques Zigzag Box weave Double J Circles Crescent
Positioning of the work pieces
Multi runs for groove weld:
o Brainstorming
o Demonstration using
-Videos -Photos
o Group discussion
o Practical exercises
- Books
- Clamps
- Welding machine
- Angle grinder
- Computer
- Visual aids
- Mild steel plates
- Electrodes
- Grinding disc
Resources Learning activities Content
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Root pass Hot pass Filler runs Cover passes
Multi runs for fillet weld: First run Filler runs Cover passes
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
Observation check list
Checklist Score
Yes No
Alignment of work piece
Root opening
fusion of the edges at the tacking area
Angle of work piece
Dimensioning of work
piece
Observation
Performance criterion
The plates are tack weld
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Learning Outcome 3.3:Check defects
Types of defects, causes and remedies: Distortion, Crater, Porosity Slag inclusion Lack of penetration Lack of fusion Fish eye Overlap Excess penetration Burn through Undercut
o Group discussion on plate
welding defects
o Brainstorming on plate welding
defects
o Physical demonstration on
plate welding defects
o Practical exercises on checking
plate welding defects
- Research on internet
- Books
- Welded plates
- Wire brush
- Angle grinder
- Chipping hammer
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
Checklist Score
Yes No
Observation
Performance criterion
Resources Learning activities Content
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Learning Outcome 3.4: Finish the welded pieces
Methods of preventing corrosion : Red oxide painting Keeping away from
humidity
o Group discussion on cleaning
and painting welded pieces
o Physical demonstration cleaning
and painting welded pieces
- Wire brush
- Emery clothes
- Painting Brush
- Spraying gun
- Cheeping hummer
- Required anti-rust
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
Checklist Score
Yes No
Observation
Performance criterion
Resources Learning activities Content
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LU 4:Perform Housekeeping
4
Learning Outcomes:
1. Clean tools, equipment and workplace 2. Store tools, equipment and materials
10 Hours
Learning Outcome 4.1:Clean tools, equipment and workplace
Cleaning tools and equipment Brush Cloth rug Mop Soapy water Compressed air
Methods of cleaning Dusting Removal of dirt Chemical spraying
o Group discussion on cleaning of
tools, equipment and the
workplace
o Brainstorming on cleaning of
tools, equipment and the
workplace
o Physical demonstration cleaning
of tools, equipment and the
workplace
- Brush
- Cloth rugs
- Bloom
- Air-compressor
- Water
- Soap
- Mop
Formative Assessment 4.1
Performance criterion
The cleaning of tools and equipment is done
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Observation check list
Checklist Score
Yes No
No dust
No residue on tools and equipment
Observation
Learning Outcome 4.2: Store tools, equipment and materials
Care and storage procedures of tools, equipment and materials
o Group discussion on storage
procedures of tools, equipment
and materials
o Brainstorming on tools,
equipment and materials
handling
- Clamping tools
- SMAW machine
- Cleaning tools
- Electrodes
- Steel plates
- Oven
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The storage of tools, equipment and materials is done
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance evidence /product evidence
Observation check list
Checklist Score
Yes No
Arrangement of tools, equipment and materials accordingly
Observation
Summative Assessment
Integrated situation Resources
Situation HORIZON COMPANY wonthe tender to build a Bridge at KAMAJANJA, as it isoverloaded is subcontracting to IPRC Kigali, located at KICUKIRO to join two mild steel plates of 6m length, 100mm width and 12mm thick for each. The welding workshop is assigned to perform the mentioned above work. The welded plate should be:
In Tee joint. 1 plate must be located in the middle of another. The joint must be welded in both sides. Welding must be done in horizontal position. Each side must be done by using 3runs.
As a welder, you are required to perform this work within 4 hours.
Tools:
Materials:
Equipment:
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator:The work is identified
Mild steel plate
Thickness of 12.0 mm
Indicator:The cost is estimated
Quantity of materials
Material specification
Cost of materials
Unit Price and total price of square shape.
Unit Price and total price of rectangular shape.
Unit Price and total price of circular shape.
Labor Cost
Grand Total
Indicator:The workplace is arranged
No flammable materials
No unwanted objects
Objects are in order
Indicator:The shape is chosen
T shape
Indicator:Tools and equipment are selected
Metal measuring tools
Marking tool
Angle grinder
Holding tools
DC or AC Welding machine with accessories
Electrode dry oven machine
Air-compressor
Spray gun
Indicator:Materials are selected
Mild steel plate
Electrodes E6013 or Electrodes E7016
Red oxide or aluminium
Cutting disc
Grinding disc
Painting brush
Indicator:Setting of SMAW Machine is done
Connection of machine parts
Current adjustment
Switch on machine
Indicator:The work pieces edge are prepared
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No rust on the edge
No paint on the edge
No chips on the edge
T shape
Smoothness of edge
Indicator:The plates are tacked
Alignment of work piece
Fusion of the edges at the tacking area
Right angle of work piece
Dimensioning of work
piece
Indicator:The tacked plates are positioned
Horizontal position
Indicator:Multi runs are deposited
No Distortion
No Crater
No Porosity
No Slag inclusion
No Lack of fusion
No Overlap
No Undercut
Bead sequence
Indicator:Tools and equipment are cleaned
No dust
No residue on tools and equipment
Indicator:The weldement is cleaned
No slag on weldment
No spatters
Indicator:The work piece is protected
Red oxide or aluminium
Indicator:Equipment and materials are stored
Materials in the right place
Equipment in the right place
Indicator:The workplace is cleaned
No dust
No remaining materials
No scraps
No slag
No remaining equipment
Indicator:The product is handled
Stored in dry place
Position of product
No object over the product
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator:Joints are bonded
Fusion of edges
Even ripples
Indicator:Finishing is done
Appearance is attractive
Smoothness of product
No chips
Straightness of beads
No undercut
No porosity
No overlap
No sharp edges
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator:The work is standardized
3 beads on each side
Measurements
Mild steel plate
Indicator:Dimensions are respected
6m of Length
100mm of Width
Thickness of 12.0 mm
Indicator: Time is respected
4 hours
Indicator:Shape is respected
T Shape
Right angle
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator:PPE are used
Wearing of overall with long sleeve
Wearing of leather Gloves
Wearing of welding helmet or hand shield
Wearing of Safety shoes
Wearing of Apron
Indicator:Workplace environment is prepared
Materials in the right place
Equipment in the right place
First Aid Kit in the working area
Fire extinguishers or sand in the working area
Indicator:Tools and equipment status are checked
Insulation of cables or no leakage of the hosepipes
Tightening
Lubricant oil level
No damaged equipment or Tools
Switch off the machine or shut off the flame and close the cylinders
Indicator:Metal Scraps are removed
No metal scraps
Observation
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W L D C D 4 0 1 - COMPUTER AIDED DESIGN
WLDCD401 Apply CAD
REQF Level: 4 Learning hours
Credits: 12 120
Sector: Construction and Building Services
Sub-sector: Welding
Issue date:May, 2013
Purpose statement
This general module describes the performance outcomes, skills and knowledge required to
make part modeling, views, sections, assembly and upgrade the hand drafting documentation
skills with AutoCAD and Solidworks CAD software. Additionally, this is module is useful to
support learning within the specialization of some core modules.
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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. Analyze the CAD work 1.1 Proper identification of the work. 1.2 Appropriate selection of CAD software 1.3 Proper software configuration
2. Perform ARCHICAD drawing
2.1 Proper Introduction and concepts to ARCHICAD 2.2 Appropriate use of tools 2.3 Appropriate Creation of virtual building 2.4 Appropriate Updating layouts, printing and plotting
3. Perform AUTOCAD drawing
3.1 Proper introduction to AUTOCAD 3.2 Appropriate Creation and Management of Geometric Objects 3.3 Appropriate Modification of existing Object 3.4 Appropriate Notes, Hatches, and Dimensions 3.5 Proper Control the properties of Object
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LU 1:Analyze the CAD work
1
Learning Outcomes:
4. Introduce CAD 5. Select appropriate CAD software 6. Configure CAD software
20 Hours
Learning Outcome 1.1:Introduce CAD
Definition of CAD
History of Computer Aided Design
Applications of CAD
Types of CAD software 2D CAD software :
AutoCAD 3D CAD Software :
ArchiCAD Artlantis Plotmaker SolidWorks
o Group discussion on CAD softwares and their applications
- Books - Computer - Video aids - CAD Software - Internet
Formative Assessment 1.1
Performance criterion
Proper identification of the work.
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Select appropriate CAD software
Advantages and disadvantages of CAD
Applications of AutoCAD and ARCHICAD softwares
o Group discussion on advantages
and disadvantages of CAD
software
o Demonstration of using CAD
software
o Demonstration by Video
- Books
- Computer
- Video aids
- 2D CAD software :
AutoCAD
- 3D CAD Software :
ArchiCAD
- Internet
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate selection of CAD software
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Configure CAD software
Scale
Projection: First angle projection Third angle projection
Units configuration Unit system: MKS, CGS
Standard sheet Size of paper setting: ISO standards:
A1, A2, A3, A4 ASNI standards:
A0, A1, A2, A3, A4 DIN standards:
A1, A2, A3, A4 JIS standards:
A1, A2, A3, A4 BIS standards:
A1, A2, A3, A4
o Group discussion on CAD softwares, advantages, disadvantages and their applications
o Demonstration by Video o Demonstration of using CAD
software o Practical exercises on
configuration
- Books - Internet - Computers - Video aids - AutoCAD software and - ArchiCAD software
Formative Assessment 1.3
Performance criterion
Proper software configuration
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2:Perform ARCHICAD drawing
2
Learning Outcomes:
4. Introduce basic concepts of ARCHICAD 5. Use tools in ArchiCAD 6. Create virtual building 7. Apply Updating layouts, printing and plotting
50 Hours
Learning Outcome 2.1:Introduce basic concepts of ARCHICAD.
Introduction to ArchiCAD ArchiCAD Workplace Floor Plan Window Section/Elevation
Window 3D Window Concepts of
Parametrics ArchiCAD’s Help
System
o Group discussion on ArchiCAD concepts
o Documentary research o Demonstration by video o Practical exercises on using
ArchiCAD windows
- Books - Internet - Computer - Video aids - ArchiCAD software
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper Introduction and concepts to ARCHICAD
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2Use tools in ArchiCAD
Tools and palettes Customizing the Workplace Toolbox Info Box Coordinate Box Control Box
Cursor forms The Intelligent Cursor Types of Cursor Forms Functions of the Cursor
Editing and notation Editing Drawing Grid Setting Mouse Constraints Offset Controls Multiply Command Resize Command Stretch Command Explode Command Notation Text Label
Dimension Find & Select
Libraries in ArchiCad What are Objects Types of Objects
o Group discussion on how to use tools in ArchiCAD
o Demonstration on ArchiCAD tools by video
o Demonstration on ArchiCAD tools utilization
o Practical exercises on how to use tools in ArchiCAD
- Books - Internet - Computer - Video aids - ArchiCAD software
Resources Learning activities Content
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Purpose of Objects Object Parameters Starting with the ArchiCAD
Library Loading a Project Library Loading an Internet Library
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
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Create virtual building
Elements of virtual building Building Slab Walls And Columns Doors And Windows Stairs And Handrails Roof
Plan Building Structure Furnitures And Equipment Ceilings And Lights Moldings And Panels Zones And
Section/Elevation
o Demonstration on virtual
building creation by video
o Practical exercises on virtual
building creation in ArchiCAD
- Books
- Internet
- Computer
- Video aids
- ArchiCAD software
Resources Learning activities Content
Performance criterion
Appropriate use of tools in ArchiCAD
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Site Layout Creating Library Parts
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
Checklist Score
Yes No
Observation
Learning Outcome 1.4.Apply Updating layouts, printing and plotting
Purpose Of Linked Drawings
Updating Linked Drawings Save Special Command
Printing & Plotting From ArchiCAD
Printing & Plotting From Plotmaker
o Demonstration on Updating
layouts, printing and plotting by
video
o Practical exercises on updating
layouts, printing and plotting
- Books
- Internet
- Computer
- Video aids
- ArchiCAD software
- Printer
- Papers
Formative Assessment 2.4
Resources Learning activities Content
Performance criterion
Appropriate creation of virtual building
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate Updating layouts, printing and plotting
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LU 3:Perform AutoCAD drawing
3
Learning Outcomes:
5. Introduce AutoCAD 6. Create Geometric Objects 7. Modify Objects 8. Apply Notes, Hatches, and Dimensions 9. Proper Control the properties of Object 50 Hours
Learning Outcome 3.1:Introduce AutoCAD
Introduction to AutoCAD
Advantages of AutoCAD
AutoCAD user Interface The Menu Bar Toolbars The command
window Dynamic Input
Set Units of Measurements and Angles Set units of
Measurement Set angles convention
o Group discussion on AutoCAD
application
o Demonstration of AutoCAD
Interface
o Demonstration of AutoCAD
Measurements and Angles
setting
o Practical exercises on AutoCAD
basics
- Books
- Internet
- Computer
- AutoCAD software
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper introduction to AUTOCAD
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2.Create Geometric Objects
Creation of Geometric object
Use coordinates and coordinate systems
Enter direct distance
Use precision tools
Management of Geometric object
Extract or Calculate
Geometric information
from objects
Control the user
coordinate system
o Demonstration on creation and
management of geometric
objects
o Practical exercises on creation
and management of geometric
objects.
o Auto CAD Tutorials
- Books
- Internet
- Computer
- Video aids
- AutoCAD software
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate Creation and Management of Geometric Objects
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome :3.3.Modify Objects
Overview of modifying objects
Modify menu tools Remove objects
Move objects
Rotate objects
Copy, Offset or Mirror
objects
Change the size and
shape objects
Create fillets,
Chamfers or Breaks in
objects
Modify Splines
o Group discussion
onModification of an object
o Visual presentation
o Practical exercises on
Modifymenu tools
- Books
- Internet
- Computer
- Video aids
- AutoCAD software
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate Modification of existing Object
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4.Apply Notes, Hatches, and Dimensions
Hatches
Notes and Labels
Dimensions Identification of basic
concepts of
dimensioning
Create dimensions
o Group discussion on Hatches
o Visual presentation of Notes,
Hatches, and Dimensions
o Practical exercises on Notes,
Hatches, and Dimensions
- Books
- Internet
- Computer
- Video aids
- AutoCAD software
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
Performance criterion
Appropriate Notes, Hatches, and Dimensions
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome : 3.5.Proper Control the properties of Object
Overview of object properties
Display and change the properties of objects
Work with layers
Work with colors
Work with line types
Control lineweights
o Group discussion on properties
of objects
o Visual presentation layers
o Practical exercises on AutoCAD
- Books
- Internet
- Computer
- Video aids
- AutoCAD software
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
Checklist Score
Yes No
Observation
Performance criterion
Proper Control the properties of Object
Resources Learning activities Content
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W L D S M 4 0 1 - SHEET METAL
WLDSM401 Perform Sheet Metal
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Construction
Sub-sector: Welding
Issue date:May, 2013
Purpose statement
This specific module describes the performance outcomes, skills and knowledge required to
make different surface developments and to perform metal forming processes and metal
joining methods.
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Learning assumed to be in place
CAD
Spot welding
Brazing
Metal cutting
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. Analyze the sheet metal work 1.1. Proper identification of the work 1.2. Appropriate freehand sketch of the work 1.3. Proper estimation of the cost
2. Organize the workplace 2.1. Proper arrangement of the workplace 2.2. Correct selection of tools and equipment 2.3. Proper selection of materials 2.4. Appropriate preparation of equipment
3. Perform sheet metal work
3.1. Proper machine setting 3.2. Proper preparation of pieces 3.3. Correct joining of pieces
4. Perform housekeeping
4.1. Proper cleaning of tools and equipment 4.2. Proper storage of tools, equipment and materials 4.3. Proper cleaning of the workplace 4.4. Proper handling of the product
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LU 1:Analyze the sheet metal work
1
Learning Outcomes:
Identify the work Perform hand draft drawing Estimate cost
10 Hours
Learning Outcome1.1:Identify the work
Classification of sheet metal work operations: Cutting operations Bending operations Joining operations Forming operations
Advantages and disadvantages of sheet metal.
Application of sheet metal.
o Group discussion on sheet metal
work operations
o Demonstration of sheet metal work
using:
Videos. Photos. Pictures.
- Books.
- Research on internet.
- Computer.
- Visual aids.
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The work is identified
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Multiple choice
Checklist Score
Yes No
Metal properties
Shape
Thickness
Observation
Learning Outcome 1.2:Perform hand draft drawing
Sheet metal annotations in
drawings:
Bend notes, Bend tables
and bend tags
Punch notes, Punch center
recovery and Punch tables
Dual dimensions in bend
and Punch annotations
o Simulation of sheet metal
annotations using:
Videos Photos Pictures
o Practical exercises on hand draft
drawings
- Books
- Computer
- Visual aids
- Drawing kit
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The freehand sketch of the work is done
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Sketch
Checklist Score
Yes No
Dimensioning
Shape
Observation
Learning Outcome 1.3: Estimate cost
Elements of Bill of quantity Types of materials
Quantity of materials
Unit price
Tax
Labor
Depreciation of
equipment
Transports
Total Cost
o Brainstorming on BQU
o Group discussion on BQU
o Practical exercises on BQU
- Books
- Research on internet
- Computer ( MS Excel
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The cost is estimated
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Matching exercise Problem solving
Checklist Score
Yes No
Quality of material
Quantity of materials
Size of materials
Labor cost
Observation
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LU 2:Organize the workplace
2
Learning Outcomes:
1. Arrange the workplace
2. Select the tools, materials and equipment 3. Estimate cost
10 Hours
Learning Outcome 2.1: Arrange the workplace
Workplace layout o Demonstration on the
workplace layout
o Demonstration on workplace
layout using :
Videos Photos Pictures
o Practical exercises on
workplace arrangement
- Cleaning tools
- Computer
- Visual aids
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The workplace is arranged
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance Product
Observation check list
Checklist Score
Yes No
Removal of all unwanted objects
No flammable materials
No confined space
Observation
Learning Outcome 2.2:Select the tools, materials and equipment
Sheet metal shapes: Profiles
Sheets
Sheet metal working machines: Welding machine
Rolling machine
Roll forming machine
Bending machines
Shear machines
Folding machine
Curling machine
Spinning machine
Riveting machine
Drilling machine
Pressing machine
Cutoff machine
Swaging machine
Shaving machine
o Brainstorming on sheet
metal work tools, materials
and equipment
o Workshop practices on
sheet metal work tools,
equipment and materials
selection
o Demonstration of sheet
metal work tools and
equipment by using :
Videos Photos Pictures
- Sheet metal work
tools
- Computer
- Research on
internet
- Books
- Materials
- Visual aids
- Rolling machine
- Roll forming
machine
- Bending machines
- Shear machines
- Folding machine
- Curling machine
- Spinning machine
- Riveting machine
- Drilling machine
- Pressing machine
- Cutoff machine
Resources Learning activities Content
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Tools :
Drawing die and punch
Blanking die and punch
- Swaging machine
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 / Performance evidence
Matching exercise /sequencing Observation check list
Checklist Score
Yes No
Chisel
Hand tools
Welding machine
Rolling machine
Bending machine
Shear machine
Folding machine
Curling machine
Spinning machine
Roll forming machine
Riveting machine
Spot welding machine
Measuring tools
Swaging machine
Pressing machine
Shaving machine
Cut off machine
Drilling machine
Performance criterion
The tools and equipment are selected
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Marking out tools
Gas welding equipment
Hard brazing equipment
Sheet metal Snips
Sheet metal forming stakes
Soldering iron
Blowlamp
Drawing tools
Dividers
Scribers
Observation
Learning Outcome 2.3: Estimate cost
Elements of Bill of quantity Types of materials
Quantity of materials
Unit price
Tax
Labor
Depreciation of
equipment
Transports
Total Cost
o Brainstorming on BQU
o Group discussion on BQU
o Practical exercises on BQU
- Books
- Research on
internet
- Computer ( MS
Excel
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 3: Perform sheet metal work
3
Learning Outcomes:
1. Set up the sheet metal equipment 2. Prepare the work pieces 3. Join the sheet metals
70 Hours
Learning Outcome 3.1: Set up the sheet metal equipment
Assemble the equipment
Current setting and timing
Setting pressure and adjustment
o Group discussion on sheet metal equipment
o Workshop practices on Setting up the sheet metal equipment
o Demonstration on setting pressure
o Demonstration on adjustment
- Sheet metal
equipment
- Sheet metal
equipment tool box
- Books
- Internet
connection
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
The machine is set
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Performance evidence
Observation check list
Checklist Score
Yes No
Speed or forces
Angles
Forms
Observation
Learning Outcome 3.2: Prepare the work pieces
Surface development: Parallel line development method
Radial line development method
Triangular line development
method
Cutting operations:
Punching
Shearing
Notching
Filing
Grinding
Blanking
Trimming
Perforating
Forming operations:
Bending
Hemming
Flanging
Seaming
Curling
Spinning
o Practical exercise on surface
development
o Brainstorming on surface
development
o Practical exercise on sheet
metal operations
- Sheet metal
pieces
- Books
- Sheet metal tools
,materials and
equipment
- Drawing kit
- Set of Tinman’s
Horse with Heads
Resources Learning activities Content
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Rolling
Embossing
Necking
Bulging
Drawing
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
Observation check list
Checklist Score
Yes No
Cleaning of the sheet metal
Measuring
Marking out
Economically cut
Observation
Performance criterion
The pieces are prepared
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Learning Outcome 3.3: Join the sheet metals
Joining operations: Riveting
Welding
Soldering
Bolting
Seaming
Brazing
o Practical exercise on joining
operations
o Brainstorming on joining
operations
- Riveting machine
- Welding
machines, with
their accessories
- Oxy-acetylene gas
plant
- Soldering gun or -
Soldering iron
- Soldering wire
- Soldering flux
- Soldering bit
- Blow lamp
- Tool box
- Bolts
- Hummer
- Anvil
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/ Product evidence
Observation check list
Checklist Score
Yes No
Seam joint
Rivet joint
Performance criterion
The pieces are joined
Resources Learning activities Content
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Welded joint
Brazed joint
Spot welded joint
Bolted joint
Appearance
Alignment
Cleanness of the product
Observation
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LU 4: Perform housekeeping
4
Learning Outcomes:
1. Clean tools, equipment and workplace 2. Prepare the work pieces 3. Store tools, equipment and materials
20 Hours
Learning Outcome 4.1:Clean tools, equipment and workplace
Cleaning tools and equipment Brush
Cloth rug
Mop
Soapy water
Compressed air
Methods of cleaning Dusting
Removal of dirt
Chemical spraying
o Group discussion on cleaning
of tools, equipment and the
workplace
o Brainstorming on cleaning of
tools, equipment and the
workplace
o Physical demonstration
cleaning of tools, equipment
and the workplace
- Cleaning brushes
- Cloth rugs
- Books
- Air-compressor
- Water
- Soap
- Mop
Formative Assessment 4.1
Performance criterion
The cleaning of tools and equipment is done
Resources Learning activities Content
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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 check list
Checklist Score
Yes No
No dust on the equipment and tools
No residues or chips on tools and equipment
Observation
Learning Outcome 4.2: Prepare the work pieces
Surface development: Parallel line
development method
Radial line
development method
Triangular line
development method
Cutting operations:
Punching
Shearing
Notching
Filing
Grinding
Blanking
Trimming
Perforating
Forming operations:
Bending
Hemming
o Practical exercise on surface
development
o Brainstorming on surface
development
o Practical exercise on sheet
metal operations
- Sheet metal pieces
- Books
- Sheet metal tools
,materials and equipment
- Drawing kit
- Set of Tinman’s Horse with
Heads
Resources Learning activities Content
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Flanging
Seaming
Curling
Spinning
Rolling
Embossing
Necking
Bulging
Drawing
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 4.3: Store tools, equipment and materials
Care and storage procedures of tools, equipment and materials
o Group discussion on storage
procedures of tools,
equipment and materials
o Brainstorming on tools,
equipment and materials
handling
- Measuring tools
- Clamping tools
- Folding machine
- Rolling machine
- Anvils
- Common tools
- SMAW machine
- Cleaning tools
- Electrodes
- Rivets
- Riveting machine
- Gas welding plant
and its accessories
- Scissors
- Shear machines
- Sheet metals
- Galvanized sheet
- Sheets of papers
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
Performance evidence/ Product evidence
Observation check list
Performance criterion
The storage of tools, equipment and materials are done
Resources Learning activities Content
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Checklist Score
Yes No
Arrangement of tools, equipment and materials accordingly
Equipment and tools in the shelves
Observation
Summative Assessment
Integrated situation Resources
GACURIRO Village apartment has built a house of 7X11m which is missing the front view eave gutter of 4m mild steel sheet metal with 1.25mm thick. MUREMBA welding workshop has been requested to make the gutter. The gutter must have the following:
U-shape.
20x20x5CCM.
Using SMAW process
As welder, you are requested to perform the work within 3 hours.
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator:The work is identified
Mild steel plate
Thickness of 1.2.5 mm
Indicator:Freehand sketch is done
U-shape.
Dimensioning
Indicator:The cost is estimated
Quality of material
Quantity of material
Size of material
Labor cost
Time
Indicator:The workplace is arranged
No flammable materials
No unwanted objects
Objects are in order
Indicator:Tools and equipment are selected
Hand tools
SMAW welding
machine
Bending machine
Shear machine
Folding machine
Metal measuring tools
Drilling machine
Marking out tools
Sheet metal Snips
Sheet metal forming
stakes
Drawing set
Angle grinder
Power shearing machine
Holding devices
Cleaning tools
Hand tools
Painting brush
Indicator:Materials are selected
Mild steel Sheets
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Electrodes
Cutting disc
Red oxide paint
Indicator:Equipment are prepared
Connection of equipment parts
Tightening of equipment parts
Switch on of the machine
Indicator:The work pieces are measured and marked out
Visible marked line
Dimensions
Indicator:Setting of Machine is done
Speed or forces
Angles
Current adjustment
Forms
Indicator:Work pieces are positioned
Alignment of work piece
Angle of work piece
Dimensions of work piece
Indicator:Bending of the work piece
U-shape
Bending angle
Indicator:Joining of pieces is done
Welded joint
Alignment
Indicator:Tools and equipment are cleaned
No dust
No chips
Indicator:Equipment and materials are stored
Arrangement of equipment
Arrangement of tools
Tools are in shelves
Arrangement of materials
Indicator:The workplace is cleaned
No dust
No remaining materials
No scraps
No remaining equipment
Indicator:The product is handled
Stored in dry place
Position of product
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Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator:Finishing is done
Appearance is attractive
Smoothness of product
No under fill on the edge
Red oxide
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator:The work is standardized
Measurements
Materials
Indicator:Dimensions are respected
20x20x5CCM
4m mild steel sheet metal
U- shape
Thickness of 1.25mm
20x20x5CCM
Indicator: Time is respected
3 hours
Indicator:Shape is respected
U Shape
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator:PPE are used
Wearing of Overall
Wearing of welding goggles
Wearing of Gloves
Wearing of Safety Goggles
Leather gloves
Wearing of closed shoes
Indicator:Workplace environment is prepared
Materials in the right place
Equipment in the right place
First Aid Kit in the working area
Fire extinguishers or sand in the working area
Indicator:Tools and equipment status are checked
Insulation of cables or no leakage of the hosepipes
Tightening
Lubricant oil level
No damaged equipment or Tools
Switch off the machine
Indicator:Metal Scraps are removed
No metal scraps
Observation
Note:
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GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment.
Competency standards are made up of units of
competency, which are themselves made up of
elements of competency, together with
performance criteria, a range of variables, and
an evidence guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure
to the tasks and series of training allowing one
to perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many
cases competency at a level will involve core
modules plus optional or specialization
modules. Core competencies are normally
those central to work in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a
course in recognition of having achieved
particular knowledge, skills or competencies;
successful completion of an apprenticeship or
traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships
to other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving
learners greater choice of when, where and
how they learn. Flexible delivery may involve
distance education, mixed-mode delivery,
online education, self-paced learning, self-
directed learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally
common to several tasks and transferable to
many work situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for
people to participate effectively in the
workforce. Key competencies apply to work
generally, rather than being specific to work in a
particular occupation or industry. The following
are key areas of competency which were
developed into seven key competencies:
collecting, analyzing and organizing
information; communicating ideas and
information; planning and organizing activities;
working with others and in teams; using
mathematical ideas and techniques; solving
problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study.
In CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that
can be developed during lesson planning and
activity preparation. The choice of learning
activities must be tailored according to group
size, available material resources and
communication tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity