tvet certificate iii in food processing

3

TVET CERTIFICATE III in

FOOD PROCESSING

CODE

AGRFOP3001

Kigali January, 2014

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AGRFOP3001-TVET CERTIFICATE III

Food Processing

REQF Level 3 CURRICULUM

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© Workforce Development Authority, 2014

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:

January, 2014

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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) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i i

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

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

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

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

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 5

3 . T R A I N I N G P A C K A G E 6

3.1 Course structure 6

3.2Competencies chart 6

3.4 Flowchart 8

4 . A S S E S S M E N T G U I D E L I N E S 9

4.1 Assessment Methodology 9

4.2 Portfolio 9

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

LU 1: Participate as part of a team and respect the rules of the training environment. 14

LU 2: Explain the occupation and learning process 18

LU 3: Respect the facilitation and apply learning methods. 21

LU 4: Develop personal plans based on self-assessment practices 24

C C M C L 3 0 1 - C O M P U T E R L I T E R A C Y 3 0

LU 1: Apply computer basics 33

LU 2:Use a word processing package 39

LU 3: Use current spread sheet package 46

LU 4: Use current presentation 52

LU 5: Use Internet/Intranet (outlook) 61

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Summative Assessment 67

C C M W C 3 0 1 - W O R K P L A C E C O M M U N I C A T I O N S K I L L S 6 8

LU 1: Listen and speak effectively 71

LU 2: Cooperate and work as a team member 76

LU 3: Apply customer care 81

LU 4 : Assess and react to play incidents 85


C C M H E 3 0 1 - M A I N T A I N I N G S H E A T W O R K P L A C E 9 1

LU 1: Maintain personal health, hygiene and sanitation 94

LU 2: Apply safe reproductive health practices 99

LU 3: Address unsafe situations on the job 102

LU 4: Respond appropriately to emergencies at work 106

LU 5: Ensure environmental sustainability 110


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

LU 1: Talk about familiar events and activities 122

LU 2: Write short compositions on familiar topics 127

LU 3: Read and interpret messages from simple texts and social letters 132

LU 4: Write short compositions on familiar topics 138

C C M K N 3 0 1 - I K I N Y A R W A N D A K I B O N E Y E 1 4 4

LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi 147

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

itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru 153

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 159

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

ibidukikije. 165

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 171

C C M B C 3 0 1 - B U S I N E S S C R E A T I O N 1 7 8

LU 1: Identify and describe entrepreneurial characteristics 181

LU 2: Assess business environment 184

LU 3: Assess and react to play incidents 189

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LU 4: Run a business 193

C C M I A 3 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 0 0

LU 1: Apply for internship/employment 203

LU 2:Demonstrate appropriate workplace behavior and attitudes 208

LU 3: Respect worker’s and employer’s rights and responsibilities 212

LU 4: Organize and evaluate one’s internship 217

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

LU 1: Prepare the animals 284

LU 2:Slaughter animals 287

LU 3: Pre-process fish 297


F O P B U 3 0 1 - B U T C H E R Y 3 0 5

LU 1: Receive the meat from slaughterhouse 307

LU 2: Cut the meat into grades 310


F O P H S 3 0 1 - H Y G I E N E A N D F O O D S A F E T Y 3 2 0

LU 1: Identify food contaminants and its sources 323

LU 2: Practice personal hygiene 329

LU 3: Apply food safety and hygiene practices 332

LU 4: Sanitize work area, equipment, tools and utensils 337

F O P J M 3 0 1 - J U I C E M A K I N G 3 4 4

LU 1:Prepare workplace for juice making 346

LU 2: Prepare the fruits 354

LU 3: Process the crude juice 358

LU 4:Process the diluted and syrup juice 362

LU 5: Package the juice 367


F O P J M 3 0 1 - J A M M A K I N G 3 7 4

LU 1:prepare work area for jam making 376

LU 2:Prepare the raw materials 383

LU 3: Process the jam 387

LU 4:Package the jam 392

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F O P M R 3 0 1 - M I L K R E C E P T I O N 4 0 0

LU 1:Prepare work area 402

LU 2:Receive milk 409

LU 3: Grade the milk 415


F O P P M 3 0 1 - P A S T A M A K I N G 4 2 2

LU 1:Prepare workplace, tools, equipment and utensils for pasta making 424

LU 2: Prepare Ingredients 431

LU 3:Make the dough 436


G L O S S A R Y

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List of abbreviations

APEFE Association pour la promotion de l’éducation et de la formation à l’étranger AQA Accreditation and quality assurance unit CCP Critical Control Points CDU Curriculum development unit CE Certification and examination unit EAV Ecole Agri-Vétérinaire EMS Environment Management System FPD Freezing point depression GMP Good Manufacturing Practices HACCP Hazards Analysis Critical Control Points IFS International food standard ILO International labour organization ISAE Higher institute of agriculture and animal husbandry ISCO International standard classification of occupations ISO International Standards Organization OHS Occupational Health and Safety OHS Occupational health and safety PAFP Programme d’appui à la formation professionnelle PPE Personal Protective Equipment PPE Personal protective equipment QA Quality assurance RBS Rwanda Bureau of Standards RDB Rwanda Development board REQF Rwandan Education qualification framework ToT Training of trainers unit TVET Technical and vocational education and training VVOB Flemish association for development cooperation and technical assistance 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

MPAMO Aimé

Facilitators

MUHIRE Jean Marie Vianney

HATARI Matthieu

TUMAINI Olga

MUKANGARAMBE Judith

Curriculum Development Team

HAGUMIMANA Valérie HODARI Joseph

KABAYIZA Thomas MATTHIEU Hatari

MUSABYEMUNGU Jean d’Amour NDAYISENGA Juvénal

NTAKIRUTIMANA Gisèle NTEZIRYIMANA Abdon

NYIRANDIKUBWIMANA Daphrose RUDACOGORA Emmanuel RUSANGANWA Fréderic

SEBATWARE Pierre Célestin TUYISENGE Fabien

UWAMAHORO Beathe UWASE Alice Furaha

UWITONZE André MUGIRE Gérard

MUKAMISHA Peace

MUKASHEMA Fortunée MUNYURANGABO Jean

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation ofa Food processing worker. It is designed

with an approach that takes into account the training needs, the work situation,

as well as the goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of training.

They have a direct influence on the choice of the theoretical and practical learning activities. The

competencies are the targets of training: the acquisition of each is required for certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of

learning are developed on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature

and goals of a program and the key concepts and definitions used in the document. The second

part presents the qualification, its level in the qualification framework, its purpose, its rationale

and the list of modules it comprises. The third part deals with the training package. It includes

the competencies chart, the sequencing of module learning, the description of each module and

the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the

module, the length of training, the amount of credits, the context in which the competency is

performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning

outcomes (knowledge, skills and attitude) and the learning contents related to each learning unit.

Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

Section

1

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2. QUALIFICATION DETAILS

2.1 Description

This qualification provides 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 Food processing fields where

processing, operating basic processing

equipment and undertaking cleaning

functions 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:

Describe the occupation and learning process

Maintain SHE at workplace

Communicate effectively at workplace

Apply computer literacy

Communicate simply using English in familiar situations

Create business

Gukoresha Ikinyarwanda kiboneye

Apply hygiene and safety in food food processing

Receive the raw milk

Perform Animal Slaughtering process

Butcher meat

Make Pasta

Make Jam

Make Juice

Create small business

Integrate work place

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 food processing background.

Title: TVET Certificate III in Food Processing

Level: REQF Level 3

Credits: 116

Sector: Agriculture and Food

Processing

Sub-sector: Food processing

Issue date: January, 2014

Section

2

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the Agriculture industry with the professionalization of

Food processing; this qualification again offers the opportunity to execute the works as Food processing

workerwhile 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.

Preferred pathways for candidates

entering this qualification include:

TVET Certificate III in Food processing

Recognition of prior learning related

to this qualification

Progression route of candidates

achieving this qualification include:

TVET Certificate IV in Food

processing

A range of other related TVET

Certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

Possible jobs related to this qualification

Food processing worker

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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 : 7 Complementary competencies : 8 The total number of Credits: 116

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 CCMHE301 Maintain SHE at workplace 3

3 CCMCL301 Apply computer literacy 3

4 CCMWC301 Communicate effectively at workplace 3

5 CCMEN301 Communicate simply using English in familiar situations 3

6 CCMKN301 Gukoresha ikinyarwanda kiboneye 3

7 CCMCB301 Create a business 3

8 CCMIA301 Integrate the workplace 30 Total 51

No Code Core competencies Credit

GEN

ERA

L

1 FOPHS301 Apply hygiene and safety in food food processing 5

2 FOPMR301 Receive the raw milk 12

3 FOPAS301 Perform Animal Slaughtering process 10

4 FOPBU301 Butcher meat 8

5 FOPPM301 Make Pasta 12

6 FOPJM301 Make jam 10

7 FOPJM301 Make Juice 8

Total 65

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2Competencies chart

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

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

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

the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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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

Dur

atio

n (

600

Hrs

)

Prep

are

the

wor

kpla

ce

Sele

ct m

ater

ial

Prep

are

the

raw

mat

eria

l

Proc

ess

the

raw

mat

eria

l

Cont

rol t

he q

ualit

y

Perf

orm

pro

duct

pac

kagi

ng

Des

crib

e t

he o

ccup

atio

n an

d le

arni

ng p

roce

ss

Mai

ntai

n SH

E at

wor

kpla

ce

Com

mun

icat

e ef

fect

ivel

y at

wor

kpla

ce

Ap

ply

com

pute

r lit

erac

y

Com

mun

icat

e si

mpl

y us

ing

Engl

ish

in f

amili

ar

situ

atio

ns

Crea

te b

usin

ess

Guk

ores

ha Ik

inya

rwan

da k

ibon

eye

Inte

grat

e th

e w

orkp

lace

Apply

hygie

ne a

nd s

afe

ty in f

ood f

ood p

rocessin

g

1 2 3 4 5 6 7 8 9

Duration (560 Hrs) 30 30 30 30 30 30 30 300

50

1 Receive the raw mi lk 120 ▲ ▲ ▲ ▲ l ○ ○ ● ● ● ● ●

2Perform Animal

Slaughtering process 100 ▲ ▲ ∆ ∆ ▲l ○ ○ ● ○ ● ●

3 Butcher meat 80 ▲ ▲ ▲ ▲ ▲ ▲ l ○ ○ ● ● ● ●

4 Make Pasta 120 ▲ ▲ ▲ ▲ ▲ l ○ ○ ● ● ● ●

5 Make a Juice 80 ▲ ▲ ▲ ▲ ▲ ▲ l ○ ○ ● ● ● ●

6 Make Jam 100 ▲ ▲ ▲ ▲ ▲ ▲ l l ○ ○ ● ● ● ●

Food processing worker PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

#

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3.4 Flowchart

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

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

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

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

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

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

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

Figure 2: Flowchart

Occupation and learning process 3

Computer Literacy 3

Maintaining SHE at Work place 3

Pre-Intermediate work place english 3

Ikinyarwanda kiboneye 3

Work place Communication skills 3

Hygiene and food safety 5

Milk reception 12 Animal slaughtering process 10

Butchery 8 Pasta Making 12

Juice Making 8 Jam Making 10

Business Creation 3

Industrial attachment Program(AIP) 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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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

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

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

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

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

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

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

better integration of various learning.

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Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

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

1

Learning Outcomes:

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

6 Hours

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

Introductions

Expectations about the

training

o Introduction

o Game

Presentation of trainees’ expectations

- Trainer manual

Formative Assessment 1.1

Content Learning

activities

Resources

Performance criterion

Proper introduction of oneself

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

performance criterion has been achieved.

Types of evidence Portfolio assessment tools

Written or performance

Written assessment (Recommendation: ranking exercise)

Group work (e.g. role play or scenario)

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

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

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

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

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

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

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual

Content Learning

activities

Resources

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Performance

Practical task of a team

Checklist Score

Yes No

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Contribution of someone

Complying with rules set

Observation

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

Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual

Content Learning

activities

Resources


Appropriate integration in team.

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Written evidence

Practical task of a team

Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.

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LU 2: Explain the occupation and learning process

2

Learning Outcomes:

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

12 Hours

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

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

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

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector


Content Learning

activities

Resources


Proper description of the main/major elements of occupation

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Written evidence

Oral evidence

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF level


Award certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

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

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable

Content Learning

activities

Resources

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Written evidence

Oral evidence

Written exercise


Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

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LU 3: Respect the facilitation and apply learning methods.

3

Learning Outcomes:

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

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual


Content Learning

activities

Resources


Proper engagement in active and participatory learning methods

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Written evidence

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

Checklist Score

Yes No

Results of assignment

Active participation


Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

o Presentation by the trainer - Assessment manual




Content Learning

activities

Resources


Adequate description of the assessment procedures

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Written evidence

Oral evidence

written assessment


Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

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

4

Learning Outcomes:

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

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace





Written evidence

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

Content Learning

activities

Resources


Proper identification of values, skills and interests

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Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written evidence values, skills and interest self-assessment exercise

JOHARI window assessment

Checklist Score

Yes No

List of interest

Content Learning

activities

Resources


Proper assessment of values, skills and interests

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List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Written evidence

Written exercise

Project work

Content Learning

activities

Resources


Correct Setting of goals

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Checklist (Correct Setting of goals) Score

Yes No

Medium term SMART goals set

Long term SMART goals set

Strategies to reach set goal

Roadmap/timeframe

Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual


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

Yes No

Resources required

Activities to be performed

Possible obstacles

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

One's learning style type (s)

features of one's learning styles (s)

Observation

Content Learning

activities

Resources

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Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

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

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Written evidence

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation

Content Learning

activities

Resources


Proper assessment of one’s learning style

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Learning Outcome 4.6: Identification of learning strategies





Written evidence

Performance evidence

Scenario analysis

Checklist Score

Yes No

Auditory

Visual

Learning strategies for each style

Observation

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

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

Project.

Content Learning

activities

Resources


Adequate identification of learning strategies

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C C M C L 3 0 1 - COMPUTER LITERACY

CCMCL301 Apply computer literacy

REQF Level: 3 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:January, 2014

Purpose statement

This module describes the skills and knowledge required to operate a computer, to use word

processing applications in the production of workplace documents, to create and use

spreadsheets and charts through the use of spreadsheet software, to design electronic

presentations, and to send, receive and manage electronic mail (email), as well as to

collaborate online using chat rooms, intranets and instant messaging.

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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.


Elements of competence Performance criteria

1. Apply computer basics 1.1. Identification of various connectors and ports 1.2. Use of different I/O devices 1.3. Use of desktop’s elements 1.4. Scanning of viruses in the computer and different

storages devices

2. Use a current Word processing

package

2.1. Text formatting 2.2. Table creation and editing 2.3. Text editing 2.4. Printing 2.5. Saving

2.6. Inserting of header ,footer and footnotes

3. Use current spreadsheet package 3.1. Using of basic Excel tasks

3.2. Managing of sheets in Excel workbook 3.3. Formatting of cells and their content

3.4. Using of functions and perform mathematical operations 3.5. Excel worksheet printing

4. Use current power point

presentations

4.1 Launching MS PowerPoint 4.2 Creating a new presentation 4.3 Creating , inserting a slide 4.4 Inserting of graphics 4.5 Converting Word documents to PowerPoint

presentation 4.6 Animation 4.7 Using different presentation view 4.8 Printing a presentation

5. Use Internet/Intranet (outlook)

5.1. Defining and explaining a website

5.2. Interacting through instant messaging (chatting)

5.3. Using search engines (example google)

5.4.Creating , managing favorites using internet explorer 5.5.Browsing the internet using the hyperlinks

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5.6.Downloading and uploading files using internet

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LU 1: Apply computer basics

1

Learning Outcomes:

1. Apply Computer basics 2. Identify Various connectors and ports 3. Use different I/O devices 4. Use desktop’s elements 5. Scan viruses in the computer and different storages devices (flash

disk, external hard disk)

10 Hours

Learning Outcome 1.1:Apply Computer basics.

Computer definition

Types of computers

Laptops

Desktops

Palm tops

PDA (Personal Digital Assistance)

Computer hardware

Memory

Definition

Role of memory

Features

Capacity

Speed

Non volatility

Types of memory

ROM (Read Only Memory)

RAM (Random Access Memory)

External/Internal memories (Hard disk, diskette, CD, flash disk, etc.)

o Open a computer case and observe different types of memory

o Group discussion on each type of memory

Computer lab Computer tool kit CD, DVDs, Diskettes Whiteboard Markers

Content Learning

activities

Resources

34 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 1.2: Identify Various connectors and ports.

Connectors and ports

Definition

I/O (Input and Output) ports and connectors

Serial ports

Parallel ports

USB

Keyboard, mouse connectors

VGA connectors

o Observe different connectors as well as input and output ports

o Exercises on ports identifications

Computer lab Computer tool kit CD, DVDs, Different types of

cables, different types connectors

Whiteboard Markers

Content Learning

activities

Resources


Proper application of computer basics

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Checklist Score

Yes No

Selection of material

Selection of tools

Selection of equipment

Observation

Learning Outcome 1.3: Use different I/O devices.

Peripherals

Definition

Categories I/O devices

Input devices (mouse, keyboard, scanner, CD/DVD-ROM and diskettes drivers, etc.)

Output devices (monitor, diskette, CD/DVD-ROM writer, printer, etc.)

Types of keyboards

AZERTY

QWERTY

o Practical exercises on connecting the mouse, keyboard. Monitor to the CPU (Central Processing Unit)

Computer lab Computer tool kit CD, DVDs, Diskettes Printer Scanner Whiteboard

Content Learning

activities

Resources


Proper identification of various connectors and ports

36 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 1.4: Use desktop’s elements.

Windows and its components:

Desktop

Task bar

Start menu

Minimize, maximize, close buttons

My computer

o Brainstorming on desktop’s elements

o Use the desktop, the tasks bar and the start menu

Computer lab Projector

Content Learning

activities

Resources


Appropriate Use of different I/O devices

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Checklist Score

Yes No

Observation

Learning Outcome 1.5: Scan viruses in the computer and different storages devices (flash

disk, external hard disk).

Antivirus definition

Importance of antivirus

Functionality

Different types of antivirus

Norton

Kaspersky

Symantec

Storages to be scanned

Flash disk

External hard disk

Memory card

Computer hard disk

o Brainstorming the use of antivirus

o Practical exercises on scanning viruses

o Compile activities reports

Computer lab Flash disks External hard disk CDs, DVDs Antivirus Whiteboard Markers

Content Learning

activities

Resources


Approporiate use of desktop’s elements

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Checklist Score

Yes No

Observation


Proper scanning of viruses in the computer and different storages devices

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LU 2:Use a word processing package

2

Learning Outcomes:

1. Format a text 2. Create and edit a table 3. Edit document (text) 4. Print document 5. Save documents 6. Insert header, footer and footnotes

5 Hours

Learning Outcome 2.1: Format a text.

Style, font, size, color

Paragraph

Column

Tabulation

Paragraph spacing

Inserting symbols: special characters, bullet and numbering

Borders and shading, header and footer

o Reproduce document already formatted

o Various exercises to familiarize with formatting a text

Computer lab with current Word processing package installed in each computer

Projector Whiteboard Markers




Content Learning

activities

Resources


Proper text formatting

40 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2: Create and edit a table.

Inserting a table

Inserting a column

Inserting a row

Deleting table

Deleting row

Deleting column

Merging cells

Splitting cells

Drawing a table

Table auto format

Formula

o Practical exercises on creating, editing and handling a table

Computer lab with current Word processing Package installed in each computer

Projector Whiteboard


Content Learning

activities

Resources


Proper table creation and editing

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Learning Outcome 2.3: Edit document (text).

Search/Find, replace

Deleting a range of text

The undo command

Spelling and grammar

Synonyms

o Brainstorming editing text o Perform practical exercises

on the various tips (options)


Computer lab wth current Word processing package installed in each computer

Projector Whiteboard Markers




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate text editing

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Learning Outcome 2.4: Print document.

Page setup

Print preview

Print dialog box

Selecting printer name

Printer options

Printing one or more copies

Printing in black/white or color

Print page ranges

o Exercises on printing one or more copies of a colored document, in black and white

o Printing in landscape, portrait

Computer lab With current Word processing package installed in each computer

Printer Projector




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate printing

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Learning Outcome 2.5: Save documents.

File management

Creation of files

Creation of folders

File naming

File formats

o Practical exercises on creation of files, folders and file saving


- Computer lab with current Word processing package installed in each computer - Projector




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate saving

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Learning Outcome 2.6: Insert header, footer and footnotes.

Footnotes

Header and footer

Automatic page numbering

Total number of pages

Automatic date

Automatic author’s name

o Exercises on footnotes o Create a document

containing several pages o With elements such as the

page number, date automation.

o Practical exercises.

Computer lab with current Word processing package installed in each computer

Projector




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate insertion of header ,footer and footnotes

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Checklist Score

Yes No

Observation

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LU 3: Use current spread sheet package

3

Learning Outcomes:

1. Use some basic Excel tasks 2. Manage sheets in Excel workbook 3. Format cells and their contents 4. Use some functions and perform mathematical operations 5. Print an Excel worksheet

5 Hours

Learning Outcome 3.1:Use some basic Excel tasks.

Basic Excel tasks - Open - Close - New document - Undo - Save as - Sheet - Selecting a cell - Validating a cell - Deleting cell contents - Modifying cell

contents - Selecting group of cells - Increase and reduce

the cell size - Delete row and

column - Duplicate cell

o Practical exercises on the use of basic Excel tasks


Computer lab with current spread sheet package installed in each computer

Projector

Content Learning

activities

Resources

47 | P a g e





Learning Outcome 3.2: Manage sheets in Excel workbook.

Selecting a sheet

Renaming a sheet

Insert new sheets

Moving a sheet in a workbook

Deleting a sheet

o Practical exercises o On managing sheets in Excel

workbook

Computer lab with current spread sheet package installed in each computer

Projector

Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate use of basic Excel tasks

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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Format cells and their contents.

Formatting text and cells

Choosing font, size, colour

Adjusting cow height

Alignment of cell

Number format

Inserting rows

Merging cells

Creating borders

Patterns

o Practical exercises in groups and individual homework on formatting cells


- Computer lab with current spread sheet package installed in each computer - Projector

Content Learning

activities

Resources


Proper management of sheets in Excel workbook

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Checklist Score

Yes No

Observation

Learning Outcome 3.4: Use some functions and perform mathematical operations.

Numbers and mathematical calculations

Addition

Multiplication

Division

Subtraction

AutoSum

Absolute and relative reference

Function

Average

Minimum

Maximum

o Practical exercises in groups and individual homework on formatting cells


- Computer lab with current spread sheet package installed in each computer - Projector

Content Learning

activities

Resources


Proper formatting of cells and their content

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Checklist Score

Yes No

Observation

Learning Outcome 3.5: Print an Excel worksheet.

Page setup

Print preview

Print dialogue box

Print options

Print one or more copies

Print in black/white or color

Print page ranges

Printing a selection

o Print one or more copies of a worksheet

o Print colour or white and black worksheet

o Practical exercises (individual and in group)

o Print horizontally/vertically

- Computer lab with current spread sheet package installed in each computer

- Projector - Printer


Content Learning

activities

Resources


Appropriate use of functions and perform mathematical operations

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Checklist Score

Yes No

Observation


Appropriate printing of Excel worksheet

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LU 4: Use current presentation

4

Learning Outcomes:

1. Launch Ms Power Point 2. Create a new presentation 3. Create, Insert a slide 4. Insert graphics 5. Convert word documents to PowerPoint presentation 6. Animate a presentation 7. Use different presentation view 8. Print a presentation

5 Hours

Learning Outcome 4.1: Launch Ms Power Point.

PowerPoint definition

Role

PowerPoint environment

Title bar

Menu bar

Toolbars

Formatting tool bar

Title

Subtitle

o Using a PowerPoint presentation with slide show, get feedback from learners on the area of application of Ms PowerPoint

o Launch PowerPoint and observe the screen individual exercises.

- Computer lab with current presentation software installed in each computer

- Projector




Content Learning

activities

Resources


Proper launch of MS Power Point

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Learning Outcome 4.2: Create a new presentation.

Creating new presentation

Blank presentation

Design template

Auto content wizards

o Create presentation using the various methods

o Practical exercises (individual and in groups)


- Projector




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper creation of a new presentation

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Checklist Score

Yes No

Observation

Learning Outcome 4.3:Create, Insert a slide.

Creating a slide

Inserting a slide

Modifying a slide

o Exercises on creating, inserting and modifying a slide


- Projector





Content Learning

activities

Resources


Proper creation and insertion of a slide

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Checklist Score

Yes No

Observation

Learning Outcome 4.4:Insert graphics.

Graphics: Clip Art, Word Art, Library Images, Inserting image from file

o Exercises on inserting images in the slides


- Projector





Content Learning

activities

Resources


Proper insertion of graphics

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Checklist Score

Yes No

Observation

Learning Outcome 4.5:Convert word documents to PowerPoint presentation.

Copy, cut, move

Process of conversion

o Practical exercises on file transformation


- Projector





Content Learning

activities

Resources


Proper conversionof Word documents to PowerPoint presentation

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Checklist Score

Yes No

Observation

Learning Outcome 4.6:Animate a presentation.

Animation

Custom animation

Slide transition

o Familiarize with animation of a presentation


- Projector


Content Learning

activities

Resources


Appropriate animation

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performance criterion has been achieved

.


Checklist Score

Yes No

Observation

Learning Outcome 4.7:Use different presentation view.

Normal view

Slide sorter view

Slide show

o Switch between the views to improve the presentation

o Group discussion and brainstorming


- Projector


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 4.8:Print a presentation.

Printing a presentation

Print preview

Printing a copy or multiple copies

Printing one slide on a page

Printing more slides on a page

o Exercises on printing in black and white or in colour, printing one or more copies of a presentation


- Projector


Content Learning

activities

Resources


Appropriate use of different presentation view

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Checklist Score

Yes No

Observation


Proper printing of a presentation

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LU 5: Use Internet/Intranet (outlook)

5

Learning Outcomes:

1. Define and explain a website 2. Interact through instant messaging (chatting) 3. Use search engines (example google) 4. Create, manage favourites using internet explorer 5. Browse the internet using the hyperlinks 6. Download and upload files using internet

5 Hours

Learning Outcome 5.1:Define and explain a website.

Introduction

World wide web

Web page

Website

o Visit websites and browse different pages.

o Group discussion based on observation

- Internet connection - Computer lab - projector





Checklist Score

Content Learning

activities

Resources


Proper definition and explaination of a website

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Learning Outcome 5.2: Interact through instant messaging (chatting).

Definition

Steps to create a chat account

Chatting options

Instant messaging with or no webcam

Calling

Sending files

o Group discussion on interacting through instant messaging

o Exercises on chatting in groups


- Internet connection

- Computer lab - projector





Yes No

Observation

Content Learning

activities

Resources


Appropriate interaction through instant messaging (chatting)

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Checklist Score

Yes No

Observation

Learning Outcome 5.3:Use search engines (example google).

Search engines

Definition

Role

Some types of search engine

www.Google.com

www.Yahoo.com

o Perform practical exercises on the use of search engines






Content Learning

activities

Resources


Appropriate use of search engines (example google)

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Checklist Score

Yes No

Observation

Learning Outcome 5.4:Create, manage favourites using internet explorer.

Favorites

Create favorites

Rename, move favorites

o Practical exercises on creating, moving and renaming favourites

- Internet Connection

- Computer Lab - projector




Content Learning

activities

Resources


Appropriate creation, management of favorites using internet explorer

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Checklist Score

Yes No

Observation

Learning Outcome 5.5:Browse the internet using the hyperlinks.

Web browser

Browser buttons

Address bar

Status bar

Scroll bar

Home page

Front/Back arrows

Refresh button

Start page

o Open a web using the address bar

o Browse different web pages o practical exercises on

browsing internet using hyperlink






Content Learning

activities

Resources


Proper browsing of the internet using the hyperlinks

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Checklist Score

Yes No

Observation

Learning Outcome 5.6:Download and upload files using internet.

Downloading

File attachment

o Practical exercises on downloading and uploading files using internet






Content Learning

activities

Resources


Proper downloading and uploading of files using internet

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Checklist Score

Yes No

Observation

Summative Assessment

Assesment Criterion 1: Student knows computer basics

Checklist Score

Yes No

Indicator: Can write a CV in Word processor (≥1/2)

Indicator: Can format the text (≥1/2)

Indicator: Can save a CV (1)

Observation

Assesment Criterion 2: Student knows how to use Internet

Checklist Score

Yes No

Indicator: Can use a search engine to look for information (on WDA and CV templates in the case above) (2)

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Indicator: Can open his e-mail account in browser or in outlook (1)

Indicator: Can upload a CV and send it to the specified e-mail address (2)

Observation

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

CCMWC301 Communicate effectivelly at workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

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Purpose statement

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

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

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

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

service and write simple reports.

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N/A







1. Listen and speak effectively

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

followed. 1.3. Clear and accurate information and instructions are

provided to colleagues.

2. Cooperate and work as a team member

2.1. Team objectives are reached through effective cooperation.

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

skills

3. Apply customer care

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

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

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

adequately.

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

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

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LU 1: Listen and speak effectively

1

Learning Outcomes:

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

perceptions 4. Demonstrate effective speaking skills

6 Hours

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

Effective listening skills & strategies

Assess one’s listening skills

Model good listening skills

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

- Role play scenarios - List of effective

listening skills & strategies

- Effective Listening Observation Form

- Speaking Scenarios for group work





Content Learning

activities

Resources


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

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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Give and receive instructions.

Importance of giving clear, concise instructions

Formulation of instructions

Strategies to ask questions for clarification

o Individual work o Group discussion

˗ Role play scenarios ˗ List of effective

listening skills & strategies

˗ Effective Listening Observation Form

˗ Speaking Scenarios for group work





Content Learning

activities

Resources



73 | P a g e

Checklist Score

Yes No

Observation

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

perceptions

Importance of non-verbal communication

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

o Pair work o Large group discussion

˗ Role play scenarios ˗ List of effective listening

skills & strategies ˗ Effective Listening

Observation Form ˗ Speaking Scenarios for

group work




Content Learning

activities

Resources



74 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 1.4: Demonstrate effective speaking skills

Effective speaking skills and strategies

o Small group work o Practice presentations o Large group discussion

- Role play scenarios - List of effective listening

skills & strategies - Effective Listening

Observation Form - Speaking Scenarios for

group work





Content Learning

activities

Resources



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Checklist Score

Yes No

Observation

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LU 2: Cooperate and work as a team member

2

Learning Outcomes:

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

8 Hours

Learning Outcome 2.1: Identify the different personalities.

Different personalities and approaches that individuals bring to a group

o Self-assessment o Large group activity

(inner/outer circles) o Discussion

Working in Groups Self Assessment

Cooperating with Others Roles

Elements of an Effective & Cooperative Team Member




Content Learning

activities

Resources



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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Handle different personalities in a group.

Characteristics of an effective and cooperative team member

o Large group activity o Large group discussion o Individual

reflection/journal writing o Pair work

Working in Groups Self Assessment

Cooperating with Others Roles

Elements of an Effective & Cooperative Team Member




Content Learning

activities

Resources



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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Cooperate with others to reach the same objective.

Characteristics of an effective and cooperative team member

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

writing o Pair work





Content Learning

activities

Resources



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Checklist Score

Yes No

Observation

Learning Outcome 2.4: Lead a team efficiently

Qualities of an effective leader

Different leadership styles

Appropriate leadership style in a given context

Strategies to lead a team efficiently

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

Role play scenarios





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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Learning Outcome 2.5: Demonstrate problem solving and decision making skills

challenges and dynamics amongst people during the problem solving process

steps of problem solving to work and community related problems

Communication as a tool for problem solving

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

competition

Scenarios for problem solving activity





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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LU 3: Apply customer care

3

Learning Outcomes:

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

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

to face 4. Handle conflict with difficult customers 10 Hours

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

care

Definition of customer service

Levels of customer service

Customer care principles

Importance of customer care

o Experience sharing o Brainstorming o Presentation by trainer





Content Learning

activities

Resources



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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Provide exceptional quality service

Basic customer needs

Service to meet basic customer needs

Definition of customer’s perception

Meeting and exceeding expectations

Getting feedback on the provided service

o Individual reflection o Large group discussion o Role play





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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

Telephone tips

Recording a telephone message

o Large group discussion o Skit o Pair role plays

Role Play scenarios for Communicating with Customers





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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Learning Outcome 3.4:Handle conflict with difficult customers

Definition of conflict, conflict resolution/management

Steps of conflict management with difficult customers

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





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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LU 4 : Assess and react to play incidents

4

Learning Outcomes:

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

6 Hours

Learning Outcome 4.1: Identify types of reports required

Tip elements to notice the need of help:

Recognition of volleyball common injuries

Awareness of signs of common incidents

First aid provision application

o Practical exercises: - Shoulder injuries

identification - Ankle injuries

identification - Ankle sprains

identification - Knee injuries ligament

identification o Audio-visual analysis of

injuries and incident identification drills

˗ First aid flip charts ˗ Audio-visual tools




Content Learning

activities

Resources



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Checklist Score

Yes No

Observation

Learning Outcome 4.2 Produce the relevant report

Tips element of injuries prevention

Warm up and stretching exercises

Use of volleyball external support tools

Physical exercises load management

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

use - Physical exercise status

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





Content Learning

activities

Resources



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Checklist Score

Yes No

Observation

Outcome 4.3.Hand the report to the appropriate persons

Timing patient assistance

Time management of patient care component

Time management of injuries declaration

Time management of injury recovery

o Practical exercises - Basics on injury

handling - Injury declaration form

use - State of injury

assessment

˗ Rolled blanket ˗ Blanket with 2

poles ˗ Audio-visual tools





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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Integrated situation Resources

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

Assesment Criterion 1: Relevance

Checklist Score

Yes No

Indicator: Time is respected

Indicator: The required covers are communicated

Indicator: The required covers are communicated

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

Observation

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Assesment Criterion 2: Quality of process

Checklist Score

Yes No

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

Indicator: Responsibilities are assigned

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

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

Indicator: The problem is solved

Observation

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Assesment Criterion 3: Quality of information

Checklist Score

Yes No

Indicator: The information is given precisely

Indicator: The information is short and clear

Indicator: The technical terms are used accordingly

Indicator: The information is given directly

Indicator: The information is given timely/immediately

Observation

References:

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

Project.

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

CCMHE301 Maintain SHE at workplace

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:June, 2016

Purpose statement

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

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

sector.

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

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

to eliminate or control and minimize the risk.

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

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Not applicable







1. Maintain personal health, hygiene and sanitation

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

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

1.3. Proper maintenance and cleanliness of working environment

1.4. Correct wearing of work clothing or Personal Protective Equipment to perform work

2. Apply safe reproductive health practices

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

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

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

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

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

4. Respond appropriately to emergencies at work

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

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

5. Ensure environmental sustainability 5.1. Respect of environmental laws, standards and regulations

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

5.3. Proper identification and reporting of workplace environmental hazards.

5.4. Accurate application of climate change adaptation and mitigating measures

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LU 1: Maintain personal health, hygiene and sanitation

1

Learning Outcomes:

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

10 Hours

Learning Outcome 1.1:Maintain good health and hygiene.

Importance of maintaining good health

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

Importance of body cleanliness

Body cleaning products and equipment

Body cleanliness practices

Workplace dress code and practices

o Brainstorming o Group discussion o Documentary research and

group discussion o Individual practice

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


Content Learning

activities

Resources


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

and dress code according to the standards

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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Apply hygiene and sanitation practices.

Importance of environmental Cleanliness Water and waste (clean water,

toilette and hand washing facilities)

Materials and equipment cleaning and disinfection

o Demonstration on hygiene and sanitation practices

o Individual practical work on hygiene and sanitation practices

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

room


Content Learning

activities

Resources


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

that no cross-contamination of other items occurs

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Checklist Score

Yes No

Observation

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

How food handlers can contaminate food

Prevention of food contamination

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

o Brainstorming o Group discussion

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


Content Learning

activities

Resources


Proper maintenance and cleanliness of working environment

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Checklist Score

Yes No

Observation

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

Composition of work clothing or Personal Protective Equipment

Proper maintainance of work clothing

o Individual practice

Work clothing or Personal Protective Equipment




Content Learning

activities

Resources


Correct wearing of work clothing or Personal Protective Equipment to perform

work

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Checklist Score

Yes No

Observation

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LU 2: Apply safe reproductive health practices

2

Learning Outcomes:

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

and other STI’s 3. Identify and avoid sexual violence types

5 Hours

Learning Outcome 2.1:Describe reproductive health.

Puberty and body change

Female reproduction

Male reproduction

Consequences of early pregnancy

o Small group discussions o Pair discussion

- Hand-outs - Reference books - Didactic materials





Content Learning

activities

Resources


Proper identification of reproductive health principles

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Checklist Score

Yes No

Observation

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

other STI’s.

Definition

Transmission

Prevention (ABC)

Treatment

Other STI’s

Stigma and VCT

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

negotiation)

- Scenarios for HIV game

- True and false statements





Content Learning

activities

Resources


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

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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Identify and avoid sexual violence types.

Definition of sexual violence

Definition of rape

Consequences of sexual violence

o Story telling o Group discussion o Large group discussion





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Adequate identification and avoiding of sexual violence

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LU 3: Address unsafe situations on the job

3

Learning Outcomes:

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

5 Hours

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

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

o Brainstorming o Group work o Discussion o Discussion

-Reference books -Hand-outs -Stories and pictures





Content Learning

activities

Resources


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

anyone else in the workplace

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Checklist Score

Yes No

Observation

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

Hazardous situations

Dangerous substances

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

Use of PPE

Health and safety at workplace Rwandan law.







Content Learning

activities

Resources


Appropriate removal of hazards from work area

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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Implement control measures.

Hazardous situations

Dangerous substances

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

Use of PPE

Health and safety at workplace Rwandan law.







Content Learning

activities

Resources


Proper implementation of control measures according to individual level of

responsibility or appropriate personnel is referred to for permission or further

action

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Checklist Score

Yes No

Observation

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LU 4: Respond appropriately to emergencies at work

4

Learning Outcomes:

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

5 Hours

Learning Outcome 4.1: Identify emergencies.

Definition of emergency

Types of emergencies in a workplace

o Presentation by the trainer o Experience sharing




Content Learning

activities

Resources


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

responsibility

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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Handle emergencies.

Possible responses to emergencies in the workplace

o Disaster Blaster Game o Role play

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





Content Learning

activities

Resources


Provision of appropriate response to emergencies

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Checklist Score

Yes No

Observation

Learning Outcome 4.3:Manage safety equipment.

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

Safety equipment usage

o Brainstorming on safety equipment

o Demonstration on safety equipment usage

o Organize safety drills o Compile activities reports

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

extinguisher




Content Learning

activities

Resources


Proper management of safety equipment

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Checklist Score

Yes No

Observation

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LU 5: Ensure environmental sustainability

5

Learning Outcomes:

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

5 Hours

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

Importance of environmental sustainability

Natural process that takes place in the environment

Awareness of the interdependence of all species

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

o Brainstorming o Group work o Role play o Plenary discussion

- Reference books - Role play scenario - Environmental regulations

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

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

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

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

Types of waste: Non-hazardous waste Hazardous waste

Types of pollutions and pollutants

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

Reporting hazards to appropriate person

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

- Pictures - Videos - Sustain environment

manual and procedures

Content Learning

activities

Resources


Respect of environmental laws, standards and regulations

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Checklist Score

Yes No

Observation

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

Rain water harvesting

Soil erosion control

Afforestation and reforestation

Alternative energy use

Greening and beautification

Impact of climate change

o Group discussion / Brainstorming

o Group work o Research o Field visit o Role play

- Pictures - Videos


Content Learning

activities

Resources


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

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Checklist Score

Yes No

Observation


Accurate application of climate change adaptation and mitigating measures

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

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

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

Paper

Pen

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

Checklist Score

Yes No

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

Observation

Assesment Criterion 2: Health precautions (≥3)

Checklist Score

Yes No

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

Don’t smoke in the lab

Maintain cleanliness in the room

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

Users should take regular breaks

Maintain a conducive environment (temperature between 18 and 24

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

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

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

Observation

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Assesment Criterion 3: Safety precautions (≥7)

Checklist Score

Yes No

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

Keep emergency exit clear

Keep carbon dioxide fire extinguishers near any ICT equipment

Maintain adequate ventilation as fluids used for cleaning and in some

reprographic processes are flammable

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

Cover and secure power cables

Replace damaged plugs

Check regularly plugs, leads and other electrical equipment.

Avoid cluttered cables

Avoid water flooding

Protect the equipment from dust

Insure the equipment

Use mouse pads

Protect computers by UPS

Observation

Assesment Criterion 4: Security precaution (≥1)

Checklist Score

Yes No

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

Use of antivirus

Protection of sensitive content

Observation

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TUBEHONEZA Construction Company has contracted to build a 14m x 15m home house in Gasabo district within five months. The study showed that the house will be near the road and 50 workers, female and male, will be involved. Workers will take lunch on construction site. As one of employees, on one page maximum, you are asked to advise the site manager as well as your colleagues on health, safety and security practices so that the work can be accomplished as agreed. You have 40 minutes maximum. For each piece of advice, give precise examples

Papers and pens

Assesment Criterion 1: Security precautions

Checklist Score =5/5

Yes No

Indicator: Establish and communicate rules on the workplace

Indicator: Provide protective equipment

Indicator: Store equipment, tools and material

Indicator: Fence the site

Indicator: Use protective equipment

Observation

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Assesment Criterion 2: Safety precautions

Checklist Score ≥2/2

Yes No

Indicator: Identify Hazards

Indicator: Address unsafe situations

Observation

Assesment Criterion 3: Health precautions

Checklist Score ≥4/6

Yes No

Indicator: Provide clean water

Indicator: Have good diet

Indicator: Use clean water

Indicator: Provide waste disposal

Indicator: Use toilet

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Indicator: Sensitize to HIV/AIDS prevention

Observation

Assesment Criterion 4: Precision

Checklist Score =3/3

Yes No

Indicator: Relevant examples of security precautions

Indicator: Relevant examples of safety precautions

Indicator: Relevant examples of health precautions

Observation

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

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

CCMEN301 Communicate simply using English in familiar situations


Credits: 3 30

Sector: ALL

Sub-sector: ALL

Issue date:January, 2017

Purpose statement

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

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

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

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

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

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

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

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

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

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

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

reading: silent, loud, and close reading, Discuss

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Oral Basic English Communication Elementary Workplace English







1. Talk about familiar events and activities

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

1.2. Accurate accounts of social events and ceremonies attended

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

1.4. Talking about professional experiences and ambitions

2. Write short compositions on familiar topics

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

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

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

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

2.5. Effective use of punctuation marks

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

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

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

4. React to common trade-related oral English

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

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

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

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

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LU 1: Talk about familiar events and activities

1

Learning Outcomes:

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

10 Hours

Learning Outcome 1.1:Describe social events

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

Adjectives

Adverbs

Verbs

Gerunds

Colours

Shapes

Weather

o Brainstorming on potential social events

o Presentation on description of events

o Role plays on description of events

o Documentary research

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


Content Learning

activities

Resources


Describe social events

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Oral

Performance

Task: Describe social events using descriptive words

Discussions

Presentations

Checklist Score

Yes No

Use of descriptive words

Observation

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

Describing events in place and time

Asking and Telling (Reading the clock, Asking and)

Giving Accounts of social events according to

when they happen

where they take place

who is involved in them

how they happen

how long they last

Enquiring about social events using question words

Who?

When?

Where?

What?

How?

Why?

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

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

Content Learning

activities

Resources

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Oral

Performance

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

Discussions

Presentations

Checklist Score

Yes No

Use of question words

Question formulation

Observation

Learning Outcome 1.3: Justify social activities engaged in

Using conjunctions to justify social activities by expressing their

Reason

Result

Purpose

o Story telling o Presentation o Brainstorming o Group discussions

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

Content Learning

activities

Resources


Give account of social events and ceremonies attended

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Oral Performance

Task: Why did you take part in the social activity you attended?

Discussions

Presentations

Checklist Score

Yes No

Use of conjunctions

Sentence structure

Observation

Learning Outcome 1.4: Talk about professional experiences and ambitions

Talking about professional experiences

The use of past tenses

The use of perfect tenses

Talking about professional ambitions

The use of future tenses

Introduction to sentence structure

Simple sentences

Compound sentences

Complex sentences

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

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

Content Learning

activities

Resources


Justify social activities engaged in

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Oral

Performance

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

Discussions

Presentations

Checklist Score

Yes No

Sentence structure

Tense use

Observation


Talk about professional experiences and ambitions

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LU 2: Write short compositions on familiar topics

2

Learning Outcomes:

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

5 Hours

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

Types of sentence:

A simple sentence

A compound sentence

A complex sentence

A compound-complex sentence

The building blocks of a simple sentence /clause

Subject

Predicate:

Verb

Object

Complement/ Predicative noun/adjective

Adverbial/prepositional phrases

Types of paragraph:

A descriptive paragraph

A narrative paragraph

An expository paragraph

A persuasive paragraph

The building blocks of a paragraph

Topic sentence

o Presentation o Group Discussions o Brainstorming o Practical exercises

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

Content Learning

activities

Resources

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Supporting sentences

Concluding sentence





Written Performance

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

Matching

Multiple choice

Discussions

Yes or no questions

Checklist Score

Yes No

Building blocks of a sentence

Sentence types

Observation

Learning Outcome 2.2: Use punctuation marks

Identification and use of different punctuation marks:

Full stop/period

Comma

Question mark

o Brainstorming o Documentary research o Practical exercises

- White Board - Chalkboard - Flipchart - Pen - Paper

Content Learning

activities

Resources


Use the building blocks of sentences and paragraphs

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Exclamation mark

Colon

Semicolon

Quotation/Speech marks

Apostrophe

Hyphen

Dash

Round brackets/parentheses

Square brackets

Curly brackets

Ellipsis

Slash

Dot

- Markers - Reference books - Trainee manual - Lesson plan





Written Performance

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

Sentence completion

Yes or no questions

Multiple choice

Checklist Score

Yes No

Use of Punctuations marks

Observation


Use punctuation marks

130 | P a g e

Learning Outcome 2.3: Identify types of compositions

Different types of composition

Essay

Letter

Short Story/Narrative

Email

Review

Article

Report

o Documentary research o Presentation o Brainstorming

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





Oral Performance

Written Performance

Task: Distinguish between a report and a letter.

Discussions

Rearranging parts of a composition

Yes or no questions

Matching

Presentations

Checklist Score

Yes No

Types of compositions

Observation

Content Learning

activities

Resources


Identify types of compositions

131 | P a g e

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

Identification of Parts of a composition

Introduction

Body

Conclusion

Contents of each part of a composition

Introduction

Topic background

Thesis statement

Body

Thesis development

Thesis support

Conclusion

Thesis Restatement

Conclusions drawings

Solution/encouragement

o Brainstorming o Presentations o Documentary research o Practical exercise

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





Written Performance

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

Composition writing

Checklist Score

Yes No

Parts of a composition

Content

Observation

Content Learning

activities

Resources


Develop any topic of interest into a composition

132 | P a g e

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

3

Learning Outcomes:

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

5 Hours

Learning Outcome 3.1:Extract specific information from the text read

Brief introduction to

Deep reading

Application of deep reading according to procedures:

Silent procedure

Loud procedure

Close procedure

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

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




Content Learning

activities

Resources


Extract specific information from the text read

133 | P a g e


Oral Performance

Written Performance

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

Multiple choice

Discussions

Matching

True or false

Yes or no questions

Checklist Score

Yes No

Text comprehension

Answering comprehension questions

Observation

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

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

Main ideas

Supporting ideas

Detailed information

Examples/illustrations of ideas

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





Content Learning

activities

Resources


Identify the most important ideas in the text

134 | P a g e


Oral Performance

Written Performance

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

Discussions

Presentations

Multiple Choice

Checklist Score

Yes No

Distinction of main ideas from details

Observation

Learning Outcome 3.3: Identify the lessons conveyed by the text

Text purposes

Advising

Warning

Instructing

Informing

o Presentation o Group Discussions o Brainstorming o Practical exercises



Content Learning

activities

Resources


Identify the lessons conveyed by the text

135 | P a g e




Written Performance

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

Discussions

Presentations

Multiple Choice

Checklist Score

Yes No

Understanding of the text’s purpose

Observation

Learning Outcome 3.4: Identify the main elements of social letters

Kinds of letter

Social letters

Business letters

The main elements of a letter

The heading

The greeting

The body

The closing

The signature

Types of social letters

Friendly/informal letter

Invitation note

Apology letter

Thank you letter

Condolences /Sympathy letter

Acceptance letter

Regret letter

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

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

Content Learning

activities

Resources

136 | P a g e





Written Performance

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

True or false

Matching

Rearranging letter parts

Checklist Score

Yes No

Elements of a social letter

Observation

Learning Outcome 3.5: Provide an appropriate reply to social letters

Possible replies according to types of social letters

Positive reply

Negative reply

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

- Scenarios - Projector - Computer - Flipchart - Marker - White/chalkboard - Stationeries - Trainee manual - Lesson plan

Content Learning

activities

Resources


Identify the main elements of social letter

137 | P a g e





• Oral Performance • Written Performance • Task: Reply to a social letter given to you by the

teacher?

Social letter writing

Checklist Score

Yes No

Elements of a social letter

Word choice

Types of social letters

Observation


Provide an appropriate reply to social letters

138 | P a g e

LU 4: Write short compositions on familiar topics

4

Learning Outcomes:

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

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

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

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

slow speech/ recording

Definition of speech

Kinds of speech according to purpose

Speech that informs

Speech that persuades

Speech that entertains

Components of a speech

The introduction

The main points or Body

The conclusion

Transitions

Use of active listening to separate

the main points

supporting details/ commentary

Reporting of the main points of a speech / recording

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

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

Content Learning

activities

Resources

139 | P a g e





Oral Performance

Written Performance

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

Discussions

Presentations

Note taking

Checklist Score

Yes No

Identification of main points

Reporting of information

Observation

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

Expressing ones’ own views using a variety of expressions

In my opinion…

In my view…

Personally, …

To be honest …

To tell the truth …

According to …

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

From my point of view…

I agree/ disagree

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

- Audiovisual materials

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

Content Learning

activities

Resources


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

speech/recording

140 | P a g e

I think that…

I would like to …

- Computer - Radio recorder





Oral Performance

Written Performance

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

Discussions

Presentations

Checklist Score

Yes No

Use of appropriate expressions

Clarity of views/opinions

Observation


Express own opinions/views on the recording listened to

141 | P a g e

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

recordings/speeches

The sides/positions of a discussion

Supporting an idea

Refuting/rebutting an idea

Using linkers/connectors to defend one’s side

First of all

Last but not least

On the one hand, on the other hand

On the contrary

While, whereas

Apart from

For instance/ for example

Finally

As a result

In addition to …

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

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





Oral Performance

Written Performance

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

Discussions

Presentations

Writing practice

Content Learning

activities

Resources


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

142 | P a g e

Checklist Score

Yes No

Use of linkers and connectors

Observation

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

The sides/positions of a discussion

Supporting an idea

Refuting/rebutting an idea

Using linkers/connectors to defend one’s side

First of all

Last but not least

On the one hand, on the other hand

On the contrary

While, whereas

Apart from

For instance/ for example

Finally

As a result

In addition to …

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

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




Content Learning

activities

Resources


Answer specific questions on a trade-related audio material

143 | P a g e


Oral Performance

Written Performance

Task: Answer the comprehension questions on the recording played to you by the teacher

Multiple choice

True or false

Matching

Yes or no questions

Checklist Score

Yes No

Understanding of audio questions

Identification of main points

Answering questions

Observation

Reference books:

144 | P a g e

C C M K N 3 0 1 - IKINYARWANDA KIBONEYE

CCMKN301 Gukoresha Ikinyarwanda Kiboneye

Ikiciro: 3 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe:Ukuboza, 2016

Intego nyamukuru

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

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

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

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

Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda.

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

Gusobanura inshoza y’ubuke, ubumwe n’ ubwinshi.

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

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

145 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda k’ibanze

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi.

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

1.2 Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo.

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

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

1.5 Gutarama akoresheje ubuvanganzo bwizwe.

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

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

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

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

isanisha riboneye ryo mu bisekuru.

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

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

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

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

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

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

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

146 | P a g e

indwara no gusobanura intêgo ya ntera.

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

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

ntera.

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

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

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

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

y’Ikinyarwanda.

147 | P a g e

LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi

1

Umusaruro w’inyigisho:

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

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

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

neza ingingo. 5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

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

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

Ubuvanganzo gakondo: Insigamigani Ibimenyetso by’utega

amatwi atarogoya abandi;

Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco

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

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

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

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

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

matsinda. o Gusoma Insigamigani

aranguruye. o Gusubiza ibibazo byo kumva

Insigamigani : o Gusobanura amagambo

akomeye. o Guhuza ibivugwa mu

nsigamigani n’indangagaciro. o Gukoresha Ikinyarwanda

k’ibanze agaragaza insanganyamatsiko z’ingenzi.

o Gusobanura ingingo z’umuco n’amateka.

o Gusobanura inshoza n’uturango by’Insigamigani.

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

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

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

Ibyigwa Ibikorwa by’uwiga

activities

Imfashanyigisho

148 | P a g e

o Gusoma igitekerezo mu matsinda.

o Gusoma igitekerezo aranguruye.

o Gusubiza ibibazo byo kumva igitekerezo.

o Gusobanura amagambo akomeye.

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

o Kugaragaza insanganyamatsiko z’ingenzi.

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

o Gusobanura inshoza n’uturango by’ igitekerezo.

o Gutahura insanganyamatsiko zikubiye mu gitekerezo.

o Gutahura ingeso mbi zumvikana mu gitekerezo.

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

o Gutandukanya insigamigani n’igitekerezo cyo muri rubanda.

o Gutarama.

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

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

Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

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Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ibimenyetso by’uteze amatwi atarogoya

Umwanzuro

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

Reba Umusaruro w’inyigisho 1.1





Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo byo kumva umwandiko


activities

Imfashanyigisho


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo.

150 | P a g e


Yego Oya

Insanganyamatsiko;

Inyunguramagambo;

Ingingo z’umuco n’amateka;

Isomo ry’ingenzi;

Umwanzuro

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

n’isesekaza.






Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


activities

Imfashanyigisho


Yasomye neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo

n’isesekaza.

151 | P a g e


Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

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

neza ingingo.






Gihamya Isuzuma

Inshamake n’umwandiko by’uwiga


Yego Oya

Ihinamwandiko;

Inshamake.

Umwanzuro


activities

Imfashanyigisho


Yahinnye anahimba umwandiko w’ubuvanganzo gakondo akurikiranya neza

ingingo.

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Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.






Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo ku buvanganzo gakondo

Umwanzuro


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

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

2


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

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

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

Amasaha 6

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

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

ngiro zinyuranye.

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoya abandi.

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

n’imibanire myiza y’Abanyarwanda;

Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ihangamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Imurikamwandiko;

o Gutega amatwi. o Kutarogoya ufite ijambo nta

mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

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

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

isesekaza. o Gukusanyiriza mu matsinda

ibitekerezo ku kamaro

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

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


activities

Imfashanyigisho

154 | P a g e

Isesekaza n’utwatuzo.

Amazina bwite n’amazina

rusange; Uturango tw’amazina bwite

n’amazina rusange; Isanisha ryo mu bisekuru.

k’uburinganire n’ubwuzuzanye.

o Gukora inshamake y’umwandiko.

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

o Gutahura amazina bwite n’amazina rusange mu nteruro.

o Gusanisha mu mazina y’ibisekuru.

o Gutandukanya amazina bwite n’amazina rusange mu nteruro.



Gihamya Isuzuma

Amajwi n’amashusho y’uwiga ateze amatwi umwandiko atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoye;

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko ku

nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro

zitandukanye.

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






Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco;

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

Umwanzuro

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





activities

Imfashanyigisho


activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

156 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya


Umwanzuro

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







activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

157 | P a g e

Gihamya Isuzuma

Inshamake y’umwandiko

Umwandiko w’uwiga


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Umwanzuro

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

iterambere ry’umwuga.






Gihamya Isuzuma

Inyandiko, amajwi n’amashusho by’imurikamwandiko


Yego Oya

Imurika ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Umwanzuro


activities

Imfashanyigisho


Yamuritse ingero zihamya n’izibangamira uburinganire n’ubwuzuzanye mu

muryango.

158 | P a g e

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






Gihamya Isuzuma

Ibisubizo by’imyitozo ku mazina bwite/rusange


Yego Oya

Amazina bwite n’amazina rusange;

Umwanzuro


activities

Imfashanyigisho


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

159 | P a g e

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

3


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

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

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

Amasaha 6

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

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

zitandukanye.

Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

Ibimenyetso by’uteze amatwi atarogoya.

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco

n’amateka; ingero zifatika

zihamya n’izibangamira uburenganzira bw’umwana mu muryango;

o Gutega amatwi. o Kutarogoya ufite ijambo nta

mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo. o Kuvumbura insanganyamatsiko

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

isesekaza. o Gukorera mu matsinda,

bungurana ibitekerezo ku kamaro k’uburenganzira bw’umwana.

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

kutubahiriza uburenganzira bw’umwana.

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

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


activities

Imfashanyigisho

160 | P a g e

Ihinamwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

isesekaza n’utwatuzo; Ihangamwandiko ku

burenganzira bw’umwana

Inshoza y’ubuke, ubumwe n’ubwinshi.



Gihamya Isuzuma

Amashusho y’uteze amatwi atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

Ibimenyetso by’uteze amatwi atarogoya;

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’uburenganzira bw’umwana abinyujije mu ngiro

zitandukanye.

161 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho by’ibisubizo ku kumva umwandiko


Yego Oya

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

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

Umwanzuro

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







activities

Imfashanyigisho





162 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho y’usoma ry’umwandiko


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Ihinamwandiko

Ihangamwandiko


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

163 | P a g e


Yego Oya

Ihinamwandiko ku nsanganyamatsiko;

Ihangamwandiko ku burenganzira bw’umwana;

Umwanzuro

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

bw’umwana mu muryango.






Gihamya Isuzuma

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


activities

Imfashanyigisho


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

muryango nyarwanda.

164 | P a g e


Yego Oya

Ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu

muryango;

Umwanzuro

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






Gihamya Isuzuma

Imyitozo ku buke, ubumwe n’ubwinshi


Yego Oya

Inshoza y’ubuke, ubumwe n’ubwinshi;

Umwanzuro


activities

Imfashanyigisho


Yatandukanyije ubuke, ubumwe n’ubwinshi.

165 | P a g e

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

4


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

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

Amasaha 6

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

umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;

Ibimenyetso cy’uteze amatwi atarogoya;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ibitera indwara

n’ibizirinda; Ihimbamwandiko; Ihinamwandiko; imurikamwandiko; isesekaza n’utwatuzo;

Inshoza ya ntera,

uturango twa ntera n’ibicumbi bya ntera;

Uturemajambo twa ntera

n’amategeko y’igenamajwi muri ntera;

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.

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

umwandiko n’inyunguramagambo. o Kuvumbura insanganyamatsiko

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

isesekaza. o Gukorera mu matsinda, bungurana

ibitekerezo kuri za gahunda zo kurwanya indwara.

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

gahunda zo kurwanya indwara. o Gusobanura Inshoza ya ntera

n’uturango twa ntera. o Kugaragaza intego no kurondora

ibicumbi bya ntera.

˗ MINEPRISEC, Izina na ntera, 1988;

˗ Igitabo gikubiyemo imyandiko;

˗ ku nsanganyamatsiko yerekeye kurwanya indwara.


activities

Imfashanyigisho

166 | P a g e

Ibicumbi bya ntera.

o Kugaragaza amategeko y’igenamajwi muri ntera.



Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;

Ibimenyetso cy’uteze amatwi atarogoya;

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko

ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.

167 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho ku bisubizo byo kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko

Umwanzuro

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






activities

Imfashanyigisho





168 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma umwandiko


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku Ihimbamwandiko,

Ihinamwandiko n’imurikamwandiko


activities

Imfashanyigisho


Yahimbye anamurika umwandiko akurikiranya neza ingingo.

169 | P a g e


Yego Oya

Ihimbamwandiko;

Ihinamwandiko;

Imurikamwandiko;

Umwanzuro

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






Gihamya Isuzuma

Amashusho n’amajwi uwiga atandukanya indwara


Yego Oya

Indwara zandura n’izitandura;

Umwanzuro


activities

Imfashanyigisho


Yatandukanyije indwara zandura n’indwara zitandura.

170 | P a g e

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






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ibicumbi bya ntera;

Igenamajwi muri ntera;

Umwanzuro


activities

Imfashanyigisho


Yagaragaje uturemajambo n’amategeko y’igenamajwi muri ntera.

171 | P a g e

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

5


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

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

Amasaha 6

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

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

Ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere;

-bimenyetso by’uteze amatwi atarogoya;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo yabugenewe avuga ku myaka y’ubukure;

Isesekaza n’utwatuzo; Ingingo z’umuco

n’amateka; Udukino ku

nsanganyamatsiko y’ ubuzima bw’imyororokere.

Ikata ry’inyajwi zizoza

ibinyazina ngenera

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

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

ikinamico n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu

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

abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’imyitwarire idakwiye.

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

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

˗ Ibitabo bikubiyemo imyandiko yerekeyeubuzima bw’imyorororkere;

˗ Ibitabo by’ikibonezamvugo ;

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

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


activities

Imfashanyigisho

172 | P a g e

n’ibyungo “na” na “nka”;

Inyajwi zisoza zidakatwa;

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



Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva ikinamico

ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro

zitandukanye.

173 | P a g e



Gihamya Isuzuma

Amashusho n’amajwi ku bibazo byo kumva ikinamico


Yego Oya

Inyunguramagambo ku ngeri y’ikinamico;

Ingingo z’umuco n’amateka

Umwanzuro

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango.







activities

Imfashanyigisho


Yashubije ibibazo mu mvugo iboneye ku ikinamico.


Yasomye ikinamico yubahiriza uturango twayo.

174 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga asoma ikinamico


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko z’udukino


activities

Imfashanyigisho


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

175 | P a g e


Yego Oya

Udukino ku nsanganyamatsiko y’ ubuzima bw’imyororokere;

Umwanzuro

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

y’ubukure.






Gihamya Isuzuma

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


Yego Oya

Amagambo yabugenewe avuga ku myaka y’ubukure;

Umwanzuro


activities

Imfashanyigisho


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

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

y’Ikinyarwanda.






Gihamya Isuzuma

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


Yego Oya

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

Inyajwi zisoza zidakatwa

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

Umwanzuro


activities

Imfashanyigisho


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

177 | P a g e

Ibitabo n’inyandiko byifashishijwe:

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

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

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

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

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

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

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

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

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

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

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

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

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

178 | P a g e

C C M B C 3 0 1 - BUSINESS CREATION

CCMBC301 Create a business


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:July, 2014

Purpose statement

This module describes the skills and knowledge required to start up and operate a business. At

the end of this module, the participants will be aware of the characteristics of an entrepreneur,

principles and tools behind socio-economic environment assessment. They can apply

techniques to recognize business opportunities. They can convert business opportunity into

business ideas, determine business requirements and produce a business idea proposal. They

are able to organize, follow and record day to day business operations. The participants

simulate a market after which they are familiar with the business operations. They can manage

relationship with different business stakeholders.

179 | P a g e

Learning assumed to be in place Communicate effectively at workplace







1. Describe entrepreneurial characteristics

1.1. Proper identification of personal entrepreneurial characteristics

1.2. Proper description of personal entrepreneurial characteristics

2. Assess business environment 2.1. Proper application of methods, principles and techniques in identification of problems related to economic environment

2.2. Relevant recognition of business opportunities that are linked to the identified problems.

2.3. Adequate application of techniques to generate a business idea.

2.4. Adequate use of tools and techniques to identify business requirements.

3. Produce business idea proposal 3.1. Adequate identification of the proposal components according to the template proposed

3.2. Relevant development of the components in terms of formulation of the business naming, description of the business idea and business operations, the product and/or service of the business, target customers, requirement in terms of capital, location and timeline of main phases of the business.

3.3. Proper presentation of the business proposal according to the criteria defined.

4. Run a business. 4.1. Appropriate planning of operations of the business in terms of activities, allocation of resources, milestones and time period for the achievement.

4.2. Adequate classification of business operations 4.3. Adequate recording of day to day business operations

in terms of financial activities, sales and operational activities.

4.4. Adequate filing of documents related to business

180 | P a g e

4.5. Appropriate identification of business laws and regulations

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LU 1: Identify and describe entrepreneurial characteristics

1

Learning Outcomes:

1. Identify entrepreneurial characteristics 2. Describe entrepreneurial characteristics

3 Hours

Learning Outcome 1.1: Identify entrepreneurial characteristics.

Definition of entrepreneurship

Characteristics and competencies of an entrepreneur

o Brainstorming on definition of entrepreneurship

o Group work on characteristics and competencies of an entrepreneur

o Presentation on characteristics and competencies of an entrepreneur

o Individual work (Case studies analysis)

o Guest speaker o Self-Assessment o Elaborate strategies for

improvement (individually)

- Flipchart - Markers - Pen - Notebooks - Projector - Computer - Questionnaire - Pen - Reference books




Content Learning

activities

Resources


Proper identification of personal entrepreneurial characteristics

182 | P a g e


Written evidence True and false questions: Circle the right answer (s) from the statement given about the list of personal characteristics

Multiple choice questions : underline the characteristics that fall in the specified category

From the case study given identify the possessed and missing

entrepreneurial characteristics of the person in the scenario.

Checklist Score

Yes No

Personal characteristics of an entrepreneur

Categories of personal characteristics of an entrepreneur: - Performance group - Power group - Planning group

Observation

Learning Outcome 1.2:Describe entrepreneurial characteristics.

Definition of entrepreneurship

Characteristics and competencies of an entrepreneur

o Brainstorming on definition of entrepreneurship

o Group work on characteristics and competencies of an entrepreneur

o Presentation on characteristics and competencies of an entrepreneur

o Individual work (Case studies analysis)

o Guest speaker o Self-Assessment o Elaborate strategies for

improvement (individually)

- Flipchart - Markers - Pen - Notebooks - Projector - Computer - Questionnaire - Pen - Reference books

Content Learning

activities

Resources

183 | P a g e





Written evidence Essay on description of personal entrepreneurial characteristics

(the case is given in section B)

Checklist Score

Yes No

Explanation in detail of personal characteristics

Description categories of personal characteristics of an entrepreneur

Observation


Proper description of personal entrepreneurial characteristics.

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LU 2: Assess business environment

2

Learning Outcomes:

1. Apply methods, principles and techniques in identification of problems related to economic environment

2. Recognize business opportunities 3. Apply techniques to generate a business idea. 4. Use tools and techniques to identify business requirements.

6 Hours

Learning Outcome 2.1 Apply methods, principles and techniques in identification of problems

related to economic environment

Definition of socio-economic environment

Types of problems linked to economic environment

Environment screening methods, principles, techniques and process.

o Brainstorming on the socio economic environment definition

o Identification of problems linked to economic environment on the field

o Presentation of the field outcomes

- Flipchart - Markers - Pen - Internet - Reference books




Content Learning

activities

Resources


Proper application of techniques in identification of problems related to

economic environment

185 | P a g e


Product evidence Produce a 1 page report including : Problems identified in a chosen specific area.

Techniques used.

Checklist Score

Yes No

Techniques in identification of problems

Reporting format

Observation

Learning Outcome 2.2 Recognize business opportunities.

Definition of market

Definition of business opportunity

Business opportunities recognition process

Innovation and creativity techniques of converting business opportunities into business ideas

Techniques of selecting the best business idea

Macro screening

Micro screening

SWOT

o Group discussion on market o Brainstorming on business

opportunity o Case studies analysis on

recognition of business opportunities

o Individual practical exercises on converting business opportunity into business ideas.

o Individual practical exercises on filtering the business idea.





Content Learning

activities

Resources


Relevant recognition of business opportunities that are linked to the identified problems.

186 | P a g e


Product evidence Identify opportunities linked to the previously identified problem.

Checklist Score

Yes No

Process and techniques used to recognize business opportunities

Potential solutions to the problem.

Observation

Learning Outcome 2.3 Apply techniques to generate a business idea.

Definition of market

Definition of business opportunity

Business opportunities recognition process

Innovation and creativity techniques of converting business opportunities into business ideas

Techniques of selecting the best business idea

Macro screening

Micro screening

SWOT

o Group discussion on market o Brainstorming on business

opportunity o Case studies analysis on

recognition of business opportunities

o Individual practical exercises on converting business opportunity into business ideas.

o Individual practical exercises on filtering the business idea.





Content Learning

activities

Resources


Adequate application of techniques to generate a business idea.

187 | P a g e


Product evidence Produce the best business idea and present a report of the process

followed and techniques used.

Checklist Score

Yes No

Techniques for Generating business ideas

Observation

Learning Outcome 2.4 Use tools and techniques to identify business requirements.

Techniques and process of business requirements analysis

Data collection techniques

Use cases

Building prototypes

Categories of business requirements

Transitional

Functional

Operational

Technical

o Conducting data collection on business requirements

o Role-play o Group discussion on business

requirements o Individual practice on identification

of business requirements

- Flipchart - Markers - Pen - Reference books - Computer - Internet




Content Learning

activities

Resources


Adequate use of tools and techniques to identify business requirements.

188 | P a g e


Perfomance evidence Through simulation in class, apply techniques and tools to identify

the requirements related to the selected business idea.

Checklist Score

Yes No

Techniques and process of business requirements analysis

Observation

189 | P a g e

LU 3: Assess and react to play incidents

3

Learning Outcomes:

1. Identify business idea proposal components 2. Develop a business idea proposal 3. Present business proposal

10 Hours

Learning Outcome 3.1: Identify business idea proposal components

Identification and description of elements of components of the proposal: Identification of the owner Business idea description Product/service description Market Cost of the project Feasibility

Guidelines in elaborating a business proposal

o Brainstorming on business proposal components

o Individual practice on production of business proposal of the previously selected business idea

o Group work o Case studies analysis o Presentation of the business

proposal

- Template of a business idea proposal

- Flipchart - Pen - Reference books - Case studies of

proposals




Content Learning

activities

Resources


Adequate identification of the proposal components according to the template proposed

190 | P a g e


Written evidence Multiple choice : From the below list, encircle the true components of a business idea proposal.

Checklist Score

Yes No

Components of business idea proposal

Observation

Learning Outcome 3.2 Develop a business idea proposal






proposal



proposals




Content Learning

activities

Resources


Relevant description of the components in terms of formulation of the business

naming, description of the business idea and business operations, the product

and/or service of the business, target customers, requirement in terms of

capital, location and timeline of main phases of the business.

191 | P a g e


Product evidence Produce a business idea proposal of maximum 2 pages

Checklist Score

Yes No

Business idea proposal document content

Business idea proposal template

Observation

Learning Outcome 3.3.Present business proposal






proposal



proposals




Content Learning

activities

Resources


Proper presentation of the business proposal according to the criteria defined.

192 | P a g e


Perormance evidence Present to the class audience your business idea proposal.

Checklist Score

Yes No

Presentation techniques

Observation

193 | P a g e

LU 4: Run a business

4

Learning Outcomes:

1. Plan business operations 2. Classify business operations 3. Record day to day business operations 4. Perform filing of documents related to business 5. Identify business laws and regulations

11 Hours

Learning Outcome 4.1: Plan business operations

Planning of operations of the business Activities Allocation of resources, Milestones Time period for the

achievement

o Brainstorming on elements of a plan of business operations

o Demonstration on Operational plan elaboration

o Individual practice on Operational plan elaboration

- Reference books - Operational plan

template - Flipchart - Markers




Content Learning

activities

Resources


Appropriate planning of operations of the business in terms of activities, allocation of resources, milestones and time period for the achievement.

194 | P a g e


Product evidence

Written evidence

True and false questions: Circle the right answer (s) from the statement given about the components of Action Plan

From the components of an Action plan, produce an action Plan

using the given template

Checklist Score

Yes No

Components of action plan

Action plan of content

Action Plan template

Observation

Learning Outcome 4.2 Classify business operations

Financial activities Accounting procedures and

principles Accounting books Accounting documents identification of income and

expenses to create a profit and loss statement

identification of business assets and liabilities

identification of the timing of income and expenses to create a cash flow forecast

Ways of spending money effectively

Saving and loan management

Sales activities: Sales daily operations and

techniques Sales system Marketing and advertising costs

o Brainstorming on business operations

o Group work o Case studies analysis o Create a balance sheet o Individual practical

exercises on negotiating with stakeholders.

o Designing your production process

o Performance evidence presentation on stakeholders relationship

o Role play on stakeholders relationship s

o Individual practice on money spending

o Individual practice on loan management

- Role play scenarios - Hand-outs - Performance

evidences - Flipchart - Markers - Case studies - Worksheet of

production process - Performance

evidences projector

- Computer

Content Learning

activities

Resources

http://i.usatoday.net/money/smallbusiness/startup/production-process-worksheet.pdf


195 | P a g e

Operational activities: Functions of your business Production process Technology, equipment and raw

materials Administrative procedures and

tasks - Meetings - Correspondences

Stakeholders relationship: Dealing with suppliers Dealing with customers Dealing with employees Financial institutions Local government





Written evidence Match business activities with operations

Checklist Score

Yes No

Categorization of business operations:

Operational activities.

Administrative activities.

Financial activities.

Observation


Adequate classification of business operations

196 | P a g e

Learning Outcome 4.3.Record day to day business operations

Financial activities Accounting procedures and

principles Accounting books Accounting documents identification of income and

expenses to create a profit and loss statement

identification of business assets and liabilities

identification of the timing of income and expenses to create a cash flow forecast

Ways of spending money effectively

Saving and loan management

Sales activities: Sales daily operations and

techniques Sales system Marketing and advertising costs

Operational activities: Functions of your business Production process Technology, equipment and raw

materials Administrative procedures and

tasks - Meetings - Correspondences

Stakeholders relationship: Dealing with suppliers Dealing with customers Dealing with employees Financial institutions Local government

o Brainstorming on business operations

o Group work o Case studies analysis o Create a balance sheet o Individual practical exercises

on negotiating with stakeholders.

o Designing your production process

o Performance evidence presentation on stakeholders relationship

o Role play on stakeholders relationship s

o Individual practice on money spending

o Individual practice on loan management

- Role play scenarios - Hand-outs - Performance

evidences - Flipchart - Markers - Case studies - Worksheet of

production process - Performance

evidences projector - Computer

Content Learning

activities

Resources



197 | P a g e





Product evidence

Written evidence

True or False Quiz: Find out if each of the following activities is either involved or not in specified type of business activity.

Multiple choice questions: underline the documents that fall in the specified category

From the case study given record the operating, investing, and

financing activities.

Checklist Score

Yes No

List of core business activities (manufacturing, distributing, marketing, selling a product or service, and etc…)

List and categories of documents needed for daily, weekly, monthly, quarterly, annual and year-end bookkeeping & bookkeeping start-up

Use recordkeeping system to ensure that we never miss a thing.

Observation


Adequate recording of day to day business operations in terms of financial

activities, sales and operational

198 | P a g e

Learning Outcome 4.4.Perform filing of documents related to business

Business documents filing system

Filing techniques and procedures of business operations: Type of the operation Existing filing system

o Brainstorming on filing system, techniques and procedures of business operations

o Development of own filing system catered to his own business

o Practical exercise on classification of business operations

- Shelves - Files - Flipchart - Reference books - Papers - Markers - Business

document samples





Product evidence

Written evidence

Essay: briefly explain the implications involved in losing or misplacing business documents.

Task: File the business documents.

Checklist Score

Yes No

Importance of filing business documents

Consequences or implications relating to misplacing and/or losing business documents

Filing system

Filing techniques: By categories By chronologic order

Filing tools and storage Appropriate containers of files in safe environment

Observation

Content Learning

activities

Resources


Adequate filing of documents related to business

199 | P a g e

Learning Outcome 4.5.Identify business laws and regulations

Legal framework Commercial law Labor law Tax law Tax registrations in Rwanda and

business structure

Legal issues and implications of business contract

o Case studies analysis o Group work o Presentation o Guest speaker

- Case studies - Reference books - Projector - Business laws - Computer - Internet





Product evidence Produce the best business idea and present a report of the process

followed and techniques used.

Checklist Score

Yes No

Observation

References:

Content Learning

activities

Resources


Appropriate identification of business laws and regulations

200 | P a g e

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

CCMIA301 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date:September, 2014

Purpose statement

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

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

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

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

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

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

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

workplace.

201 | P a g e


All the modules covered at REQF level 3.


Learning units describe the essential outcomes of a competence


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


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

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

2. Demonstrate workplace behavior and attitudes

2.1. Appropriate application of workplace habits and attitudes

2.2. Adequate implementation of strategies to manage time effectively

2.3. Efficient management of personal and work lives

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

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

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

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

workplace 3.5. Appropriate reaction when the labour code is broken

4. Organize and evaluate one’s internship

4.1. Appropriate securing of the internship agreement with the enterprise

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

all the required elements as well as one’s own findings and experience

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

5. Develop one’s competences on the workplace

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

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

202 | P a g e

5.3. Adequate demonstration of work behaviour and attitudes

203 | P a g e

LU 1: Apply for internship/employment

1

Learning Outcomes:

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

8 Hours

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

Resources to find employment in the community and at national level

Identify contact persons

o Small group work o Panel discussion o Large group discussion o Speakers

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


Content Learning

activities

Resources


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

204 | P a g e




Checklist Score

Yes No

Observation

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

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

o Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter





Content Learning

activities

Resources


Proper writing of a basic accurate and neat CV

205 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview

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

Typical questions asked during an interview

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

- Interview observation tool





Content Learning

activities

Resources


Proper demonstration of effective interviewing skills

206 | P a g e

207 | P a g e

Checklist Score

Yes No

Observation

208 | P a g e

LU 2:Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

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

5 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

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

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

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory


Content Learning

activities

Resources


Appropriate application of workplace habits and attitudes

209 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour

scenarios - Work habits inventory




Content Learning

activities

Resources


Adequate implementation of strategies to manage time effectively

210 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.3: Balance work and personal life.

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

Tips to manage personal and work lives

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

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




Content Learning

activities

Resources


Efficient management of personal and work lives

211 | P a g e


Checklist Score

Yes No

Observation

212 | P a g e

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

3

Learning Outcomes:

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

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

8 Hours

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

Definition of “right” and “human right”

Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of Human Rights - Plain language version





Content Learning

activities

Resources


Appropriate of universal human rights

213 | P a g e

Checklist Score

Yes No

Observation

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

Legal obligations of employers

Legal obligations of workers

o Large group activity o Discussion o Small group work o Observation

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

- Articles 47 and 48 of the labour code





Content Learning

activities

Resources


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

214 | P a g e

Checklist Score

Yes No

Observation

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

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

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

o Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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

215 | P a g e

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

Definition of “responsibility”

Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming

and discussion

- Worksheet on rights and responsibilities at work.





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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

216 | P a g e

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

Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate reaction when the labour code is broken

217 | P a g e

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

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

9 Hours

Learning Outcome 4.1:Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement





Content Learning

activities

Resources


Appropriate securing of the internship agreement with the enterprise

218 | P a g e

Checklist Score

Yes No

Observation

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

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook





Content Learning

activities

Resources


Adequate outlining of findings and experience

219 | P a g e

Checklist Score

Yes No

Observation

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

Contents of the internship report

Presentation techniques

o Group discussion o Role play

- Sample internship report





Content Learning

activities

Resources


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

220 | P a g e

Checklist Score

Yes No

Observation

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

Internship assessment and self-ASSESSMENT PACKAGE s

o Group discussion o Presentation by the trainer





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Active participation in the assessment of one’s internship

221 | P a g e

Reference books:

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

222 | P a g e

F O P A S 3 0 1 - ANIMAL SLAUGHTERING PROCESS

FOPAS301 Perform animal slaughtering process

RTQF Level: 3 Learning hours

Credits: 10 100

Sector: Agriculture and Food Processing

Sub-sector: Food Processing

Issue date:February 2013

Purpose statement

This module describes the skills and knowledge required to perform slaughtering process procedures in

the food processing industry. These procedures must be applied at slaughterhouse. Upon completion of

this module, the trainee will be able to:

Prepare the animals

Slaughter animals

Prepare fish

223 | P a g e


Health, safety and environment in the workplace

Hygiene and food safety




learning unit.



1. Prepare the animals 1.1. Appropriate placement animals in holding 1.2. Proper cleaning animals 1.3. Accurate visual examination

2. Slaughter the animals 2.1. Appropriate restraining animals according to the species

2.2. Appropriate stunning of animals 2.3. Proper hanging animals upside down (sticking) 2.4. Appropriate sever the carotid artery and

jugular vein 2.5. Appropriate exanguination 2.6. Proper skinning/dehairing (pig) 2.7. Proper evisceration 2.8. Proper cutting into quarters

3. Prepare fish 3.1. Appropriate handling live fish 3.2. Accurate sorting and grading 3.3. Proper bleeding 3.4. Appropriate gutting 3.5. Proper washing 3.6. Appropriate chilling 3.7. Appropriate storing chilled fish

284 | P a g e

Learning Outcome 1.1 Perform visual examination

Stress

Physical abrasions

o Demonstration

o Field visit

o Practical exercises

- Animals - Holding pens - Water - Report forms - Cleaning materials



LU 1: Prepare the animals

1

Learning Outcomes:

1. Perform visual examination 2. Place animals in holding pens

20 Hours

Content Learning

activities

Resources


Perform visual examination

285 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.2.Place animals in holding pens

Dieting Cleaning animals

Delivery report

- Demonstration

- Field visit

- Practical exercises

o Animals o Holding pens o Water o Report forms o Cleaning

materials

-


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

criterion has been achieved.


Content Learning

activities

Resources


Place animals in holding pens

286 | P a g e

Checklist Score

Yes No

Observation

287 | P a g e

LU 2:Slaughter animals

2

Learning Outcomes:

1. Prepare work area

2. Restrain animals according to species

3. Stun animals

4. Bleed animals

5. Perform skinning/ dehairing (pig) Animals

6. Evisceration

7. Cutting into quarters

8. Store meat

50 Hours

Learning Outcome 2.1:Prepare work area

Setting of an appropriate

work area

cleaning products

cleaning techniques

Use and clean tools

o Demonstration o Field visit o Practical exercises Audio visual

- Abattoir

- Cleaning product

- tools


Content Learning

activities

Resources

288 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2Restrain animals according to species

Restraining purpose

Restraint devices

Restraining techniques

o Demonstration o Field visit o Practical exercises o Audio visual

˗ Animals ˗ Restraining

materials ˗ Stunning

tools ˗ Pressure

pipe ˗ Water

under pressure

˗ Skinning tools

˗ Refrigerator

Content Learning

activities

Resources


Prepare work area

289 | P a g e

-





Checklist Score

Yes No

Observation

Learning Outcome 2.3:Stun animals

Content Learning

activities

Resources


Restrain animals according to species

290 | P a g e

Stunning purpose

Stunning materials

Religious slaughter

Stunning techniques

Percussion stunning

Electrical stunning

Carbon dioxide gas stunning




tools ˗ Pressure

pipe ˗ Water

under pressure

˗ Skinning tools

˗ Refrigerator

-



Checklist Score


Stun animals

291 | P a g e

Yes No

Observation

Learning Outcome 2.4 Bleed animals species

Sticking animals purpose

Sticking techniques

Sever the carotid artery and jugular vein

Exsanguinations



materials ˗ Stunning tools ˗ Pressure pipe ˗ Water under

pressure ˗ Skinning tools ˗ Refrigerator

-


Content Learning

activities

Resources

292 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.5: Perform skinning/ dehairing (pig) Animals

Dehorning techniques

Skinning techniques

Removing hoof techniques


- Animals - Restraining

materials - Stunning tools - Pressure pipe - Water under

pressure - Skinning tools - Refrigerator

Content Learning

activities

Resources


Bleed animals

293 | P a g e



Checklist Score

Yes No

Observation

Learning Outcome 2.6:Evisceration

Evisceration techniques

Cleaning viscera


- Animals - Restraining

materials - Stunning

tools - Pressure

pipe - Water under

pressure - Skinning

tools - Refrigerator

Content Learning

activities

Resources


Perform skinning/ dehairing (pig)Animals

294 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.7:Cutting into quarters


Evisceration

295 | P a g e

Identification of quarters

Cuttings techniques


- Animals

- Restraining materials

- Stunning tools

- Pressure pipe

- Water under pressure

- Skinning tools

- Refrigerator



Checklist Score

Yes No

Observation

Learning Outcome 2.8 Store meat

Content Learning

activities

Resources

Performance criterion:

Cutting into quarters

296 | P a g e

Storage conditions (refrigeration) o Demonstration o Field visit o Practical exercises o Audio visual



tools ˗ Pressure

pipe ˗ Water under

pressure ˗ Skinning

tools ˗ Refrigerator





Content Learning

activities

Resources


Store meat

297 | P a g e

Checklist Score

Yes No

Observation

LU 3: Pre-process fish

3

Learning Outcomes:

1. Handlethe fish

2. Prepare the fish

3. Store the fish 30 Hours

298 | P a g e

Learning Outcome 3.1: Handle the fish

Handling live fish Sorting and grading

o Field visit o Demonstration o Practical exercises

˗ Live fish ˗ Scoop ˗ Buckets,

basins, knives, water

˗ Refrigerator





Learning Outcome 3.2: Prepare the fish

Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Handlethe fish

299 | P a g e

Handling live fish Sorting and grading


˗ Live fish ˗ Scoop ˗ Buckets,


˗ Refrigerator





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Prepare the fish

300 | P a g e

Learning Outcome 3.3Store the fish

Chilling

Storing chilled fish


o Live fish o Scoop o Buckets,


o Refrigerator





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Store the fish

301 | P a g e



An abattoir located in Bugesera district has won the market to supply the meet at Nakumatt Supermarket. Therefore it has ordered 2 bulls, 2 sheep and 2 goats from Nyagatare, Kayonza and Nyanza districts respectively in order to meet the demand. An abattoir called upon you As an animal slaughter qualified worker, to slaughter the aforementioned animals within 8 hours

To slaughter the goats To slaughter the sheep To slaughter the bulls

- Animals - Restraining materials - Stunning tools - Pressure pipe - Water under

pressure - Skinning tools - Refrigerator

302 | P a g e

Assesment Criterion Safety and security(E)

Checklist Score

Yes No

Indicator: PPE is worn

Indicator:Animals are well cleaned

Indicator: Viscera are properly separated from the carcass

Indicator: Viscera and carcass are properly cleaned

Indicator: Evacuation system is well used and cleaned

Indicator:Instruments and tools are well cleaned

Indicator: Work area is cleaned

Observation

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator:The cleaning steps are followed

Indicator:Visual examination is done

Indicator:Dieting is managed

Indicator:Animals are cleaned

Indicator:Animals are restrained according to species

Indicator:Animals are stunned

Indicator:Animals are hanged upside down (sticking)

Indicator:Carotid artery and jugular vein are properly cut

Indicator:Exsanguination is properly done

303 | P a g e

Indicator:Animal skinning is done accordingly

Indicator:Animals are properly eviscerated

Indicator:Carcass is properly cut into quarters

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Carcass is well prepared

Indicator:Viscera are well cleaned

Indicator:The quarters are properly cut

Indicator:Storage conditions are respected

Observation


Checklist Score

Yes No

Indicator: Tools and equipments are well selected

Indicator:Tools and equipments are well used

Indicator:Dieting period is respected

304 | P a g e

Indicator: Numbering is well done

Indicator:Animals are separated accordingly

Indicator:Cleaning products are well selected

Observation

References: Ballard, B., & Cheek, R. (2013). Exotic Animal Medicine for the Veterinary Technician. John Wiley & Sons.

Good Practices For The Meat Industry. (2004). Food & Agriculture Org.

Pisc. (2001). Livestock (Including) Poultry at Slaughtering Establishments. . Model Code of Practice for the

Welfare. Csiro Publishing.

Smulders, F. J. M., & Algers, B. (2009). Welfare of Production Animals: Assessment and Management of

Risks. Wageningen Academic Pub.

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F O P B U 3 0 1 - BUTCHERY

FOPBU301 Butcher the meat


Credits: 8 80



Issue date:February2012

Purpose statement

Foods of animal origin are perishable foodstuffs which need special attention during processing,

preparation, transportation and storage to avoid them becoming contaminated and causing ill health to

the consumer. This module covers the skills, knowledge and attitude required to Butcher.

Upon completion of this module, the trainee will be able to:

Receive meat from slaughterhouse

Cut meat into grades

Store meat

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Animal slaughtering process




learning unit.



1.Receive the meat from slaughterhouse 1.1. Proper Preparation of work area 1.2. Appropriate physical inspection of the work area 1.3. Accurate weighing of the meat

2.Cut the meat into grades 2.1. Proper identification of meat grades 2.2. Proper Selection of Cutting tools 2.3. Appropriate application of cutting techniques 2.4. Proper separation of meat grades

3.Store the meat 3.1. Proper Refrigeration of the meat 3.2. Proper Packaging of the meat 3.3. Proper labelling

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LU 1: Receive the meat from slaughterhouse

1

Learning Outcomes:

1. Prepare work area, equipments and tools

2. Examine physical characteristics of meat

20 Hours

Setting of an

appropriate work area

cleaning products

cleaning techniques

Use and clean

equipment and tools

o Field visit

o Demonstration


- Meat handling regulations

- Meat quarters

- Cleaning products, tools



Content Learning

activities

Resources


Prepare work area, equipments and tools

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Checklist Score

Yes No

Observation

Learning Outcome 1.2.Examine physical characteristics of meat

Appearance

Texture

Odour

o Field visit

o Demonstration


- Meat handling regulations

- Meat quarters

- Cleaning products, tools





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Examine physical characteristics of meat

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LU 2: Cut the meat into grades

2

Learning Outcomes:

1. Identify different meat cuts

2. Apply meat grades cutting techniques

3. Prepare the fresh sausages

4. Prepare the humbugs

5. Prepare ground meat

6. Store graded meat

60 Hours

Learning Outcome 2.1 Identify different meat cuts

Preparation of the carcass:

deboning,Trimming

Different meat cuts

Meat grades cutting

techniques

Cutting tools

o Oral presentation o Field visit o Demonstration o Practical exercises

- Meat ˗ Cutting tools ˗ Meat crusher ˗ Grinder ˗ Mixer ˗ Filler ˗ Refrigerator ˗ casings ˗ Packs ˗ Burger maker


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 2.2Apply meat grades cutting techniques

Preparation of the carcass:

deboning,Trimming

Different meat cuts

Meat grades cutting techniques

Cutting tools


- Meat - Cutting tools - Meat crusher - Grinder - Mixer - Filler - Refrigerator - casings - Packs - Burger

maker

Content Learning

activities

Resources


Identify different meat cuts

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-





Checklist Score

Yes No

Observation

Learning Outcome 2.3 : Prepare the fresh sausages

Preparation of ingredients

Grinding the mixture techniques

Stuffing techniques


- Meat - Cutting tools - Meat crusher - Grinder - Mixer - Filler - Refrigerator - casings - Packs

Content Learning

activities

Resources


Apply meat grades cutting techniques

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- Burger maker

-



Checklist Score

Yes No

Observation

Learning Outcome 2.4Prepare the humbugs


Prepare the fresh sausages

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Preparation of ingredients

Grinding the mixture techniques

Moulding methods

Oral presentation

Field visit of butcher

Demonstration

Practical exercises

- Meat - Cutting

tools - Meat

crusher - Grinder - Mixer - Filler - Refrigerator - casings - Packs - Burger

maker





Checklist Score

Yes No

Content Learning

activities

Resources


Prepare the humbugs

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Observation

Learning Outcome 2.5Prepare ground meat

Grinding techniques o Oral presentation o Field visit o Demonstration o Practical exercises

- Meat - Cutting tools - Meat crusher - Grinder - Mixer - Filler - Refrigerator - casings - Packs - Burger maker



Content Learning

activities

Resources


Prepare ground meat

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Checklist Score

Yes No

Observation

Learning Outcome 2.6Store graded meat

Refrigeration

Packing

Oral presentation

Field visit of butcher

Demonstration

Practical exercises

˗ Meat ˗ Cutting tools ˗ Meat crusher ˗ Grinder ˗ Mixer ˗ Filler ˗ Refrigerator ˗ casings ˗ Packs ˗ Burger maker





Content Learning

activities

Resources


Store graded meat

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Checklist Score

Yes No

Observation



Beausejour hotel wishes to order 200kgs of beef meat, 150kg goat meat and 150kg sheep meat. The hotel manager calls the butcher to supply the above quantity of fresh chopped meat in 5hours so as the hotel to cook for the visitors. As a qualified butcher, you are requested to: -Receive carcass from the slaughterhouse -Cut the meat into grades accordingly The situation has to be handled in 8 hours

Beef meat Goat meat Sheep meat

- Meat quarters, - Cleaning products, - Tools


Checklist Score

Yes No

Indicator:Tools and equipments are selected

Indicator:Work area is cleaned

Indicator:Tools and equipments are cleaned and sanitized

Indicator:Grades are identified

Indicator:Carcass is properly cut into grades

Indicator:By-products are well separated from the meat

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Indicator:The product is properly packaged

Observation


Checklist Score

Yes No

Indicator: Meat grades are cut accordingly

Indicator:The quantity ordered is respected

Indicator:The meat quality (freshness and size) is respected

Indicator:Meat grades well packaged

Observation


Checklist Score

Yes No

Indicator: The identification of grades is well done

Indicator:Grading is properly performed

Indicator:Quantity ordered is respected

Indicator: Delivery time is respected

Observation

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Safety and Hygiene(E)

Checklist Score

Yes No

Indicator: Personal protective equipment is effective


Indicator:Tools and equipment are cleaned and sanitized

Indicator: Packaging material is cleaned

Indicator: Storage conditions are optimized

Observation

References: Footitt, R. J., & Lewis, A. S. (1994). The Canning of Fish and Meat. Springer.

Predika, J. (1983). The Sausage-making Cookbook. Stackpole Books.

Skjaker, P., & Nesbakken, T. (2007). Risk-based Meat Inspection in a Nordic Context. Nordic Council of

Ministers.

Toldr?, F. (2008). Handbook of Fermented Meat and Poultry. John Wiley & Sons.

Whitehurst, R. J., & Oort, M. V. (2009). Enzymes in Food Technology. John Wiley & Sons.

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F O P H S 3 0 1 - HYGIENE AND FOOD SAFETY

FOPHS301 Apply hygiene and food safety


Credits: 5 50



Issue date:January 2012

Purpose statement

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This module describes the skills and knowledge required to apply hygiene and food safety procedures in

the food processing industry. These procedures must be applied at the workplace, at all steps of the food

processing, from the handling of the raw materials to the storage of the final products. The module will

allow the learner to effectively: Identify food contaminants and its sources; Practice personal hygiene;

Apply food safety and hygiene practices;Sanitize equipment and work area.







learning unit.



1 Identify food contaminants and its sources

1.1. Proper identification of food physical

contaminants

1.2 Proper listing of food chemical contaminants

and its sources

1.3 Proper listing and clear understanding of

biological contaminants and its sources

1.4 Appropriate writing report of contamination

cases

2. Practice personal hygiene 2.1. Correct Personal hygiene procedures at

workplace

2.2. Correct protective clothing

3. Apply food safety and hygiene

practices

3.1. Proper application of functional layout regulation

3.2. Correct identification of CCP

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3.3. Correct Monitoring of contamination throughout

production chain

3.4. Appropriate management of waste

4. Sanitize work area and processing

equipment, tools and instruments

4.1. Appropriate preparation of supplies, materials and

utilities for cleaning and sanitat

4.2. Proper cleaning and sanitizing of work area

4.3. proper processing equipment, tools and instruments

4.4. Correct Storage of cleaning equipment and chemicals

in accordance with company safety regulations

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LU 1: Identify food contaminants and its sources

1

Learning Outcomes:

1. Identify physical contaminants and its sources

2. Identify chemical contaminants and its sources

3. Identify biological contaminants and its sources

4. Report contaminations 9 Hours

Learning Outcome 1.1: Identify physical contaminants and its sources

Physical contaminants and hazards

Source of physical contaminants

Consequences and related safeguards

Identification techniques (visual, using a

o Brainstorming o Demonstration on

contaminants identification techniques

o Practical exercises on contaminants identification techniques

o Visit of a laboratory

˗ Multimedia equipment

˗ (DVD and DVD

player, video

projector)

˗ Food samples, sieves ˗ Standards manuals ˗ Protocols manuals ˗ Laboratory facilities

Content Learning

activities

Resources

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magnet, sieving, washing)

Reference standards

Standards

operating

procedures



Checklist Score

Yes No

Observation

Learning Outcome 1.2.Identify chemical contaminants and its sources

Chemical contaminants and hazards

Source of chemical contaminants




- Multimedia equipment

- (DVD and DVD

player, video

projector)

Content Learning

activities

Resources


Practice personal hygiene

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Identification techniques (organoleptic test, visual, laboratory tests)

Reference standards

Standards operating procedures



- Food samples, sieves

- Standards manuals

- Protocols manuals

- Laboratory facilities

-





Checklist Score

Yes No

Observation

Learning Outcome 1.3:Identify biological contaminants and its sources


Identify chemical contaminants and its sources

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Biological contaminants and hazards

Source of biological contaminants


Identification techniques (visual, organoleptic, laboratory tests)

Reference standards






˗ Multimedia equipment

˗ (DVD and DVD

player, video

projector)

˗ Food samples, sieves

˗ Standards manuals

˗ Protocols manuals

˗ Laboratory facilities





Content Learning

activities

Resources


Identify biological contaminants and its sources

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Checklist Score

Yes No

Observation

Learning Outcome 1.4Report contaminations

Reporting procedures o See module 4 (Communication)

- Paper, pen, computer


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation


Report contaminations

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LU 2: Practice personal hygiene

2

Learning Outcomes:

1. Practice personal hygiene

2. Use protective clothing

15 Hours


Content Learning

activities

Resources

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Personal hygiene purpose

Rules and

regulations (wash

hands and body,

cut hair and fur,

keep nails

short,work

without jewellery

or contagious

disease, use clean

underwear)

o Brainstorming o Group discussions

- Rules and regulations manuals

- Medical exam

- certificate


Checklist Score

Yes No

Observation

Learning Outcome 2.2Use protective clothing


Practice personal hygiene

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Purpose and limitations of protective clothing

Protective clothing specifications

Protective clothing wearing techniques

Management of protective clothing (cleaning, storage, disposal-off of used protective clothing)

o Brainstorming o Demonstration

on wearing protective clothing

o Practical on wearing protective clothing

- Apron (plastic) - Mouth masks - Gloves (plastic) - Rubber boots - Head gears such

as caps, hair nets, beard nets

-





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Use protective clothing

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LU 3: Apply food safety and hygiene practices

3

Learning Outcomes:

2. Apply functional layout regulations

3. Identify CCP

4. Monitor contamination throughout production chain

5. Perform waste management

16 Hours


Content Learning

activities

Resources

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Functional layout principles

Cross-contamination

Sanitary facilities

o Visit of a food processing

plant

- Functional

flowchart





Learning Outcome 3.2:Identify CCP

Checklist Score

Yes No

Observation


Apply functional layout regulations

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Food safety principles and practices

HACCP

OPRP

o Practical exercises on identification of CCP

HACCP guides





Checklist Score

Yes No

Observation

Learning Outcome 3.3Monitor contamination throughout production chain

Content Learning

activities

Resources

Content Learning

activities

Resources


Identify CCP

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Routine monitoring of contamination Sampling procedures GMP

ISO

Codex alimentarius

o Group discussions on o routine monitoring o Demonstration of

sampling

- Codex alimentarius

- Raw material and food on process

- Sampling bags - Gloves





Checklist Score

Yes No

Observation

Learning Outcome 3.4 Perform waste management

Waste management purpose

Waste management equipment and tools

Waste management specifications

o Brainstorming o Watch a documentary

movie on waste management

- Multimedia equipment

- Equipment and tools: incinerator, leavening,

Content Learning

activities

Resources


Monitor contamination throughout production chain

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EMS crusher, wheelbarrow, lorry, bag, barrel, shovel, hoe, broom, waste compactor, mould, rake





Checklist Score

Yes No

Observation


Perform waste management

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LU 4: Sanitize work area, equipment, tools and utensils

4

Learning Outcomes:

1. Prepare supplies, materials and utilities for cleaning and

2. sanitation Sanitize work area

3. Sanitize processing equipment, tools and instruments

4. Store cleaning/sanitizing equipment, tools and chemicals 10 Hours

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Learning Outcome 4.1: Prepare supplies, materials and utilities for cleaning and sanitation

Purpose and basic principles of cleaning and sanitation

Cleaning/sanitizing tools and equipment

Characteristics and functions of cleaning and sanitizing chemicals, including proper handling, use and storage

Cleaning/sanitation requirements and methods

o Discussion on cleaning

chemicals in relation with

the environmental issues

o Demonstration on cleaning

and sanitizing equipment

o Practical exercises on

operating a vacuum cleaner

o Visit of a food processing

plant or a restaurant

- Cleaning/sanitation supplies and materials: cleaners, vacuum cleaners, brooms, mops, sanitizers, cleaning and scouring pads, washcloth, brush, hose, towel dispenser ,litmus paper for testing effectiveness of cleaning

- Cleaning/sanitation supplies and materials

- ATP (adenosine triphosphate quick test)

- Utilities: power, water, compressed air, vacuum cleaner

- PPE - Manuals and

references on PPE - Texts on

regulatory/ legislative requirements

- Record book and

pen


Content Learning

activities

Resources

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Learning Outcome 4.2 Sanitize work area

Regulatory/legislative requirements

PPE

Technique of cleaning and sanitizing equipment

Identifying and reporting unacceptable equipment and work area

Restoring processing equipment

o Discussion on cleaning chemicals in relation with the environmental issues

o Demonstration on cleaning and sanitizing equipment

o Practical exercises on operating a vacuum cleaner

o Visit of a food processing plant or a restaurant



Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Prepare supplies, materials and utilities for cleaning and sanitation

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- PPE - Manuals and



- Record book and pen





Checklist Score

Yes No

Observation

Learning Outcome 4.3Sanitize processing equipment, tools and instruments


Sanitize work area

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requirements

PPE

Technique of cleaning and

sanitizing equipment

Identifying and reporting

unacceptable equipment and

work area

Restoring processing equipment

o Discussion on cleaning chemicals in relation with the environmental issues

o Demonstration on cleaning and sanitizing equipment

o Practical exercises on operating a vacuum cleaner

o Visit of a food processing plant or a restaurant





- PPE - Manuals and



- Record book and pen


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 4.4 Store cleaning/sanitizing equipment, tools and chemicals

Storage of cleaning equipment and chemicals

Personal hygiene

o Visit of the school storage room for cleaning and sanitation supplies and materials


- Storage room - Shelves, lockers


Content Learning

activities

Resources


Sanitize processing equipment, tools and instruments


Store cleaning/sanitizing equipment, tools and chemicals

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Checklist Score

Yes No

Observation

References : Golob, P., Farrell, G., & Orchard, J. E. (2008). Crop Post-Harvest: Science and Technology, Crop Post-Harvest: Principles and Practice. John Wiley & Sons. Gordon-Davis, L. (1998). Hospitality Industry Handbook on Hygiene and Safety. Juta and Company Ltd. Luning, P. A., Devlieghere, F., & Verhé, R. (2006). Safety in the Agri-food Chain. Wageningen Academic Pub. Organization, W. H. (2005). Second FAO/WHO Global Forum of Food Safety Regulators. Food & Agriculture Org. Shepard, T. (2004). Food Technology. Nelson Thornes.

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F O P J M 3 0 1 - JUICE MAKING

FOPJM301 Make Juice

RTQF Level:3 Learning hours

Credits: 12 120



Issue date:February, 2012

Purpose statement

This module covers the skills, knowledge and attitude required to properly make juice in the food

processing industry. Upon completion of this module, the trainee will be able to:

Prepare workplace, tools, equipment and utensils for juice making

Prepare the fruits

process the crude juice

Process the diluted and syrup juice

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Juice making







1. Prepare workplace, tools, equipment

and utensils for juice making.

Proper Selection of equipment, tools, utensils

1. Proper selection of cleaning products

2. Appropriate Cleaning of work area

3. Appropriate Checking and Testing of machines,

tools and equipment

4. Proper Installation of equipment

2.Prepare the fruits 1. Appropriate Sorting of raw materials

2. Accurate Weighing of raw materials

3. Proper Washing of the fruits

3. Process the crude juice 1. Proper peeling and/or cutting the fruits

2. Proper extraction of the juice

3. Accurate filtration of juice

4. Process the diluted and syrup juice 1. Proper measurement of ingredients

2. Proper mixing of ingredients

3. Proper heat treatment of syrup/diluted juice

4. Appropriate Cooling of the syrup/diluted juice

5. Package the juice 1. Proper checking of containers

2. Proper packaging the juice

3. Proper labelling

4. Proper storage of the juice

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LU 1:Prepare workplace for juice making

1

Learning Outcomes:

1. Select equipment, tools and utensils 2. Select cleaning products 3. Clean the work area 4. Check/Test the tools and equipment 5. Clean the equipment, tools and utensils

20 Hours

Learning Outcome1.1Select equipment, tools and utensils

Types of equipments

The use of equipments

o Brainstorming

o Practical Exercises

o Field visit

- Equipment : Protective jacket , crown corks, labels, coocking vat, bottles, cans, Thermometer, wooden spoon for stirring, Tables, a sharp, knives and a fork, jugs , bottles and cups, Spoons, Mixer , Blender, Cutters, Basins , Pans, Utility trays, Refractometer, pHmeter, Utensils, blender, Slicers, Digital balance, Mechanic balance, labels

Content Learning

activities

Resources

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machine, Scales, timer, funnels, hot plate, gaz cooker, jars with lids

- PPE - Fruit

Additives :(sugar, potassium sorbate, citric acid, pectine) Water.





Checklist Score

Yes No

Observation

Learning Outcome 1.2Select cleaning products

Content Learning

activities

Resources


Select equipment, tools and utensils

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Types of cleaning products

Use of cleaning products

(precautions, functions,

procedures of use)

Effect of cleaning products on equipments

o Brainstorming


o Didactic Movies

o Group discussion

o Cleaning products: chlorine based detergents : water, detergents, brushes, towels, sponges, quaternary ammonium based detergents, cleaning cloths





Checklist Score

Yes No

Observation

Learning Outcome 1.3: Clean the work area


Select cleaning products

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Nature of the work space

Cleaning techniques

Hygiene conditions

o Brainstorming o Practical Exercises o Didactic Movies o Group discussion

- Cleaning products: chlorine based detergents : water,

- detergents, brushes, towels,

- sponges, quaternary ammonium based detergents

- Equipments: stainless

steel fruit juice pasteurizer machine, bottles, saucepan, wooden spoon for stirring, Sieves, Tables, a sharp, knives and a fork, jugs , bottles and cups, Spoons, Mixer , Proper compressors, Blender, Ctters, Basins and Beakers, Pans ,Utility trays, juice blender, Refractometer, pHmeter, Utensils, Slicers, Electronic balance, Mechanic balance, labels machine, Measuring cylinder, Scales.




Content Learning

activities

Resources


Clean the work area

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Checklist Score

Yes No

Observation

Learning Outcome 1.4: Check/Test the tools and equipment


Maintenance verification

(Malfunctions, faults, wears and damages to tools and equipments identification)

Arrangement of tools and equipment

o Brainstorming o Practical Exercises o Didactic Movies o Group discussion o Field visit

- Catalogue, - Equipment :

Equipments: stainless steel fruit juice pasteurizer machine, bottles, saucepan, wooden spoon for stirring, Sieves, Tables, a sharp, knives and a fork, jugs , bottles and cups, Spoons, Mixer , Proper compressors, Blender, Cutters, Basins and Beakers, Pans ,Utility trays, juice blender, Refractometer, pHmeter, Utensils, Slicers, Electronic balance, Mechanic

Content Learning

activities

Resources

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balance, labels machine, Measuring cylinder, Scales, cooking vat.

- Tool box





Checklist Score

Yes No

Observation

Learning Outcome 1.5Clean the equipment, tools and utensils

Nature of the equipment

Cleaning techniques (drying the

surface of the equipment)

Hygiene conditions

Brainstorming

Practical Exercises

Didactic Movies

- Cleaning products: chlorine based detergents : water,detergents, brushes,

Content Learning

activities

Resources


Check/Test the tools and equipment

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Group discussion

Field visit

towels,sponges, quaternary ammonium based detergents, foam sprayer

Equipment : Protective jacket , crown corks, labels, coocking vat, bottles, cans, Thermometer, wooden spoon for stirring, Tables, a sharp, knives and a fork, jugs , bottles and cups, stainless Spoons, Mixer , Blender, Cutters, Basins , Pans ,Utility trays, Refractometer, pHmeter, Utensils, blender, Slicers, Digital balance, Mechanic balance, labels machine, Scales, bottle cleaning brush, cleaning cloths

- PPE .



Clean the equipment, tools and utensils

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Checklist Score

Yes No

Observation

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LU 2: Prepare the fruits

2

Learning Outcomes:

1. Select raw materials 2. Weigh the raw materials 3. Wash the fruits

15 Hours

Learning Outcome 2.1Select raw materials

Characteristics of good fruits for juice and wine (maturity index ,varieties)

Sorting Criteria:ripening, free of diseases, free of mechanical damage, maturity index

Grading criteria: density, size.

Other ingredients:


- Different types of fruit

- Additives(sugar,

pectine)

- Preservatives (citric acid, potassium sorbate

- Equipment: Screen, Floating tank

- Color chart

Content Learning

activities

Resources

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-Additives(sugar, water)

-Preservatives (sodium

Benzoate, potassium sorbate)

Food grades and shelf life





Checklist Score

Yes No

Observation

Learning Outcome 2.2: Weigh of raw materials

Ratios of ingredients

Types of weighing scales

o Brainstorming


o Group discussion

Different types of fruit - Additives(sugar,

pectine)

-Preservatives ( potassium sorbate, citric acid

Content Learning

activities

Resources


Select raw materials

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Equipment:Weighing

scales





Checklist Score

Yes No

Observation

Learning Outcome 2.3: Wash the fruits

Purpose of washing

Washing techniques according to the types of fruits

The washing products: treated water

o Brainstorming


o Group discussion


- Treated water

- Equipment: brushes, containers, washing tanks, washing machine.

Content Learning

activities

Resources


Weigh the raw materials

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Checklist Score

Yes No

Observation


Wash the fruits

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LU 3: Process the crude juice

3

Learning Outcomes:

1. Peel and/or cut and crush the fruits 2. Mix the ingredients and cooking 3. Conditioning of jam 4. Control the quality

40 Hours

Learning Outcome 3.1: Peel and/or cut and crush the fruits

Techniques of peeling and/or

cutting and crushing

Removal of seeds from fruits

depending on types fruits

o Brainstorming


o Didactic Movies

o Group discussion

- Different types of fruits

- peeling, crushing and cutting machine

table, knives, Cutters,

Basins Pans ,Utility

trays, Slicers




Content Learning

activities

Resources


Peel / cut the fruits

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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Extract the juice

Techniques of pressing depending

on the fruits

Techniques of squeezing

Extraction of juice from fruits

residues (Heating fruits residues)

Maximization of fruits extraction : -

additive; (enzymes, pectin) ,

treatments (heating)

o Brainstorming


o Group discussion

o Field visit

o Simulation

Different types of fruits Equipment: Proper compressors, Blender, Basins, Tank,





Content Learning

activities

Resources


Extract the juice

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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Clarify the juice

Purpose

Techniques of clarification (Filtration,

decantation, centrifugation)

o Brainstorming


o Group discussion

o Field visit

o Simulation

- Filters (cloth,

pressure,

sieves), crude

juice, tank,

centrifuge,

containers





Content Learning

activities

Resources


Clarify the juice

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Checklist Score

Yes No

Observation

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LU 4:Process the diluted and syrup juice

4

Learning Outcomes:

1. Measure the ingredients

2. Mix ingredients

3. Heat/pasteurize syrup/diluted juice

4. Preserve the syrup/diluted juice 35 Hours

Learning Outcome 4.1:Bottle the jam

measurement of the brix of the crude juice

determination of ratio of juice/water/sugar

weight of sugar

pH measurement

determination of ratio of juice/sugar

o Brainstorming o Practical Exercises o Field visit o Didactic Movies

- Equipment : refractometet, pHmeter, cylinders , mixer, Scales, electronic balance.

- Crude juice, sugar, water, measuring jug

- PPE





Content Learning

activities

Resources


Measure the ingredients

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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Mix ingredients

Mixing techniques of diluted juice

Mixing techniques of syrup juice

o Brainstorming o Individual research o Group work o Field visit

Crude juice, sugar, water Equipment: tanks, bucket, wooden spoon





Checklist Score

Yes No

Content Learning

activities

Resources


Mix ingredients

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Observation

Learning Outcome 4.3: Heat/pasteurize syrup/diluted juice

Heating techniques

Control parameters (brix,

temperature, time, Texture,)

Pasteurilization conditions

o Brainstorming


o Didactic Movies

o Group discussion

o Field visit

Equipment: Refractometer, thermometer, a timer, viscometer, Heaters, pasteurilizer, tanks Crude juice, sugar solution, sugar, cooking vat





Content Learning

activities

Resources


Heat/pasteurize syrup/diluted juice

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Checklist Score

Yes No

Observation

Learning Outcome 4.4Preserve the syrup/diluted juice

Cooling technique (50-60oC)

Addition of preservatives

o Brainstorming


o Didactic Movies

o Group discussion

o Field visit

- Citric acid, potassium sorbate,

- Equipment: cooling machine, thermometer.





Content Learning

activities

Resources


Preserve the syrup/diluted juice

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Checklist Score

Yes No

Observation

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LU 5: Package the juice

5

Learning Outcomes:

1. Package the juice

2. Store the juice

15 Hours

Learning Outcome 5.1:Package the Juice

Types of packaging material for syprup or diluted juice (Glass, plastic, PE, paper)

Techniques of sterilization packaging material (by irradiation, hot water)

Techniques of packaging

Labeling standards


- Equipment :packaging materials(glass, plastic, metal, paper).

- Autoclave, sealer - Equipment: papers,glue,

printer, battles (glass, metal, plastic.




Content Learning

activities

Resources


Package the juice

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Checklist Score

Yes No

Observation

Learning Outcome 5.2: Store the juice

Conditions of storage

(shelf life, temperature of

storage, storage

environment)


Equipment: Fridge, pallets.





Content Learning

activities

Resources


Store the juice

369 | P a g e

Checklist Score

Yes No

Observation

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URWIBUTSO Ese has called upon to attend the Kigali trade fair therefore want to produce the diluted and syrup juice from mango, orange and passion fruits as products that will be sold in trade fair. The production manager ordered to the juice maker to produce these products within 2 days

To produce syrup and diluted juice from mango fruits To produce syrup and diluted juice from Passion fruits To produce syrup and diluted juice from orange fruits

- brushes,

- containers,

- washing tanks,

washing machine,

- chlorine based

detergents water,

- detergents, brushes,

towels,

- sponges,

- quaternary

ammonium based

detergents,

- stainless steel fruit

juice pasteurizer

machine,

- bottles,

- saucepan,

- wooden spoon for

stirring,

- Sieves,

- Tables,

- a sharp knives and a

fork,

- jugs ,

- bottles and cups,

Spoons,

- Mixer ,

- Proper compressors,

- Blender,

- Cutters,

- Basins and Beakers,

- Pans ,

- Utility trays,

- juice blender,

- Refractometer,

- pHmeter,

- Utensils,

- Slicers,

- Electronic balance,

- Mechanic balance,

- labels machine,

371 | P a g e

- Measuring cylinder,

- Scales.

- Orange fruits,

- sugar,

- water,

- sodium Benzoate,

- potassium sorbate

- Salts - fat, - oil, - milk, - eggs, - flour, - yeast - Equipments:

weighing scale, - spoon, - knives, - plates, - table, - buckets, - dough mixer, t - rolley -

372 | P a g e


Checklist Score

Yes No

Indicator:Equipment are well selected

Indicator:Mixing of ingredients is well done

Indicator:Hygiene conditions are respected

Indicator:Filtration is well done

Indicator:Heat process is well conducted

Observation


Checklist Score

Yes No

Indicator: The Brix is respected

Indicator:The taste is suitable

Indicator:Viscosity is related to the product

Indicator:The color is appropriate

Observation

373 | P a g e


Checklist Score

Yes No

Indicator: Raw material are well selected

Indicator:Conditionning is performed

Indicator:Dose of ingredients are respected

Indicator: Ratios are respected

Observation

References : K. P. (2012). Downstream Process Technology: A New Horizon In Biotechnology. PHI Learning Pvt. Ltd.

Grandison, A. S., Grandison, A. S., & Lewis, M. J. (1996). Separation Processes in the Food and

Biotechnology Industries: Principles and Applications. Woodhead Publishing.

Postharvest Technology of Fruits and Vegetables: General concepts and principles. (2000). Indus

Publishing.

Quality Control in Fruit and Vegetable Processing. (1988). Food & Agriculture Org.

Sinha, N., Sidhu, J., Barta, J., Wu, J., & Cano, M. P. (2012). Handbook of Fruits and Fruit Processing. John

Wiley & Sons.

374 | P a g e

F O P J M 3 0 1 - JAM MAKING

FOPJM301 Make Jam


Credits: 10 100




Purpose statement

This module covers the skills, knowledge and attitude required to properly make Jam in the food

processing industry.

375 | P a g e




Juice making







1. Prepare workplace, tools, equipment and utensils for jam making.

1. Correct selection of equipment, tools, utensils 2. Correct selection of cleaning product 3. Proper cleaning of work area 4. Proper cleaning of equipment, tools and utensils 5. Checking and Testing of machines, tools and

equipment

2. Prepare the raw materials 1. Proper selection of raw materials 2. Accurate Weighing of raw materials 3. Proper washing the fruits

3. process the jam 1. Correct peeling and/or cutting/crushing 2. Accurate mixing of ingredients and cooking 3. Correct Conditioning of jam 4. Quality control is done apropriately

4. Package the jam 1. Bottling the jam is done accordingly 2. Correct labelling of the bottles 3. Appropriate Storage of the juice

376 | P a g e

LU 1:prepare work area for jam making

1

Learning Outcomes:

1. Select equipment, tools and utensils 2. Select cleaning products 3. Clean the work area 4. Check/Test the tools and equipment 5. Clean the equipment, tools and utensils

20 Hours

Learning Outcome1.1Select equipment, tools and utensils

Types of equipments


o Brainstorming


o Field visit

- Equipment : Protective jacket , crown corks, labels, coocking vat, bottles, cans, Thermometer, wooden spoon for stirring, Tables, a sharp, knives and a fork, jugs , bottles and cups, Spoons, Mixer , Blender, Cutters, Basins , Pans, Utility trays, Refractometer, pHmeter, Utensils, blender, Slicers, Digital balance, Mechanic balance, labels

Content Learning

activities

Resources

377 | P a g e

machine, Scales, timer, funnels, hot plate, gaz cooker, jars with lids

- PPE - Fruit

Additives :(sugar, potassium sorbate, citric acid, pectine) Water.





Checklist Score

Yes No

Observation

Learning Outcome 1.2Select cleaning products

Content Learning

activities

Resources



378 | P a g e




procedures of use)


o Brainstorming


o Didactic Movies

o Group discussion

o Cleaning products: chlorine based detergents : water,

o detergents, brushes, towels,

o sponges, quaternary ammonium based detergents, cleaning cloths





Checklist Score

Yes No

Observation


Content Learning

activities

Resources



379 | P a g e


Cleaning techniques

Hygiene conditions


- Cleaning products: chlorine based detergents : water, detergents, brushes, towels, sponges, quaternary ammonium based detergents, cleaning cloths





Checklist Score

Yes No

Observation


Clean the work area

380 | P a g e

Learning Outcome1.4: Check/Test the tools and equipment






Equipments: stainless steel fruit juice pasteurizer machine, bottles, saucepan, wooden spoon for stirring, Sieves, Tables, a sharp, knives and a fork, jugs , bottles and cups, Spoons, Mixer , Proper compressors, Blender, Cutters, Basins and Beakers, Pans ,Utility trays, juice blender, Refractometer, pHmeter, Utensils, Slicers, Electronic balance, Mechanic balance, labels machine, Measuring cylinder, Scales, cooking vat.

- Tool box




Content Learning

activities

Resources



381 | P a g e


Checklist Score

Yes No

Observation





Hygiene conditions

Brainstorming

Practical Exercises

Didactic Movies

Group discussion

Field visit

- Cleaning products: chlorine based detergents : water,detergents, brushes, towels,sponges, quaternary ammonium based detergents, foam sprayer

Equipment : Protective jacket , crown corks, labels, coocking vat, bottles, cans, Thermometer, wooden spoon for stirring, Tables, a sharp, knives and a fork, jugs , bottles and cups, stainless Spoons, Mixer , Blender, Cutters, Basins ,

Content Learning

activities

Resources

382 | P a g e

Pans ,Utility trays, Refractometer, pHmeter, Utensils, blender, Slicers, Digital balance, Mechanic balance, labels machine, Scales, bottle cleaning brush, cleaning cloths

- PPE .





Checklist Score

Yes No

Observation



383 | P a g e

LU 2:Prepare the raw materials

2

Learning Outcomes:

1. Select raw materials 2. Weigh the raw materials 3. Wash the fruits

16 Hours

Learning Outcome 2.1Select raw materials

Characteristics of good fruits for jam: maturity, varieties

Sorting Criteria:ripening, free of diseases, free of mechanical damage, maturity index

Grading criteria: density, size. Other ingredients:

Additives(sugar, pectine)

Preservatives (, potassium sorbate, citric acid)


Different types of fruit - Additives(sugar, pectine)

-Preservatives (citric acid, potassium sorbate -Equipment: Screen, Floating tank -Color chart


Content Learning

activities

Resources

384 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.2 Setup embroidery machine parts



o Brainstorming


o Group discussion


pectine)

-Preservatives ( potassium sorbate, citric acid Equipment:Weighing

scales


Content Learning

activities

Resources





385 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.3: Wash the fruits

Purpose of washing

Washing techniques according to the types of fruits

The washing products: treated water

o Brainstorming


o Group discussion


- Treated water

- Equipment: brushes, containers, washing tanks, washing machine.





Content Learning

activities

Resources


Wash the fruits

386 | P a g e

Checklist Score

Yes No

Observation

387 | P a g e

LU 3: Process the jam

3

Learning Outcomes:

1. Peel and/or cut and crush the fruits 2. Mix the ingredients and cooking 3. Conditioning of jam 4. Control the quality

40 Hours

Learning Outcome 3.1: Peel and/or cut and crush the fruits

Techniques of peeling and/or

cutting and crushing

Removal of seeds from fruits

depending on types fruits

o Brainstorming


o Didactic Movies

o Group discussion

- Different types of fruits

- -peeling, crushing and cutting machine

table, knives, Cutters,

Basins Pans ,Utility

trays, Slicers




Content Learning

activities

Resources


Peel and/or cut and crush the fruits

388 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.2: Mix the ingredients and cooking

Mixing techniques (maceration)

Cooking techniques (temperature,

time, sugar concentration, viscosity)

o Brainstorming


o Group discussion

o Field visit

Equipment: coocking vat, wooden spoon for stirring, Spoons, Mixer, Basins , Pans, Refractometer, timer, funnels, stainless spoon, Ingredients: fruits, sugar, pectin, Preservatives: citric

acid, potassium

sorbate.





Content Learning

activities

Resources


Accurate selection of cleaning materials and products

389 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.3Conditioning of jam

Addition of preservatives (citric acid)

Cooling techniques (addition of

potassium sorbate)

o Brainstorming


o Group discussion

o Field visit

- Ingredients :

citric acid,

potassium

sorbate,

- Equipments:

jars lids,

cooling vat





Content Learning

activities

Resources


Conditioning of jam

390 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.4Control the quality

Standards of the jam

Testing methods (organoleptic, physic-

chemical properties of the jam)

o Brainstorming


o Group discussion

o Field visit

- Equipment for analysis according to standards

- Protocols - Jam - List of standards





Content Learning

activities

Resources


Control the quality

391 | P a g e

Checklist Score

Yes No

Observation

392 | P a g e

LU 4:Package the jam

4

Learning Outcomes:

1. Bottle the jam 2. Label the package 3. Store the jam

15 Hours

Learning Outcome 4.1: Bottle the jam

Types of packaging material for jam (Glass,metal cans)

Techniques of sterilization of packaging material )

Techniques of packaging


- Equipment :packaging materials(glass, metal cans, plastic).

- Sealer





Content Learning

activities

Resources


Bottle the jam

393 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.2: Label the package

Information to put on the labels

Material for labeling

Techniques of labelling

o Brainstorming o Individual research o Group work

Equipment: papers,glue, printer, battles (glass, metal, plastic).





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Label the package

394 | P a g e

Learning Outcome 4.3 Store the jam

Conditions of storage (shelf life,

temperature of storage, storage

environment)

o Brainstorming


o Didactic Movies

o Group discussion

o Field visit

- Equipment: pallets.





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Store the jam

395 | P a g e



The cooperative NZIZA FRUIT located in Gicumbi District has received an order to make jam from pineapple, strawberry and guava. As a person charged of jam making in NZIZA fruit cooperative, you are requested to make jam of 2 kg from pineapple, 2 kg from strawberry and 2 kg from Guava within 4 hours each.

Make the Pineapple jam Make the Strawberry jam Make the Guava jam

Cleaning equipment and

product:

Bushes

Buckets

cleaning soap and

detergent

Water

cleaning clothes

PPE, screens

Processing equipment:

- Cooking vat

- cooking gas

- hot plate

- Pans

- stainless steel stirring

rod

- digital balance

- crusher

- cutter or knives

spoons,

refractometer

- thermometer

viscometer

- color chart

chronometer

- tables.

Ingredients:

- Fruits

- sugar

- pectin

Preservatives:

- Citric acid

- potassium sorbate

Packaging materials: - bottle in glass plastic

or metal - lids - cartons

396 | P a g e

- Glue - Printer - labelling paper

397 | P a g e


Checklist Score

Yes No

Indicator:Tools and equipments are selected


Indicator:Tools and equipments are cleaned and sanitized

Indicator:Raw materials are prepared

Indicator:Ingredients are mixed(peeling crushing, cutting)

Indicator:Heat process is done

Indicator:Conditioning is done


Observation


Checklist Score

Yes No

Indicator: Viscosity is at the optimum level

Indicator:Appropriate colour is obtained

Indicator:Appropriate sugar concentration is achieved (65-85%)

398 | P a g e


Observation


Checklist Score

Yes No

Indicator: Time is kept

Indicator:Quantity ordered is respected

Indicator:Right raw materials are used

Observation


Checklist Score

Yes No

Indicator: Personal protective equipment

Indicator:Health hazards materials are removed

Indicator:Personal hygiene is respected

399 | P a g e

Indicator: Cleanliness is maintained

Indicator: Work attired is clean

Observation

References : Board, N. (2000). Modern Technology of Agro Processing and Agricultural Waste Products. National

Institute Of Industrial Re.

Engineers, E. B. of C. and. (2008). Fruit Beverages and Processing with Mango Products. Engineers India

Research In.

Hager, T. J. (2007). Processing Effects on the Antioxidant Capacity, Polyphenolic Content, Absorption and

Metabolism of Apache Blackberries. ProQuest.

Hui, Y. H. (2008). Handbook of Fruits and Fruit Processing. John Wiley & Sons.

White, K. D., & Kay, R. L. (1996). Ice Jam Flooding and Mitigation: Lower Platte River Basin, Nebraska.

DIANE Publishing.

400 | P a g e

F O P M R 3 0 1 - MILK RECEPTION

FOPMR301 Perform milk reception


Credits: 12 120



Issue date:February,2013

Purpose statement

This module covers the skills, knowledge and attitude required to perform milk reception in the food


Prepare work area

Receive milk

Grade the milk

401 | P a g e







learning unit.



1. Prepare work area 1. Proper Cleaning products are selected 2. Proper Cleaning of work area, tools, equipment 3. Equipment are functioning accordingly

2. Receive milk 1. Quality control is performed correctly 2. Filtration is done appropriately 3. Accurate Weighing of milk 4. Records are kept accordingly 5. Milk is cooled accurately

3. Grade the milk 1. Proper grading milk by fat 2. Proper Grading milk by total bacteria account 3. Proper Grading milk by density

402 | P a g e

LU 1:Prepare work area

1

Learning Outcomes:

1. Identify contaminants

2. Select cleaning products

3. Apply cleaning techniques

4. Use instruments 60 Hours

Learning Outcome1.1: Identify contaminants

Setting of an

appropriate work area

Type of contaminants: -physical

-chemical

-biological

Cleaning products: -caustic soda

-nitric acid

-chlorine

-bleach water


Cleaning techniques

Function of cleaning products

Types of instruments:

-thermometer

-pH-meter

-butyrometer

-lactometer

o Demonstration

o Experimentation/ observation

o Audio visual material

o Brainstorming


- PPE - water - Detergents - Disinfectants - utensils - thermometer - pH-meter - butyrometer - lactometer - mastitis kit - antibiotic kit - cleaning tools

Content Learning

activities

Resources

403 | P a g e

-mastitis kit

-antibiotic kit

Working principles of instruments and equipments



Checklist Score

Yes No

Observation

Learning Outcome 1.2.Select cleaning products

Setting of an appropriate work area


-chemical

-biological

o Demonstration

o Experimentation/

observation


- PPE

- water

- Detergents

Content Learning

activities

Resources


Identify contaminants

404 | P a g e


-nitric acid

-chlorine

-bleach water


Cleaning techniques


Types of instruments: -thermometer

-pH-meter

-butyrometer

-lactometer

-mastitis kit

-antibiotic kit


Adjustment of instruments and equipments

o Brainstorming


- Disinfectants

- utensils

- thermometer - pH-meter - butyrometer - lactometer - mastitis kit - antibiotic kit - cleaning tools

-







405 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.3Apply cleaning techniques



-chemical

-biological


-nitric acid

-chlorine

-bleach water


Cleaning techniques



-pH-meter

-butyrometer

-lactometer

-mastitis kit

-antibiotic kit



o Demonstration

o Experimentation/

observation


o Brainstorming


- PPE

- water

- Detergents

- Disinfectants

- utensils


Content Learning

activities

Resources

406 | P a g e

-





Checklist Score

Yes No

Observation


Apply cleaning techniques

407 | P a g e

Learning Outcome 1.4Use instruments



-chemical

-biological


-nitric acid

-chlorine

-bleach water


Cleaning techniques



-pH-meter

-butyrometer

-lactometer

-mastitis kit

-antibiotic kit



o Demonstration

o Experimentation/

observation


o Brainstorming


- PPE

- water

- Detergents

- Disinfectants

- utensils


-


Content Learning

activities

Resources

408 | P a g e




Checklist Score

Yes No

Observation


Use instruments

409 | P a g e

LU 2:Receive milk

2

Learning Outcomes:

1. Control the quality of raw milk

2. Filter the raw milk

3. Cool the raw milk

4. Keep records 60 Hours

Learning Outcome 2.1: Control the quality of raw milk

Purpose of quality control

Platform test

Organoleptic test

Lactometer or density test

Clot on boiling (COB)

Alcohol test

o Demonstration o Experimentation/observation o Audio visual material o Practical exercises

- PPE - Milk - Balances - Thermometer - pH-meter - butyrometer - lactometer - mastitis kit - antibiotic kit - filters - record forms





Content Learning

activities

Resources


Control the quality of raw milk

410 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2Filter the raw milk

Types of filters

Cloth metallic (stainless steel)

Filtration methods

vacuum Membrane

Demonstration

Experimentation/observation

Audio visual material

Practical exercises

- PPE

- Milk

- Balances

- Thermometer

- pH-meter

- butyrometer

- lactometer

- mastitis kit

- antibiotic kit

- filters

- record forms

Content Learning

activities

Resources

411 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.3Cool the raw milk

Cooling equipments (tank,

fridge)

Cooling techniques:

By cooling tank

By cold room

By Cold water bath

o Demonstration o Experimentation/observation o Audio visual material o Practical exercises

- PPE - Milk - Balances - Thermometer - pH-meter - butyrometer - lactometer - mastitis kit - antibiotic kit - filters

Content Learning

activities

Resources


Filter the raw milk

412 | P a g e

- record forms



Checklist Score

Yes No

Observation

Learning Outcome 2.4Keep records

Types of filters

Cloth metallic (stainless steel)

Filtration methods

vacuum Membrane

o Demonstration

o Experimentation/observation



- PPE

- Milk

- Balances

- Thermometer

Content Learning

activities

Resources


Cool the raw milk

413 | P a g e

- pH-meter

- butyrometer

- lactometer

- mastitis kit

- antibiotic kit

- filters

- record forms





Checklist Score

Yes No

Observation


Keep records

414 | P a g e

415 | P a g e

LU 3: Grade the milk

3

Learning Outcomes:

1. Grade milk by fat

2. Grade milk by total bacteria account

3. Grade milk by density

Hours

Learning Outcome1.1: Identify contaminants

Fat grades content

Purpose of fat grades

Factors affecting fat

content

o Brainstorming


o Didactic Movies

o Group discussion

o Field visit

- Raw milk Lactoscan





Content Learning

activities

Resources


Grade milk by fat

416 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Grade milk by total bacteria account

Acceptable range of bacteria

Parameters of deterioration


- Raw milk - Culture media - Incubators - Grassware - Autoclave - Bunsen burner





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Grade milk by total bacteria account

417 | P a g e

Learning Outcome 3.3: Grade milk by density

Acceptable range

Effect of density on product quality

Factors affecting density of milk

Measuring techniques

Milk adulteration

o Brainstorming


o Didactic Movies

o Group discussion

o Field visit

- Thermometer

- Lactometer

- Lactoscan

- Reference

Standard





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Grade milk by density

418 | P a g e



50 farmers from Kinazi village wish to deliver 500 litres of milk, at the same time, Runda and Busoro farmers also wish to deliver 300 and 500 litres respectively at varying time intervals. As a milk receptionist at Migina Milk Collection Center, you are responsible for reception of this milk from aforementioned location within 7 hours.

Receive the milk from Runda Receive the milk from Busoro Receive the milk from Kinazi

- Thermometer

- Lactometer

- Lactoscan

- Reference

- Standard

- Culture media

- Incubators

- Grassware

- Autoclave

- Bunsen burner

- Lactoscan

- PPE

- Milk

- Balances

- Thermometer

- pH-meter

- butyrometer

- Lactometer

- Mastitis kit - Antibiotic kit - Filters - Record forms - water - Detergents

419 | P a g e


Checklist Score

Yes No

Indicator:The work area is well prepared

Indicator:The milk is well graded ( Density test, Acidity tests , Fat determination, Organoleptic tests , Mastitis test, Antibiotic test)

Indicator:Filtration is done

Indicator:Weighing is well done

Indicator:The milk is well conditioned

Observation


Checklist Score

Yes No

Indicator: The milk standard conditions is met

Indicator:The Milk is properly weighed

Indicator:The Milk is well cooled

Observation

420 | P a g e


Checklist Score

Yes No

Indicator: The time is respected

Indicator:Instruments are well used

Indicator:Cleaning products are well selected

Indicator: Records are well kept

Observation


Checklist Score

Yes No

Indicator: PPE is worn

Indicator:Instruments, tools and utensils are well


Indicator: Quality control is done

Observation

421 | P a g e

References : Clark, S., Costello, M., Bodyfelt, F., & Drake, M. (2009). The Sensory Evaluation of Dairy Products.

Springer.

Dahlberg, A. C. (1953). Sanitary Milk Control and Its Relation to the Sanitary, Nutritive, and Other

Qualities of Milk. National Academies.

M, B. R. (2008). A Textbook of Foods, Nutrition & Dietetics. Sterling Publishers Pvt. Ltd.

Tamime, A. Y. (2009). Milk Processing and Quality Management. John Wiley & Sons.

Turkentine, R. (1999). The Effect of Raw Milk Quality & Controlled Proteolysis on the Shelf Life of UHT

Milk. University of Queensland, Gatton College.

Tuszyński, W., Diakowska, E. A. A., & Hall, N. S. (1983). Solar Energy in Small-scale Milk Collection and

Processing. Food & Agriculture Org.

422 | P a g e

F O P P M 3 0 1 - PASTA MAKING

FOPJM301 Make Pasta


Credits: 12 120




Purpose statement

This module covers the skills, knowledge and attitude required to properly make pasta in the food


1. Prepare workplace, tools, equipment and utensils for pasta making

2. Prepare ingredients

3. Make the dough

423 | P a g e










1. Prepare workplace, tools, equipment

and utensils for pasta making

1.1. Correct selection of equipment, tools, utensils

1.2. Correct selection of cleaning product

1.3. Proper cleaning of work areaProper cleaning of

equipment, tools and utensils

1.4 Correct checking and testing of machines, tools and

equipment

2.Prepare ingredients 1. Proper identification of raw materials

2. Correct weighing of raw materials

3. Correct preparation of raw materials

3.Make the dough 1. Accurate Mixing the ingredients

2. Accurate Adjustment of mixing parameters

3. Appropriate Quality control of paste

4. correct resting of the dough

424 | P a g e

LU 1:Prepare workplace, tools, equipment and utensils for pasta making

1

Learning Outcomes:

1. Select equipment, tools and utensils

2. Select cleaning products

3. 1Clean the work area

4. Check and Test of tools and equipment

5. Clean of equipment, tools and utensils

20 Hours

Learning Outcome1.1: Select equipment, tools and utensils

Types of equipments


o Brainstorming


o Didactic Movies

o Group discussion

o Field visit

Equipment : blender, weighing scale, spoon, knives, plates, table, buckets, dough mixer, trolley sieves, rolling pins Manufactures notice of

equipment, tools and

utensils





Content

Learning

activities

Resources



425 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Select cleaning products




procedures of use)



Cleaning products: chlorine based detergents : water, detergents, brushes, towels, sponges, quaternary ammonium based detergents





Checklist Score

Yes No

Content

Learning

activities

Resources



426 | P a g e

Observation



Cleaning techniques

Hygiene conditions


- Cleaning products: chlorine based detergents : water,

- detergents, brushes, towels,

- sponges, quaternary ammonium based detergents

- - Equipment : blender,

weighing scale, spoon, knives, plates, table, buckets, dough mixer, trolley

- sieves, rolling





Checklist Score

Content

Learning

activities

Resources


Clean the work area

427 | P a g e

Yes No

Observation

Learning Outcome 1.4:Check/Test the tools and equipment




Arrangement of tools and equipment



Equipments: stainless steel fruit juice pasteurizer machine, bottles, saucepan, wooden spoon for stirring, Sieves, Tables, a sharp, knives and a fork, jugs , bottles and cups, Spoons, Mixer , Proper compressors, Blender, Cutters, Basins and Beakers, Pans ,Utility trays, juice blender, Refractometer, pHmeter, Utensils, Slicers, Electronic balance, Mechanic balance, labels machine, Measuring cylinder, Scales, cooking vat.

- Tool box


Content

Learning

activities

Resources



428 | P a g e




Checklist Score

Yes No

Observation





Hygiene conditions

Brainstorming

Practical Exercises

Didactic Movies

Group discussion

Field visit


Equipment : Protective jacket , crown corks, labels, coocking vat, bottles, cans, Thermometer, wooden spoon for stirring, Tables, a sharp, knives and a fork,

Content

Learning

activities

Resources

429 | P a g e

jugs , bottles and cups, stainless Spoons, Mixer , Blender, Cutters, Basins , Pans ,Utility trays, Refractometer, pHmeter, Utensils, blender, Slicers, Digital balance, Mechanic balance, labels machine, Scales, bottle cleaning brush, cleaning cloths

- PPE .





Checklist Score

Yes No

Observation



430 | P a g e

431 | P a g e

LU 2: Prepare Ingredients

2

Learning Outcomes:

1. Select raw materials

2. Weigh raw materials

3. Prepare the raw materials

4. Clean equipment, tools and utensils 40 Hours

Learning Outcome 2.1 Select raw materials

Types of flours( hard for bread and soft for cakes)

Characteristics of good flours

yeasts for bread

Baking leavening agents for biscuits, doughnuts, cakes.

Other ingredients depending on the type of end product ;

salts, sugar, water, fat or oil, milk or eggs, meat.


- Different types of flour

- Falling number - Gluten index - Glutorc - -Different types of

yeast - - Salts, sugar,

water, fat or oil, milk or eggs, meat.


Content

Learning

activities

Resources



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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Weigh of raw materials



o Brainstorming


o Group discussion


pectine)

-Preservatives ( potassium sorbate, citric acid Equipment:Weighing

scales




Content

Learning

activities

Resources



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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Prepare the raw materials

Conditioning of ingredients (Preparation of eggs, Preparation of warm water for yeast, preparation of milk)

o Brainstorming


o Group discussion

- Ingredients: flour, or eggs, meat.

- -Small mixer - -Hot plate - -Fridge - -Knives - -Spoons - -Pans - yeast, Salts,

sugar, water, fat or oil, milk





Checklist Score

Yes No

Content

Learning

activities

Resources


Prepare the raw materials

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Observation

Learning Outcome 2.4: Clean equipment, tools and utensils

o Nature of the equipment

o Cleaning techniques (drying the surface of the equipment)

o Hygiene conditions

o Brainstorming


o Group discussion


- Equipment : blender, weighing scale, spoon, knives, plates, table, buckets, dough mixer, trolley

- Cleaning materials.





Checklist Score

Content

Learning

activities

Resources


Clean equipment, tools and utensils

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Yes No

Observation

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LU 3:Make the dough

3

Learning Outcomes:

1. Mix the ingredients 2. Perform the finishing of the dough 3. Control the quality of the paste

60 Hours

Learning Outcome 3.1: Mix the ingredients

Different types of dough according

to ingredients( for bread,

doughnuts, cake)

-Techniques of mixing( straight and

sponge methods)

- Adjustment of mixing parameters

o Brainstorming


o Didactic Movies

o Group discussion

o Field visit

- Different types of flour

- Different types of yeast

- Salts, sugar, water, fat or oil, milk or eggs, meat.

Equipment: - Dough mixer - Rolling pin - Bucket




Content

Learning

activities

Resources


Mix the ingredients

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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Perform the finishing of the dough

Kneading techniques

-Resting of the dough

o Brainstorming


o Group discussion

Tables -Rolling pins -Knives -Flour





Checklist Score

Yes No

Content

Learning

activities

Resources


Perform the finishing of the dough

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Observation

Learning Outcome 3.3: Control the quality of the paste

Characteristics of a good paste

Inspection (visual, physical inspection)

Compare pasta for different types of

bakery products

o Brainstorming


o Group discussion

- Paste





Checklist Score

Yes No

Observation

Content

Learning

activities

Resources


Control the quality of the paste

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Beausejour Hotel manager would like to receive three guests from different countries (America, China, Netherland). One from America needs to take a bread, one from China needs to take cake and one from Netherland needs to take Biscuits. The manager called upon dough makers to prepare the dough of bread, cake and biscuits within 3 hours.

Make the Pineapple jam Make the Strawberry jam Make the Guava jam

- Salts

- Sugar

- Water

- Fat

- Oil

- Milk

- eggs

- flour

- yeast

- weighing scale

- spoon - Knives - Plates - Table - Buckets - dough mixer - trolley - sieves - rolling pins - Small mixer - Hot plate - Fridg - Pans - Cleaning

products: - chlorine

based detergents :

- Water - Detergents - Brushes - Towels - Sponges - quaternary

ammonium based detergents

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Checklist Score

Yes No

Indicator:Equipment are well selected

Indicator:Mixing of ingredients is well done

Indicator:Hygiene conditions are respected

Observation


Checklist Score

Yes No

Indicator: Texture of paste is suitable

Indicator:Consistence of paste is perfect

Indicator:Taste of paste is suitable

Observation

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Checklist Score

Yes No

Indicator: Time of mixing is respected

Indicator:Dose of ingredients are respected

Indicator:The use of tools is respected

Observation

References : Abecassis, J., & Autran, J.-C. (2001). Durum Wheat, Semolina and Pasta Quality: Recent Achievements

and New Trends : Montpellier (France), November 27, 2000. Editions Quae.

Green, A. (2012). Making Fresh Pasta: Delicious Handmade, Homemade Recipes. Apple Press, Limited.

Luxon, M. (1989). Pasta Making, Violin Crafting and More. PNL Press.

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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