tvet certificate iv in welding

4

TVET CERTIFICATE IV in

WELDING

CODE

MGMWLD4001

Kigali May, 2013

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MGMWLD4001-TVET CERTIFICATE IV

Welding

REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2013

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

May, 2013

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Copyright

The Competent Development Body of this Curriculum is © Workforce Development Authority

(WDA). Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with WDA. This work is copyright, but

permission is given to trainers and teachers to make copies by photocopying or other

duplicating processes for use with their own training organizations or in a workplace where the

training is being conducted. This permission does not extend to the making of copies for use

outside the immediate training environment for which they are made, nor the making of copies

for hire or resale to third parties. The views expressed in this version of the work do not

necessarily represent the views of WDA. The competent Body does not give warranty nor

accept any liability.

The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in

full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright

must be included on any reproductions. Learners may copy reasonable portions of the

curriculum for the purpose of study. Any other use of this curriculum must be referred to

theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2013

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t 2

T a b l e o f C o n t e n t s 3

L i s t o f a b b r e v i a t i o n s 7

A c k n o w l e d g m e n t s 8

1 . G E N E R A L I N T R O D U C T I O N 9

2 . Q U A L I F I C A T I O N D E T A I L S 1 0

2.1 Description 10

2.2 Minimum entry requirements 10

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 5

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

3.1 Course structure 6

3.2 Competencies chart 6

3.3 Flowchart 8

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

4.1 Assessment Methodology 9

4.2 Portfolio 9

C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 2

LU 2:Describe the operating system 14

LU 3:Customize computer features 21

LU 1:Protect computer system 26

C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 3 2

LU 1:Develop and maintain product, service and market knowledge. 35

LU 2:Provide a quality service experience to customers. 42

LU 3:Deal with complaints and difficult customer service situations. 49

LU 4:Manage and use information about clients and customers. 57

C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 6 1

LU 1: Identify hazardous areas to be improved. 63

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LU 2 : Apply SHE practices. 69

LU 3: Assess and control risks. 78

LU 4:Awareness of SHE in working place. 83

I N D E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 8 8

LU 1:Write factual, descriptive, and explanatory texts. 91

LU 2:Apply a range of listening strategies to understand predictable messages. 99

LU 3:Discuss general and trade-related topics. 104

LU 4:Read medium texts on general and trade-related topics. 110

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 1 6

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 119

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere

ry’umwuga no kugaragaza intêgo y’izina mbonera. 126

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 135

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

ibidukikije. 141

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 148

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 5 6

lu1:Identify elements of business plan. 159

LU 2:Write a business plan in line with the identified elements 166

LU 3:Establish strategies to monitor evaluate and update the business plan (Contingency plan). 178

Learning unit 185

LU 4 :Present a business plan 185

C C M I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 1

LU 1:Investigate and secure industrial attachment place. 193

LU 2:Deal with workplace challenges. 201

LU 3:Get briefed on industrial attachment program. 205

Learning unit 209

LU 4:Develop one’s competencies on the workplace. 209

W L D S W 4 0 1 - S P O T W E L D I N G 2 1 4

LU 1:Analyze the spot welding work 216

LU 2:Organize the workplace 220

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LU 3:Perform spot welds 224

LU 4:Perform Housekeeping 229

Summative Assessment 231

W L D B R 4 0 1 - B R A Z I N G 2 3 6

LU 1:Analyze the brazing work 238


LU 3:Perform brazed joint 249



W L D M C 4 0 1 - M E T A L C U T T I N G 2 6 1

LU 1:Analyze the metal cutting work 263


LU 3:Carry out metal cuts 271



W L D S P 4 0 1 - S M A W P L A T E 2 8 4

LU 1:Analyze the SMAW plate work 286


LU 3:Perform Plate Welds 293



W L D C D 4 0 1 - C O M P U T E R A I D E D D E S I G N 3 0 6

LU 1:Analyze the CAD work 308

LU 2:Perform ARCHICAD drawing 312

LU 3:Perform AutoCAD drawing 317

W L D S M 4 0 1 - S H E E T M E T A L 3 2 2

LU 1:Analyze the sheet metal work 324


LU 3: Perform sheet metal work 333

LU 4: Perform housekeeping 338


G L O S S A R Y

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List of abbreviations

2D CAD Two-Dimension CAD

3D CAD Three-Dimension CAD

ASNI American Standards National Institute

BIS British Institute standards

CCM Complementary Modules

CDU Curriculum Development Unit

CEFOTRAR Centre de Formation des Travailleurs au Rwanda

CGS Centimeter-Gram-Second

MFMWLD Mining and Manifacturing sector/Welding subsector

CV Curriculum Vitae

DIN Deutsche Institut fur Normung

ETAG Ecole Technique Automobile de Gisenyi

GS Groupe Scolaire

ICT Information Communication Technology

IPRC Integrated Polytechnics Regional Centers

IPS Inch-Pound-Second

ISO International Standard Organization

JIS Japanese Industrial standards

LU Learning Unit

MKS Meter-Kilogram-Second

MMGS Millimeter gram second

PAFP “Programme d’Appui à la Formation Professionnelle”

PC Peformance criteria

PPE Personal Protective Equipment

REQF Rwanda Education Qualification Framework

TVET Technical and Vocational Education and Training

VTC Vocational Training Center

WDA Workforce Development Authority

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Acknowledgments

Workforce Development Authority wishes to thank the following persons who participated in

the development of this curriculum:

Coordination

HABIMANA Théodore, WDA

MUHIRE Jean Marie Vianney, WDA

Facilitators

RWAMASIRABO Aimable, WDA

HATEGEKIMANA Gratien, WDA

Curriculum Development Team

# NAMES FUNCTION INSTITUTION/LOCATION

1 NIYONZIMA Denys Trainer IPRC WEST 2 TUYIZERE Félicien Trainer ETAG 3 NKERABAHIZI Jean Baptiste Trainer IPRC Kigali 4 KADAHEZA Christophe Trainer IPRC Kigali 5 SEBBA John Trainer IPRC South 6 KWIBUKA Victor Trainer VTC Mpanda 7 NGENDAMBIZI Cyprien Welder Self employed 8 NDIKURYAYO Fabien Assistant Lecturer IPRC Kigali 9 NSABIMANA Jean Pierre Instructor IPRC Kigali 10 IMBABAZI Gabriel Welder Self employed 11 UWIMANA Jean de Dieu Trainer ETAG 12 MUTSINDASHYAKA Jean Baptiste Trainer/TSS ETO Kicukiro

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation ofa Fitting welder. It is designed with an

approach that takes into account the training needs, the work situation, as

well as the goals and the means to implement training.

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

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

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

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

and the course structure.

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

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

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

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

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

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides theskills,

knowledge and attitudes for a learner to be

competent in a range of routine tasks and

activities that require the application of a

limited range of basic practical skills in a

defined context. Work will be undertaken in

various construction fields where Computer

Aided Design, concrete pouring and casting,

steel bars works, tiles works and terrazzo

pavement are performed. Learners may

work with some autonomy or in a team but

usually with minimum supervision.

At the end of this qualification, qualified

learners will be able to:

1. Apply Computer skills 2. Providing quality customer service 3. Implementing SHE policies and

procedures 4. Use intermediate English at

workplace 5. Gukoresha I Kinyarwanda

cy’umunyamwuga 6. Develop business plan 7. Apply Basic Analysis 8. Apply Computer Aided design (CAD) 9. Perform Spot Welding 10. Perform Brazing 11. Perform Metal Cutting 12. Perform SMAW Plate 13. Perform Sheet Metal 14. Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally

fit with broad knowledge, skills and attitude

of welding background.

Title: TVET Certificate IV inAdvanced fitting and welding

Level: REQF Level 4

Credits: 120

Sector: Mining and Manifacturing

Sub-sector: Welding and fabrication

Issue date: May, 2013

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2.3 Information about pathways

2.4 Job related information

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

welding technician masonry; this qualification again offers the opportunity to execute the works as

advanced fitter welderwhile ensuring that safety, security and environmental regulations are respected.

2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Personal development

Understand own personal values, strengths and areas of challenge or weakness and

are able to effectively use or address them

Develop, implement and evaluate progress toward personal goals;

Know own preferred way of learning, take initiative for learning new skills, and know

how to monitor own learning progress.

Possible jobs related to this qualification

Advanced Fitter welder

Welding Technician

Preferred pathways for candidates entering

this qualification include:

TVET Certificate III in Welding

Recognition of prior learning related

to this qualification

Progression route of candidates achieving

this qualification include:

TVET Certificate V in Welding

A range of other related TVET

Certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

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Interpersonal communication

Communicate and get along well with others, in a variety of settings and for a range of

purposes;

Speak and listen actively and appropriately, one-on- one and in groups;

Cooperate and work effectively within a group;

Provide good customer service.

Health, hygiene and safety

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

Maintain hygiene and personal grooming;

Identify unsafe situations;

Respond to emergencies and accidents at work;

Prevent HIV/Aids and sexual violence.

Environment sustainability

Know the environmental regulations in Rwanda;

Dispose of waste ;

Recycle waste ;

Report environmental hazards to appropriate person.

Integration of the workplace

Know how to apply for and present themselves for employment;

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

Demonstrate behaviour and attitudes that are appropriate for the workplace and

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

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

respect supervision;

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

exercise rights in the workplace.

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Financial fitness

Understand principles and tools behind personal and family money-management;

Understand the importance of saving and reducing expenses;

Organize and manage personal and household finances;

Create a personal budget and think strategically about their finances;

Evaluate their options for earning money and are familiar with ways to establish and maintain

personal credit;

Be aware of the risks associated with credit.

Management of a small business

Simulate income-generating activities with the basic cycles of business;

Plan for income-generating activity expenses and loan repayments;

Keep basic business financial records;

Evaluate the risks and opportunities of using credit in income generating contexts;

Distinguish between money to be used for investment into own income-generating activities,

for family expenses, and for savings;

Know the different market actors.

Computer skills

Operate a computer

Use word processing applications in the production of workplace or personal

documents

Create and use spreadsheets and charts through the use of spreadsheet software

Design electronic presentations

Send, receive and manage electronic mail (email), as well as to collaborate online using

chat rooms, intranets and instant messaging.

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Number of competencies: 14 Core competencies : 8 Complementary competencies : 6 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMCS401 Apply Computer skills 3

2 CCMQS401 Providing quality customer service 3

3 CCMHE401 Implementing SHE policies and procedures 3

4 CCMEN401 Use intermediate English at workplace 3

5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

6 CCMDB401 Develop business plan 3

Total 18

No Code Core competencies Credit

GEN

ERA

L 1 GENMA 401 Apply Basic Analysis 10

2 WLDSCD401 Apply Computer Aided design (CAD) 12

SPEC

IFIC

3 WLDSW401 Perform Spot Welding 7

4 WLDBR401 Perform Brazing 8

5 WLDMC401 Perform Metal Cutting 11

6 WLDSP401 Perform SMAW Plate 12

7 WLDSM401 Perform Sheet Metal 12

8 CCMIA401 Integrate the workplace 30

Total 102

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

competency. The symbol (∆) indicates a relationship between a specific competency and a step

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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Advanced fitter welder PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

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#

1 2 3 4 5 6 7 8

Duration (400 Hrs) 30

30

30

30

30

30

100

120

1 Perform Spot Welding 70 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ● ○ ○

2 Perform Brazing 80 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○

3 Perform Metal Cutting 110 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○

3 Perform SMAW Plate 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○

3 Perform Sheet Metal 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○

3 Integrate the workplace 300 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ● ● ● ● ● ●

Figure 1: Competencies chart

Between the process and particular competencies| Between general and particular competencies

▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.3 Flowchart

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

acquisition of the competencies. It provides an overall planning of the entire training

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

consistency and progression of learning. For each module, the flowchart shows the learning

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

have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of

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

Figure 2: Flowchart

Computer skills 3 Providing quality customer service 3

Implement S.H.E. policies and procedures 3 Intermediate workplace english 3

Ikinyarwanda cy’ umunyamwuga 3

Computer Aided Design (CAD) 12

Apply Basic Analysis 10

Spot Welding 6 Brazing 8

Metal Cutting 11 SMAW Plate 12

Sheet Metal 12

Business plan development 3

Industrial Attachment Program (IAP) 30

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

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

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

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

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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Competence

C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.

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Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1.Describe the operating system

1.1 Proper description of operating system components

1.2 Proper description of characteristics of an Operating System

1.3 Proper description of operating system types

1.4 Proper description of operating system functions

1.5 proper description of operating system file system

2.Customize the computer

features

2.1 Proper identification of customer requirements for an

operating system

2.2 Proper Identification of Minimum Hardware Requirements

for operating system to be used

2.3 Proper customization of operating system

3. Protect computer system

3.1 Proper installation of software utilities according to the

manufacturer specifications

3.2 Regular scanning of computer and elimination of virus as

per safety standards

3.3 Accurate backup of computer data based on OS installation

3.4 Appropriate restoration of computer data based on OS

installed

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Learning unit

LU 2:Describe the operating system

1

Learning Outcomes:

1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system 15 Hours

Learning Outcome 1.1:Describe components of operating system

User interface Graphical user interface

(GUI). Shell(CLI)

Kernel micro kernel monolithic kernel

File management system Disk-based Network-based Virtual

o Brainstorming on components of operating system

o Demonstration on components of operating system

o Group discussions on

components of operating

system

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet

Formative Assessment 1.1

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

performance criterion has been achieved.

Performance criterion

Proper description of components of operating system

Resources Learning activities Content

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Types of evidence Portfolio assessment tools

Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )

Checklist Score

Yes No

Indicator: User interface is described

Graphical user interface (GUI).

Shell(CLI)

Indicator: kernel is described

Micro kernel

Monolithic kernel

Indicator : File management system is described

Disk-based

Network-based

Virtual

Observation

Learning Outcome 1.2: Describe the characteristics of operating system

Multi-user

Multitasking

Multiprocessing

Multithreading

o Brainstorming on

characteristics of operating system


characteristics of operating system

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet


16 | P a g e





Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)

Checklist Score

Yes No

Indicator: Multi-user computer is described Indicator:Multitasking computer is described Indicator:Multiprocessing computer is described Indicator:Multithreading computer is described

Observation


Proper description of characteristics of an operating system

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Learning Outcome 1.3: Describe the types of operating system

Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone

Multi-user, multi-task Unix Lunix

Real Time Operating Systems

Industrial machine Laboratories

machine

Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS

o Demonstration on types of operating system

o Group discussions on types of operating system

- Computer - Projector - software - Text books - Lecture notes - Papers - Internet





Written evidence

Oral evidence



Proper description of operating system types


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Checklist Score

Yes No

Indicator: Single-user, single task operating system are described

Android

Blackberry iOS(iPhone OS) Windows 8 phone

Indicator : Multi-user, multi-task operating system are described Unix Lunix

Indictor: Real Time Operating Systems operating system are described Industrial machine Laboratories machine

Indicator : Single-user, Multi-tasking operating system are described Windows xp Windows vista Windows 7 Windows 8 Windows 10

Observation

Learning Outcome 1.4: Describe the functions of operating system

Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling

o Group discussions on functions of operating system

o Brainstorming on functions of operating system

- Computer - Projector - software - Text books - Internet



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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Indicator: Basic functions of operating system are described

Intermediator Process Management File Management Memory Management Security Job Scheduling

Observation

Learning Outcome 1.5: Describe the operating system file system

File system role

File system types File Allocation

Table(FAT12,FAT16,FAT32,exFAT)

New Technology File System (NTFS).

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books



Proper description of operating system functions

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Apple file system (APFS) Hierarchical file system(HFS

and HFS Plus) Veritas File System(VFS)

number and mathematical calculations


mathematical

function(average, minimum,

maximum and count

numbers

- Lecture notes - Papers - Internet





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator : File system types are described

File Allocation Table(FAT12,FAT16,FAT32,exFAT) New Technology File System (NTFS). Apple file system (APFS) Hierarchical file system(HFS and HFS Plus) Veritas File System(VFS)

Observation


Proper description of operating system file system

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Learning unit

LU 3:Customize computer features

2

Learning Outcomes:

1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system

for operating system to be sued 3. Customize the operating system

10 Hours

Learning Outcome 2.1:Identify the customer requirement for an operating system

Requirements to be

considered

Budget constraints

Compatibility with

current hardware

Compatibility with

new hardware

How the computers

will be used

Compatibility with

existing applications

Types of new

applications to be

used

o Brainstorming on operating system customer requirements

o Group discussions on operating system customer requirements

o Demonstration on operating

system customer requirements

- Computer - Projector - software - Text books



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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation

Checklist Score

Yes No

Indicator: Customer requirement for an operating system are identified

Budget constraints

Compatibility with current hardware

Compatibility with new hardware

How the computers will be used

Compatibility with existing applications

Types of new applications to be used

Observation


Proper identification of customer requirements for an operating system

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Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used

Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and

speed Motherboard


minimum hardware requirements






Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation


Proper identification of minimum hardware requirements for operating system to be used


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Learning Outcome 2.3:Customize the operating system

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Verify your network shares with Shared Folders

Control panel utilities

o Brainstorming on operating system customization

o Demonstration on operating system customization

o Practical exercises on operating system customization






Written evidence

Oral evidence



Proper customization of the operating system


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Checklist Score

Yes No

Indicator: operating system is customized

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Observation

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Learning unit

LU 1:Protect computer system

3

Learning Outcomes:

1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed

5 Hours

Learning Outcome 3.1:Install software utilities

Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus

installation

- Computer Lab - Projector - Computer with OS

installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS

installed - Antivirus



Proper installation of software utilities according to the manufacturer

specifications


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Written or Oral


Checklist Score

Yes No

Indicator: Software tools utilities are installed

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Observation

Learning Outcome 3.2: Scan and Eliminate virus

Description of scan types Full system scan On demand scan On access scan

Description of san mode Manual Automatic Scheduled

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan


computer virus scan

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers



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Written


Checklist Score

Yes No

Indicator: Scan type are described

Full system scan

On demand scan

On access scan

Indicator: Scan mode is described

Manual

Automatic

Scheduled

Indicator: Virus are eliminated

Neutralization

Deleting

Quarantine

Observation


Regular computer scan and elimination of virus as per safety standards

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Learning Outcome 3.3: Backup of computer data based on OS

Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups

Selection of common backup devices Tape drive Digital audio

tape(DAT) drives Auto-loader tape

systems Magnetic optical

drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers





Written evidence

Oral

Performance

Matching Sentence completion Ticking Expose (presentation ) Task on backing up data


Accurate backup of computer data based on OS installation


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Checklist Score

Yes No

Indicator: Backup types are described

Normal/Full backup

Copy backup

Differential backup

Incremental backup

Daily backups

Indicator: Common backup devices are selected

Tape drive

Digital audio tape(DAT) drives

Auto-loader tape systems

Magnetic optical drives

Removable disks

Disk drives

Observation

Learning Outcome 3.4: Restore computer data based on OS installed

Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical

drives CDs DVDs Disc drives

o Brainstorming on backup types

o Practical exercises on data

restore

o Computer Lab with internet access

o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS

installed o Antivirus



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Written evidence

Oral

Performance

Matching Expose (presentation ) Task on restoring data

Checklist Score

Yes No

Indicator: Restoring devices are selections

HHD/SSD

USB/ Flash Driver

Tapes drives

Magnetic optical drives

CDs

DVDs

Disc drives

Observation

References:

1. https://www.ctdlc.org/remediation/indexComputer.html

2. https://www.ctdlc.org/remediation/mouse.html

3. https://www.ctdlc.org/remediation/software.html

4. https://www.ctdlc.org/remediation/copypaste.html

5. https://cce.sydney.edu.Sau/course/BCEI


Appropriate restoring of computer data based on OS installed

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Competence

C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE

CCMQS401Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies.

33 | P a g e

Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.


Not applicable

Elements of competency and perfomance criteria






1. Develop and maintain product, service and market knowledge.

1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.

1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.

1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

2. Provide a quality service experience to customers.

1.1. Determination and clarification of customer preferences, needs and expectations.

1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.

1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.

1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling

34 | P a g e

3. Deal with complaints

and difficult customer

service situations.

3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.

3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.

3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.

3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.

3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.

4. Manage and use

information about

clients and customers

3.1 Proper determination and record of customer information where appropriate to provide personalized service.

3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.

3.3 Proactive provision of enhanced products and services to clients and customers based on client information.

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Learning Outcome 1.1:Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

Products and services knowledge and its importance

Opportunities to develop and maintain knowledge of products and services Membership of

industry associations and networks

Conventional and creative sources of information

o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer

- Role play scenario - Reference books - Online materials - Scholarly materials

Learning unit

LU 1:Develop and maintain product, service and market knowledge.

1

Learning Outcomes:

1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

5 Hours


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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services. (Cont.)

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires







Written evidence

Multiple choice True or false question Matching Sentence completion Ticking Essay (short responses / extended responses)


Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.


37 | P a g e

Checklist Score

Yes No

Products and services are identified

Opportunities to develop and maintain knowledge of products and services are

identified

Use of formal research techniques

Use of informal research techniques

Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

Products, services and promotional initiatives Tours and transport Conferences and

conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or

packages.




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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations. (Cont.)

Ways to determine customer preferences, needs and expectations:

Active listening Questioning Observation Recognition of non-

verbal signs

Factors influencing customer preferences, needs and expectations:

Age Gender Social and cultural

characteristics Prior knowledge Special needs

Ways to satisfy customer preferences, needs and expectations:

Friendliness

Courtesy

Value for money

Prompt or timely

service

Assistance

Empathy and support

Comfort

New experience

Basic needs for food,

shelter, transport or

other services.





39 | P a g e




Written

Performance

Oral

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)

Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and

expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation


Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify

changes in customer preferences, needs and expectations.

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Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation






Written evidence

Practical task of a team

Checklist Score

Yes No

Identification of reasons to share knowledge of market, product and service

Application of methods and techniques of sharing knowledge at workplace

Observation


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.


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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

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






Written evidence

Oral

Performance

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play

Checklist Score

Yes No

Application of product and Service adjustment procedure

Identification of the importance of product and Service adjustment procedure on customer satisfaction

Observation


Suggestion of ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to

organization policy.


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Learning unit

LU 2:Provide a quality service experience to customers.

2

Learning Outcomes:

1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services

to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate

5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase

10 Hours

Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.

Customer needs and preferences

The importance of researching your customers needs and preferences

o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play




Proper determination and clarification of customer preferences, needs

and expectations.


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Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and

preferences

Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers to meet their needs and expectations.

Needs and expectations of customers on products and services

General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or

order

o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play



44 | P a g e





Written evidence

Oral evidence

Performance evidence


Checklist Score

Yes No

Information about products and services to customers

Observation

Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming

- Role play scenario - Reference books - Online materials - Scholarly materials - Video record



Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.

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Written evidence

Oral evidence



Checklist Score

Yes No

Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service

Observation


Anticipation of customer preferences needs and expectations throughout

the service experience and provide products and services in a timely

manner, appropriate to individual needs and preferences, and according

to organization standards.

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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.

o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate

- Reference books - Online materials - Scholarly materials





Written evidence

Oral evidence



Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.


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Checklist Score

Yes No

Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services

Observation

Learning Outcome 2.5: Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers arousing interest.

o Large group discussion o Question and answer o Debate o Observation o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario


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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of methods to promote products and services Application of selling techniques

Observation


Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and

appropriate employment of selling

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Learning unit

LU 3:Deal with complaints and difficult customer service situations.

3

Learning Outcomes:

1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints

4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

9 Hours

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

o Small group discussion o Individual work o Role play o Simulation



50 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer

service situations

Observation


Proper use of questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer service

situation with the customer and assessment of the impact on the customer

of the situation.

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Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

Communication techniques Listening and active

listening Asking questions to

gain information, clarify ambiguities and adequately understand requirements

Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

Ability to speak clearly, be understood and use appropriate language, style and tone.

o Group work o Presentation o Brainstorming o Role play




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Role play

Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints..

Organisation

constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play





Effective use of communication techniques to assist in the management of

the complaint and handle the situation sensitively, courteously and discreetly

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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario



Proper determination of possible options to resolve the complaint and

prompt analysis and decision on the best solution, taking into account any

organization constraints.

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Written evidence

Oral evidence



Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play




Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.

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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of the importance of feedback on customer complaints Effective feedback giving

Observation

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work




Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.

56 | P a g e





Written evidence

Oral evidence

Product evidence


Checklist Score

Yes No

Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints

or difficult service situations

Observation


Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.

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Learning Outcome 4.1:Determine and record customer information where appropriate to provide personalised service.

Customer information

Collecting customer information

Storing information

Maintaining customer information

o Brainstorming o Large group discussion o Individual reflection o Pair work





Learning unit

LU 4:Manage and use information about clients and customers.

4

Learning Outcomes:

1. Determine and record customer information where appropriate to provide personalised service

2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate

3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours


Proper determination and record of customer information where

appropriate to provide personalized service.


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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate.

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity




Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.


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Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional

initiatives

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and customers based on client information.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing

- - Reference books - Online materials - Scholarly materials



Proactive provision of enhanced products and services to clients and

customers based on client information.


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Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and

services

Observation

References:

1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company

Profits"

2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice

(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.

3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

4. https://www.customersure.com/blog/customer-complaints-online/

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/0-9753719-0-8

https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

https://www.customersure.com/blog/customer-complaints-online/

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Competence

C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES

CCMHE401 Implement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the outcomes required to implement Safety, Health and Environmental

(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure

own safety and that of others; together with protection of the environment. This includes

implementation of recognized environmental care principles.

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Maintaining SHE at workplace







1. Identify hazardous areas to be

improved

1.1 Proper physical inspection of the working area

1.2 Proper selection of the tools and materials

1.3 Proper marking and reporting of hazardous area

1.4 Proper reporting on the area of weakness according to

company procedure

2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements

2.2 Appropriate instruction to workers to follow safety best practices and enforce health and safety regulations

2.3 Proper establishment and maintenance of

communication with others in line with SHE

requirements

2.4 Proper performance of tasks in a safe manner and in

line with SHE best practices

3. Assess and control risks 3.1 Proper analysis of work practices and processes to

identify areas for improvement in relation to SHE issues

and hazards

3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents

3.3 Proper control of hazard to make them less dangerous

by looking at the most effective options

4. Promote awareness of SHE in working place

4.1 Proper implementation of environmental procedures

4.2 Adequate training of workers to operate tools and

equipment

4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards

63 | P a g e

Learning unit

LU 1: Identify hazardous areas to be improved.

1

Learning Outcomes:

1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas

5 Hours

Learning Outcome 1.1: Select tools and materials

Types of tools,materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer

Types of tools,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Setting visual aids

o Preparing video and audio

materials with types of

equipment

- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared

thermometer - Strings and ropes - PPEs


64 | P a g e

Tape measure Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves

Formative Assessment1.1




Written evidence

Oral evidence


Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area

identification


Proper selection of the tools and materials

65 | P a g e

Checklist Score

Yes No

Indicator :Tools, materials and equipment used to identify hazards are selected accordingly

Dust sampler

Noise meter

Hammer

Brushes

Crowbar

Ladder

Rock drill

Tape measure

Infrared thermometer

etc

Indicator:Tools, materials and equipment used to control hazards are selected accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Cement

Wire mesh

Marking paints

Tape measure

Level meter

Pick

Shovel

Saw

PPEs

Etc

Observation

66 | P a g e

Learning Outcome 1.2: Inspect and identify physical feature of dangerous area

Tools and equipment for

inspection: Adequate supply of tools

and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area

Environment condition Water Cracks Air Dust

o Presentation on checklists and work place examinations

o Observation of the working place

o Group discussion about qualities of a good working place

o Practical exercises of inspecting o On checklists and work place

examinations o Preparation of visual Aid

materials o Preparation of Video and audio

aids

- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen





Written

Performance

Oral

Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place


Proper physical inspection of the working area


67 | P a g e

Checklist Score

Yes No

Indicator: Tools and equipment for inspection are identified and supplied accordingly

Tools and equipment for inspection are identified according to each job specification

PPEs for inspection are supplied according to each job specification

Indicator : Environment conditions are examined accordingly

Water

Cracks

Air

Dust

Observation

Learning Outcome 1.3: Mark and report on the hazardous areas

Introduction to tools and

equipment for marking

hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap

(Warning sign) Cones

Use of tools and

equipment for marking

hazardous area

Reporting: Through the

administrative hierarchy

Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Preparation of visual Aid materials

o Preparation of video and audio materials

- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap



68 | P a g e




Written

Performance

Oral

Multiple choice

True or false question

Matching

Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting

Checklist Score

Yes No

Indicator : Tools and equipment for marking hazardous area are introduced and used accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Barricade tap (Warning sign)

Cones

Indicator : Hazardous areas are reported according to the situation

Through the administrative hierarchy

Through Emergency reporting

Observation


Proper marking of hazardous area and proper reporting on the area of

weakness according to company procedure

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Learning unit

LU 2 : Apply SHE practices.

2

Learning Outcomes:

1. Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements

2. Instruct workers to follow safety best practices and enforce health and safety regulations.

3. Establish and maintain communication with others in line with SHE requirements

4. Perform tasks in a safe manner and in line with SHE best practices

10 Hours

Learning Outcome 2.1: Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements

Occupationaland

organizational requirements:

Organizational policies

and procedures about

Manual handling

- shifting,

- lifting and

- carrying

Machine guarding Organizational and site

guidelines Own role and

responsibility Quality assurance

and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values Recording and reporting Equipment use,

maintenance and

o Research on OHS,

environmental, legislative and

Organizational requirements.

o Brainstorming on OHS,

environmental, legislative

requirements and

Organizational requirements.

o Group discussion on OHS,

environmental, Legislative and

organizational requirements

- PPEs - Reference books - Work sheet - Markers - Flip charts


70 | P a g e

storage

Healthy and Safety

requirement:

Personal protective

equipment and clothing

First Aid and Firefighting

equipment

Hazard and risk control

equipment

Psychological conditions

control mechanisms

Environment requirement:

Safe forest practices

Waste management: Disposal, Recycling and Re-use guidelines





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety

and Environmental (OHSE) requirements


Proper identification and application of Occupational Health, Safety and

Environmental (OHSE) requirements

71 | P a g e

Checklist Score

Yes No

Indicator : Occupational requirementsare properly identified and followed

Organizational policies and procedures about

Manual handling

Machine guarding

Organizational and site guidelines

Own role and responsibility

Quality assurance and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values

Indicator: Health and safety requirements are properly identified and followed

Personal protective equipment and clothing

First Aid and Firefighting equipment

Hazard and risk control equipment

Psychological conditions control mechanisms

Indicator : Environment requirement are properly identified and followed

Safe forest practices

Waste management guidelines

Disposal,

Recycling and

Re-use guidelines

Observation

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Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.

Appropriate SHE

standards, regulations

tobe followed, and

tools and materials to

be used:

Use of PPEs

Use of inspection

checklist

o Observation about the need

of appropriate SHE

standards, regulations to be

followed, and tools and

materials to be used

o Group discussion on role of

appropriate SHE standards,

regulations to be followed,

and tools and materials to be

used


following appropriate SHE

standards, regulations, and

using appropriate tools and

materials

- PPEs - Reference books - Work sheet - Markers - Flip charts





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations


Appropriate instruction to workers to follow safety best practices and to

enforce health and safety regulations.


73 | P a g e

Checklist Score

Yes No

Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations

Use of PPEs Use of inspection checklist

Observation

Learning Outcome 2.3: Establish and maintain communication with others in line with SHE requirements

Applyingbasics of effective communinication:

Types of effective communication with others in line with SHE requirements:

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication with others in line with SHE requirements:

Effective oral communication

Effective written communication

Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback

o Group discussion about

communication with others in

line with SHE requirements.

o Role play about effective communication

o Practical exercises of

communication with others in line with SHE requirements

- Public Board notices

- Communication

devices/phones

- Safety signage


74 | P a g e

Positive, confident and cooperative language

Appropriate language and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

etc

Types of questions to be asked during a communication process Close-ended

questions Open-ended

questions

etc





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE

requirements


Proper establishment and maintenance of communication with others in line

with SHE requirements.

75 | P a g e

Checklist Score

Yes No

Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication

Types of workplace effective communication

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication

Effective oral communication

Effective written communication

Techniques of effective oral communication

Active listening

Constructive feedback

Positive, confident and cooperative language

Appropriate language and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

etc

Types of questioning in oral communication

Close-ended questions

Open-ended questions

etc

Observation

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Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices

Environmental policy

content :

Compliance, improvement (where

required to reflect) and

prevention Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices

and systems

o Group discussion on content of the environment policy

o Practical exercises on applying environment policy

- Registration documents

- Regulations

- Safety standards





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Perform tasks in a safe manner and in line with SHE best

practices ( according to their specific trade)


Proper performance of tasks in a safe manner and in line with SHE best

practices


77 | P a g e

Checklist Score

Yes No

Indicator : Tasks are performed in a safe manner and in line with SHE best practices

Environmental policy content:

Compliance Improvement (where required to reflect) Prevention

Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices and systems

Observation

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Learning unit

LU 3: Assess and control risks.

3

Learning Outcomes:

1. Analyze work practices and identify areas for improvement in relation to SHE issues and hazards

2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel

3. Control hazard to make them less dangerous by looking at the most effective options. 10 Hours

Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation to SHE issues and hazards

Applying Continuous Process Improvement

(CPI) concepts and tools: CPI “Musts” and

Principles:

Stop fixing and start improving

The best practices are the ones you already have

Changing behavior is more important than changing processes

If you aren’t failing, you aren’t trying

CPI Methods: Lean Six Sigma Theory of Constraints Business Process

Reengineering

o Small group discussion about Continuous Process Improvement(CPI) concepts and tools

o Individual workabout CPI Methods

o Role play about application of CPI musts and principles

o Simulation about roles and responsibilities of CPI



https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#three



https://daniellock.com/4-principles-of-continuous-improvement/#four

https://daniellock.com/4-principles-of-continuous-improvement/#four

79 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyze of work practices and processes to identify areas

for improvement in relation to SHE issues and hazards

Checklist Score

Yes No

Indicator: Work practices and processes are properly analyzed to identify areas for improvement in relation to SHE issues and hazards

Analysis of Work practices and processes according CPI musts and principles

Analysis of Work practices and processes according CPI Methods

Observation


Properanalysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards

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Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel

Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk

Exposure Threshold Develop Risk Mitigation

Option

Principles for Effective Verbal Intervention

Remain calm. Isolate the individual. Watch your body

language. Keep it simple. Use reflective

questioning. Use silence. Watch your preverbal.

Elements of good quality risk

statement Event or condition,

Consequences on program

objectives, and

Cause

o Group work on observing possible risks

o Presentation about risks assessment findings

o Brainstorming on risks awareness

o Role play about effective verbal intervention






Proper detection and assessment of risk, and detailed report and

investigation of all incidents/ accidents.


81 | P a g e


Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and

investigating all

Checklist Score

Yes No

Indicator: Risks are properly detected, assessed and reported through

Steps of Risk assessment tool

Principles for Effective Verbal Intervention Elements of good quality risk statement

Observation

Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most effective options.

Methods of Hazard control: prevention, handle, isolation, remove or use of PPE

Practical Problem Solving Model (PPSM):

Clarify & Validate the Problem Break Down the Problem/Identify

Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through Confirm Results & Process Standardize Successful Processes

o Group discussion about control of hazards

o Practical exercises on Practical Problem Solving Model (PPSM)

o Brainstorming on control of hazards

Procedural manuals

Environmental policy

Reference books

Checklist

Papers

Pens

Internet


82 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area

Checklist Score

Yes No

Indicator: Hazards are properly controlled to make them less dangerous by looking at the most effective options through:

Application of methods of Hazard control

Practical Problem Solving Model (PPSM)

Observation


Proper control of hazard to make them less dangerous by looking at the most

effective options.

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Learning unit

LU 4:Awareness of SHE in working place.

4

Learning Outcomes:

1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to

minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Definitions Environmentally sustainable work practices

Environmental Sustainability Strategies Recycling Strategy Waste Reduction

Paper Reduction Photocopiers,

Printers, Faxes & Office Equipment

Travel & Meetings Energy Efficiency &

Conservation Lights Computers and

monitors Air Conditioning

Workers & Business

o Brainstorming on

Environmental goals

o Research on Environmental

goals

o Group discussion

Environmental Sustainability

Strategies

- Procedural manuals - Organizational policies

and procedures - Environmental policy


84 | P a g e

Partner Awareness





Written evidence

Oral evidence

Performance

Multiple choice

True or false question

Matching

Sentence completion

Ticking


Task: Implementing environmental procedures

Checklist Score

Yes No

Indicator: Environmental procedures are Properly implemented through:

Environmentally sustainable work practices definition

Environmental Sustainability Strategies

Observation


Proper implementation of environmental procedures

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Learning Outcome 4.2: Provide training to workers on SHE and operational control

Design of OH&S package for training:

Program awareness Specific roles in the safety and

health program Hazard identification and

controls skills

Use of best methods in crosscutting issues training

On the job training Off the job training Apprenticeship Training Vestibule or Training Center

Training Training Via Internship

o Brainstorming on types

of trainings

o Group discussion of best

methods of training

o Preparation SHE package

to deliver

- Fire extinguisher - First aid kit - Fire triangle - Personal protective

equipment and clothing

- Safety equipment - First aid equipment - Procedural manuals - Organisational policies

and procedures - Environmental policy





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE

requirements


Adequate training of workers to operate tools and equipments


86 | P a g e

Checklist Score

Yes No

Indicator: Workers are adequately trained to operate tools and equipments through:

Design of OH&S package for training Use of best methods in crosscutting issues training

Observation

Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize or eliminate hazards.

Environmental Impacts awareness: Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding

Remedial actions: Workplace waste management

systems Emissions control of greenhouse

gases Use of non-renewable resources

control Chemical use control Supply chain management

o Research on environmental

impact

o Group discussion on work

sustainability

o Brainstorming on measures

for sustainability

- Environmental policy

- Procedural manuals

- Organisational policies and procedures





Proactive inspection of the working area and appropriate remedial action to

be taken to minimize or eliminate hazards.


87 | P a g e


Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE

requirements

Checklist Score

Yes No

Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards

Environmental Impacts awareness Remedial actions

Observation

References:

1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—Principles and guidelines, Switzerland, 2009

2. The Green Workplace:Sustainable Strategies that Leigh BenefitEmployees, the Environmentand

the Bottom Line, Stringer2009. New York

3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN: 9781472419712, Publication Date: 2015

4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)

5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009

6. Safety Management a Comprehensive Approach To developing A Sustainable System, ChitramLutchman, 2012, Taylor & Francis Group,NY

7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776

https://ecu.on.worldcat.org/oclc/271786642?databaseList=638

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

88 | P a g e

Competence

I N D E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH

iNDEN401 Use intermediate English at the workplace


Credits: 30 300

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

This module describes the skills, knowledge and attitudes to be acquiredfor the trainee’s. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explanation and stating facts , use tenses Accurately, write structured factual, descriptive, and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening strategy depending on the listening purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.

89 | P a g e


Not applicable







1. Write factual, descriptive, and

explanatory texts

1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state

facts accurately 1.3 Clear distinction of factual, description and

explanatory paragraphs 1.4 Appropriate writing of well-structured factual,

descriptive, and explanatory texts on a range of topics

1.5 Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)

2. Apply a range of listening strategies

to understand predictable

messages

2.1 Accurate identification of different listening strategies

2.2 Proper selection of a listening strategy depending on the listening purpose

2.3 Active application of listening strategies while listening to audio messages

2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker

3. Discuss general and trade-related

topics

3.1 Presentations of personal ideas and opinions during discussions selected topics of interest

3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions

3.3 Proper use of functional language to support of refute ideas in a debate or discussion

3.4 Convincing building of arguments to support or refute an opinion (elements and types of an argument

90 | P a g e


4. Read medium texts on general and

trade-related topics

4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)

4.2 Proper selection of a reading technique depending on the reading purpose and material

4.3 Active application of reading techniques while reading different texts messages

4.4 Demonstration of the ability to understand the inferences made in a range of medium length texts

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Learning unit

LU 1:Write factual, descriptive, and explanatory texts.

1

Learning Outcomes:

1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a

range of topics 5. Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,

industrial attachments)

10 Hours

Learning Outcome 1.1:Use proper terminology to report facts

Expressing facts

Expressions used in

outlining facts

The fact is that…

The (main) point is

that …

This proves that …

What it comes down to

is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt that …

Comparing and reporting facts

Using comparatives and

superlatives

Quantifiers and modifiers

o Group discussions

o Dialogues

o Role plays

o Short presentations

o Practical writing exercises

o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee

manuals

Stationeries

Lesson plans

Reference

books

Written

speeches

Newspaper

reports


92 | P a g e





Written evidence


Presentations

Sentence completion

Matching

Writing practice

Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Indicator: Expressions are well used in outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt

Indicator : Comparing and reporting facts are well used

Using comparatives and superlatives

Quantifiers and modifiers

Observation


Use proper terminology to report facts

93 | P a g e

Learning Outcome 1.2: Describe, explain and state facts using tenses accurately

Using present tenses to

describe, explain and

state present facts

Using past tenses to

describe, explain and

state past facts

o Dialogues

o Storytelling


o Practical writing exercises

o Modelling

o Brainstorming

o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written

Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

Indicator : Tenses are well used to describe , to explain and state facts

Present tenses

Past tenses

Observation


Describe, explain and state facts using tenses accurately


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Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Factual paragraph Title Introduction Describe in detail Additional info conclusion

Descriptive paragraph Sensory details Precise language Dominant impression Careful organization

Explanatory paragraph Organization Transitions Evidences and examples conclusion

o Group discussions

o Brainstorming

o Group works

-





Written

Performance

Writing practice

Discussions

Matching

True or false questions

Task: Classify the paragraphs given to you by the teacher according

to their types


Distinguish factual, description and explanatory paragraphs


95 | P a g e

Checklist Score

Yes No

Indicator: Paragraphs are well classified and distinguished

Factual paragraphs

Descriptive paragraphs

Explanatory paragraphs

Observation

Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a range of topics

Sentence structure

Compound sentences

Coordinative

conjunction

Complex sentences

Main clauses

Subordinate clause

Subordinate

conjunctions

Compound complex

sentences

Structure of narrative,

argumentative, descriptive,

and explanatory texts

Present and past tenses

o Group works

o Pair work

o Jumbled paragraphs

o Gap-fill

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures



Write well-structured factual, descriptive, and explanatory texts on a

range of topics


96 | P a g e




Written

Performance

Matching

Writing practice Presentation Task: Write a short essay describing your career dreams

Checklist Score

Yes No

Indictor: An eassy is well written

Text is well structured

Types of texts is identified

Tense is well used

Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

Introduction to business

letters

Parts of a business letter

Introduction to email

correspondence

Parts of an email

Strategies for writing a

good email

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback

o Practical exercises on email

writing


business letters

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples



97 | P a g e




Written

Performance

Writing practice Task: Compose an email outlining some of the challenges you

face at work.

Checklist Score

Yes No

Indicator: Parts of an email

Recipient's Address

Cc and Bcc

Subject Line

Body

Sender’s address

Send

Indicator :Parts of letters are well placed and recognized

The heading

Addresses are well placed

The salutation

The body

The complimentary close

The signature

Observation


Produce correspondence texts (letters, emails) stating, explaining, or

describing facts at the workplace

98 | P a g e

Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits, industrial attachments)

Writing small-scale reports

Structure of a formal

report

Layout

Introduction

Body

Conclusion

o Report Writing practice

o Peer feedback

o Group work

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports





Written

Performance

Writing practice

Presentation Task: Produce a short report on your recent field visit

Checklist Score

Yes No

Indicator: Formal reports is well structured

Layout

Introduction

Body

Conclusion

Language is well used

Observation


Produce small-scale reports on trade-related issues (field visits,

industrial attachments)


99 | P a g e

Learning unit

LU 2:Apply a range of listening strategies to understand predictable messages.

2

Learning Outcomes:

1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening

purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker

10 Hours

Learning Outcome 2.1:Identify different listening strategies

Listening strategies

Listening for details

listening for the gist

note taking

Active listening and

response

Listening for specific

information

predicting

drawing inferences

summarizing

recognizing cognates

recognizing word-

order patterns

o Dialogues

o Role plays


o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios



Identify different listening strategies


100 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Indicator :Listening strategies are explained



note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences


recognizing word-order patterns

Observation

Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1



101 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice Task: Which listening strategy would you use to get the main

idea of a recording?

Checklist Score

Yes No

Indicator : Listening strategies are well selected



note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences


recognizing word-order patterns

Observation

Learning Outcome 2.3: Apply listening strategies while listening to audio messages

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1



Select appropriate listening strategy depending on the listening purpose

102 | P a g e





Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice Task: listen to the audioand find out the main idea and answer

question of comprehension on it

Checklist Score

Yes No

Indicator : The audio is well interpreted

Main points are given

Questions of comprehension are answered

The message from the audio is clear and focus on the topic

Observation

Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker

Understanding non-verbal

clues

Voice clues Intonation Voice tone

Body movement facial expressions gestures

o role play o video watching o note taking o modelling o drilling

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Scenarios

Trainee manuals



Apply listening strategies while listening to audio messages

103 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice Discussions

Audio-visual practice Task: Watch a video shown by the teacher and say what the

speaker’s gestures mean.

Checklist Score

Yes No

Indicator : Non -verbal clues are used to detect the message implied by the speaker

Voice clues

Body movement

Message is fully detected

Observation

.


Use non-verbal clues to detect messages implied by the speaker

104 | P a g e

Learning unit

LU 3:Discuss general and trade-related topics.

3

Learning Outcomes:

1. Present personal ideas and opinions during discussions on selected topics of interest

2. Use functional language to support or refute ideas in a debate or discussion

3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 10 Hours

Learning Outcome 3.1:Present personal ideas and opinions during discussions on selected topics of interest

Expressing opinion in English

Agreeing with an opinion

Full agreement with an

opinion

Partial agreement with

an opinion

Disagreeing with an opinion

Forms of disagreement

When to disagree

Disagreeing politely

Using functional language in

argument building

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be

refuted

Sequencing ideas

Predicting ideas

o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual


105 | P a g e





Oral evidence

Performance

Presentation practice

Writing practice

Discussions Task: Prepare a short presentation on a topic of interest and

share it with your class.

Checklist Score

Yes No

Indicator : Ideas and opinions are well presented during discussions

Agreeing with an opinion

Disagreeing with an opinion

Indicator : Functional language in argument building are well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation


Present personal ideas and opinions during discussions on selected topics of

interest

106 | P a g e

Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or discussion

Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1





Oral evidence

Performance

Discussions Presentations Task: Following instructions given by your teacher, use

functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

Indicator :Functional language in supporting or refuting ideas in a group discussion are well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation


Use functional language to support of refute ideas in a debate or

discussion


107 | P a g e

Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions

Dealing with argumentation fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies

Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books





Written evidence

Oral evidence

Performance

Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and

tell which argumentation fallacies the speaker is using then respond to them.


Detect and avoid argumentation fallacies in debates and discussions


https://en.wikipedia.org/wiki/List_of_fallacies#Propositional_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Quantification_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Faulty_generalizations

https://en.wikipedia.org/wiki/List_of_fallacies#Red_herring_fallacies

108 | P a g e

Checklist Score

Yes No

Indicator: Argumentation fallacies are well identified and respond to them during listening

Formal Fallacies

Informal Fallacies

Observation

Learning Outcome 3.4: Build convincing arguments to support or refute an opinion

Building a convincing argument Definition of an argument Elements of an argument

Claims Counterclaims Reasons Evidence

Types of arguments Deductive Argument Inductive Argument Abductive

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples





Written evidence

Oral evidence

Performance

Discussions Writing practice Presentation Task: After drafting your argument on the role of TVET on

Rwanda’s development, indicate all the elements of an argument in it.


Build convincing arguments to support or refute an opinion


109 | P a g e

Checklist Score

Yes No

Indicator : Elements of an arguments are indicated

Claims

Counterclaims

Reasons

Evidence

Indicator : Types of arguments are considered

Deductive Argument

Inductive Argument

Abductive

Observation

.

110 | P a g e

Learning unit

LU 4:Read medium texts on general and trade-related topics.

4

Learning Outcomes:

1. Identify different reading techniques

2. Select a reading technique depending on the reading purpose

and material

3. Apply reading techniques while reading different texts

4. Demonstrate ability to understand the inferences made in a

range of medium length texts

270 Hours

Learning Outcome 4.1:Identify different reading techniques

Reading techniques

Skimming

Scanning

Deep reading

Critical reading

o Practical exercises

o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials





Identify different reading techniques


111 | P a g e


Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Differentiate reading techniques

Checklist Score

Yes No

Indicator: Reading techniques are differentiated

Skimming

Scanning

Deep reading

Critical reading

Observation

Learning Outcome 4.2: Select a reading technique depending on the reading purpose and material






Adequate training of workers to operate tools and equipment


112 | P a g e


Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Select an appropriate reading strategy based on the

reading task given to you by the teacher.

Checklist Score

Yes No

Indicator: Selection of reading strategy is understood due to its purpose

Skimming

Scanning

Deep reading

Critical reading

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to

texts

General texts

Trade-related texts


o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper

reports

Reading materials

Reference books


113 | P a g e





Written evidence

Performance

Reading practice

Presentations Task: Read a text and apply reading strategy based on the task

given to you by the teacher.

Checklist Score

Yes No

Indicator : Reading strategies are applied according to the purpose

Look only for a specific fact or piece of information without reading everything

(scanning)

Looking only for the general or main ideas (skimming)

Read a text thoroughly to understand and remember what you’ve read (deep

reading)

Involves analysis, interpretation, and evaluation. (Critical reading)

Observation


Apply reading techniques while reading different texts

114 | P a g e

Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of medium length texts






Written evidence

Performance

Reading practice

Presentations Task: Read the text given by the teacher and identify what the

writer implies. How did you come up with such inferences?

Checklist Score

Yes No

Inferences are developed

Inferences are justified

Observation


Demonstrate ability to understand the inferences made in a range of medium

length texts


115 | P a g e

References:

1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-

speeding-up-your-reading/

2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.

2004.

3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),

4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.

Cambridge: Cambridge University Press.

5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:

Heinemann Education.

6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and

Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.

7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy

25 (Winter 1989): 121–139.

8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:

Broadman& Holman Publishers

9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.

10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.

116 | P a g e

Competence

C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Mutarama, 2017

Intego nyamukuru

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

Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda; Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika yubahiriza

ifatana n’itandukana ry’amagambo.

117 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda kiboneye

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo

gakondo bufatiye ku mwuga.

1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye

ku mwuga

yubahiriza utwatuzo n’isesekaza.

1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

1.5. Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

2.5. Kumurika ingero zifatika zihamya uruhare

rw’ikoranabuhanga mu iterambere ry’umwuga.

2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.

118 | P a g e

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

mbonera.

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye

uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo

n’isesekaza.

4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo.

4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

4.6. Gukoresha neza indangahantu.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye

avuga ibice n’ingingo by’umubiri.

5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

119 | P a g e

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.

1

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.

3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.

4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.

5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

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

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

inyunguramagambo ingingo z’umuco

n’amateka inshoza n’uturango

by’Urwenya Ihimbamwandiko

Urwenya

o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu

matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo

o Gutera urwenya baranguruye o Guhuza ibivugwa mu

nshoberane n’indangagaciro o Gusobanura ingingo z’umuco

n’amateka o Gusobanura inshoza

n’uturango by’ urwenya

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

120 | P a g e

Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

(Ibikurikira)

Ubuvanganzo

gakondo bufatiye ku

mwuga

Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza

n’utwatuzo

Igitaramo gishingiye

ku buvanganzo

gakondo

Umwitozo wo gusoma

ubuvanganzo gakondo bufatiye ku

mwuga

o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo

bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.

o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye

o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi

o Gusobanura ingingo z’umuco n’amateka

o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Gutahura isomo ry’ingenzi o Gutarama

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga

Isuzuma Mbonezanyigisho 1.1


activities

Ibyigwa

121 | P a g e

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

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Ikitabwaho 2:Urwenya:

uwiga yateye urwenya aranguruye

uwiga yateye urwenya ahuza ibivugwa n’indangagaciro

uwiga yateye urwenya asobanura ingingo z’umuco n’amateka

uwiga yateye urwenya anasobanura uturango tw’urwenya

Umwanzuro

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

bufatiye ku mwuga.

Reba

Umusaruro w’inyigisho 1.1

Reba Umusaruro w’inyigisho 1.1

Reba



activities

Ibyigwa

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

122 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga

Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi

Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo

bwitwa”Amasare”

Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku

buvanganzo bwitwa “Ibyidogo”

Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa

“Amahamba”

Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

123 | P a g e

Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku

mwuga yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo

Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo

n’isesekaza

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.


activities

Ibyigwa

124 | P a g e

Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

Reba



Reba




Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko

Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi

akurikiza amategeko y’ihimbamwandiko

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

125 | P a g e

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo

Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

126 | P a g e

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza

ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

2


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


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

ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda

umurimo (umurimo unoze, kubahiriza igihe…);

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;

o Gusoma bucece;

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;


activities

Ibyigwa

127 | P a g e



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga niterambere

ry’umwuga

Uwiga yasubije ibibazo ku mwandiko

Uwiga yavumbuye insanganyamatsiko iri mu mwandiko

Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku

nsanganyamatsiko

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

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

mu ngiro zinyuranye

128 | P a g e

Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga

abinyujije mu ngiro zinyuranye. (Ibikurikira).

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

Intego y’izina mbonera.

o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;

o Gusoma aranguruye agaragaza isesekaza;

o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

o Gukora inshamake y’umwandiko;

o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;

o Kugaragaza intego y’izina mbonera.

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma




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

mu ngiro zinyuranye


activities

Ibyigwa

129 | P a g e


Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere

ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.3 : Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

Reba



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Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yashubije ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

130 | P a g e


Yego Oya

Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga

Uwiga yagaragaje Insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu

mwandiko(Inyunguramagambo)

Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko

Umwanzuro

Umusaruro w’inyigisho 2.4 : Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

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Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

131 | P a g e


Yego Oya



n’isesekaza

Umwanzuro

Umusaruro w’inyigisho 2.5 : Guhina no guhimba umwandiko akurikiranya ingingo.

Reba



Reba




Gihamya Isuzuma

Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

132 | P a g e


Yego Oya

Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza

amategeko y’ihangamwandiko

Umwanzuro

Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.

Reba



Reba




Gihamya Isuzuma

Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga


activities

Ibyigwa

133 | P a g e


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

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

Reba



Reba




Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yagaragaje intêgo y’izina mbonera


activities

Ibyigwa

134 | P a g e


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba

zafatwa mu kubirwanya;

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Ikitabwaho 2:Intego y’izina mbonera

Uwiga yasobanuye icyo izina mbonera ari cyo

Uwiga yagaragaje indomo y’izina mbonera

Uwiga yagaragaje indanganteko y’izina mbonera

Uwiga yagaragaje igicumbi cy’izina mbonera

Umwanzuro

135 | P a g e

Imbumbe

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

3


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

abinyujije mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;

ingingo z’amateka; indangagaciro zo kubaha

ubuzima (kwiyitaho);

Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.

o Gusoma bucece.

- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga.


activities

Ibyigwa

136 | P a g e

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

Reba



Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi

bw’ibiyobyabwenge

Uwiga yasobanuye amagambo akomeye mu

mwandikoInyunguramagambo

Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka

Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

137 | P a g e

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

Reba



Reba




Gihamya Isuzuma



Yego Oya


Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

138 | P a g e

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

Reba



Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko

y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko

y’ihangamwandiko

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

139 | P a g e

Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

Reba



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Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu

rubyiruko

Umwanzuro


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko


activities

Ibyigwa

140 | P a g e

Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.

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Gihamya Isuzuma

Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera


Yego Oya

Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera

Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza

amategeko y’igenamajwi

Umwanzuro


Yagaragaje amategeko y’igenamajwi mu izina mbonera


activities

Ibyigwa

141 | P a g e

Imbumbe

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

4


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora

kwangiza ibidukikije. 6. Gukoresha neza indangahantu

Amasaha 6


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.

Inyunguramagambo ku mwandiko uvuga ku bidukikije

Insanganyamatsiko y’umwandiko ushingiye ku bidukikije

Ihimbamwandiko

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.


o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

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

isesekaza. o Gukorera mu matsinda,

bungurana ibitekerezo ngamba

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Amafoto.


activities

Ibyigwa

142 | P a g e

Isesekaza n’utwatuzo;

Indangahantu.

zo kurengera ibidukikije. o Gukora inshamake

y’umwandiko. o Kujya impaka ku ngaruka zo

kwangiza ibidukikije. o Gukoresha neza indangahantu.



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije

Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye

Uwiga yagaragaje insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu mwandiko

Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga

we

Umwanzuro



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza

ibidukikije mu ngiro zitandukanye

143 | P a g e

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

Reba


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Gihamya Isuzuma



Yego Oya

Ikitabwaho:Gusubiza ibibazo ku mwandiko

Uwiga yasubije yasobanuye amagambo akomeye

Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

144 | P a g e

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

Reba


Reba


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Gihamya Isuzuma



Yego Oya



n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

145 | P a g e

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

Reba


Reba


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Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko

Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza

ingingo

Umwanzuro

Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.


Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Ibyigwa

146 | P a g e

Reba


Reba


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Gihamya Isuzuma

Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije


Yego Oya

Ikitabwaho: ihimbamwandiko

Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza

ibidukikije

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

147 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.

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Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ikitabwaho: kumenya no gukoresha indangahantu

Umwanzuro


Yakoresheje neza indangahantu


activities

Ibyigwa

148 | P a g e

Imbumbe

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

5


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.

2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.


o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.

o Gusoma bucece ikinamico. o Gusoma bakuramwa

baranguruye bigana abakinankuru.

o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

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

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


activities

Ibyigwa

149 | P a g e

kaga. o Kubahiriza ifatana n’itandukana

ry’amagambo. o Gutahura no gukosora amakosa

yubahiriza itandukana n’ifatana ry’amagambo.



Gihamya Isuzuma



Yego Oya

Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Uwiga yasomye ikinamico neza

Uwiga yagaragaje uturango tw’ikinamico

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi

bw’ibanze mu ngiro zitandukanye

150 | P a g e

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

Reba



Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Ibyigwa

151 | P a g e

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.

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Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yego Oya

Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico

Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Reba



Reba



activities

Ibyigwa


Yasomye ikinamico yubahiriza uturango twayo


activities

Ibyigwa

152 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Ikitabwaho :ihangakinamico

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro

Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga

ibice n’ingingo by’umubiri.

Reba



Reba



activities

Ibyigwa


Yahimbye anakina ikinamico ahuza imvugo n’ingiro

153 | P a g e



Gihamya Isuzuma

Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri


Yego Oya

Ikitabwaho: Ikeshamvugo

Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Reba



Reba



activities

Ibyigwa


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri

154 | P a g e



Gihamya Isuzuma

Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo


Yego Oya

Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda

Uwiga yafatanije amagambo aho bikwiye

Uwiga yatandukanije amagambo aho bikwiye

Umwanzuro


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

155 | 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. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,

Kigali

8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,

Fountain Publishers, Kigali

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

Publishers, Kigali

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

Publishers, Kigali

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

actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck

Université, Bruxelles.

12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF

13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u

Rwanda, Imfashanyigisho ibanza, Kigali

14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS

15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,

Kigali

16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo

mu Cyiciro cya Gatatu, Kigali

17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo

Nyarwanda , Kigali.

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

156 | P a g e

Competence

C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT

CCMBP401 Develop a business plan


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module covers the skills, knowledge and attitude to develop a business plan which is

linked to organizational strategic outcomes and facilitates the achievement of service

delivery. The module will allow the learner to identify elements of business plan, develop

business plan in line with the identified elements, establish strategies to monitor, evaluate

and update the business plan (Contingency plan) and present a business plan.

157 | P a g e


Not applicable






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1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance

with identified business idea.

1.2 Appropriate conduct of business feasibility study in line

with business environment analysis results

1.3 Correct definition of business plan elements

2. Write a business plan in line with the

identified elements

2.1 Proper description of the business in accordance with

business environment analysis results

2.2 Proper design of business production plan in line with

results from business environment analysis

2.3 Clear design of marketing plan in line with market

feasibility study and business products

2.4 Accurate develop of business staffing requirement plan

in line with business activities

2.5 Proper design of business financial plan in line with

business needs

2. Establish strategies to monitor,

evaluate and update the

business plan- contingency plan

3.1 Clear identification of risk in accordance with business

environment

3.2 Accurate assessment of risk associated to the business

in line with the business plan developed

3.3 Clear explanation of business contingency plan

concepts

3.4 Accurate development of contingency plan in

accordance of assessed risks

4. Present a business plan

4.1 Accurate preparation of business plan presentation in

accordance with business plan Clearly explain Clear

different ways to present the business plan

4.2 Appropriate presentation of a business plan

4.3 Present a business plan

159 | P a g e

Learning Outcome 1.1: Analyse business environment in accordance with identified business idea.

Meaning of business environment

Meaning of business situation

Types of business environment.

Internal environment

Financial resources

Assets

Human resources

Technological resources

Externalenvironment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

o Brainstorming

o Questions and answers

o Story telling

o Problem solving

o Role play

o Practical exercise

- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis

template

- Industry trends

analysis

template

Learning unit

lu1:Identify elements of business plan.

1

Learning Outcomes:

1. Analyze business environment in accordance with identified business idea.

2. Conduct business feasibility study in line with business environment analysis results

3. Define elements of business plan 4 Hours


160 | P a g e

Demographical environment

Natural environment

Learning Outcome 1.1: Analyse business environment in accordance with identified business idea. (Cont’d)

Current industrial trends analysis:

Industry rivalry (Degree of

competition among existing

firms)

Treat of substitutes (products

or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new

entrants)

SWOT analysis of the business

o Brainstorming


o Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis template

- Industry trends analysis

template





Written evidence

Oral evidence

Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis


Proper analysis of business environment in accordance with identified

business idea.


161 | P a g e

Checklist Score

Yes No

Indicator: Business environment in accordance with identified business idea is analyzed

Meaning of business environment explained

Meaning of business situation

Indicator: Types of business environment explained

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

Indicator: Current industrial trends analysis applied

Industry rivalry (Degree of competition among existing firms)

Treat of substitutes (products or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new entrants)

Indicator: SWOT analysis of the business explained

Observation

162 | P a g e

Learning Outcome 1.2: Conduct business feasibility study in line with business environment analysis results

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility

study

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Steps involved in feasibility analysis

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected income

statement

Step 3. Conduct a market survey

Step 4. Plan business organization

and operations

Step 5. Prepare an opening day

balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

o Brainstorming


o Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template





Written

Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.


Appropriately conduct business feasibility study in line with business

environment analysis results


163 | P a g e

Checklist Score

Yes No

Indicator: business feasibility study in line with business environment analysis results are conducted

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility study identified

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Performing steps involved in feasibility analysis explained

Steps involved in feasibility analysis

Step 1. Conduct a preliminary analysis

Step 2. Prepare a projected income statement

Step 3. Conduct a market survey

Step 4. Plan business organization and operations

Step 5. Prepare an opening day balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

Observation

164 | P a g e

Learning Outcome 1.3:Define elements of business plan

Meaning of the term business plan

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan Internal use External use

Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan

Risk associated to the business Meaning of business risk Types of risks associated to

the business activities

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios





Written

Performance

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion


Correctly define elements of business plan


165 | P a g e

Checklist Score

Yes No

Indicator: elements of business plan are defined

Meaning of the term business plan

Importance of the business plan

The needs of the business plan

Internal use

External use

Indicator: Elements of business plan identified

Title/cover Page

Executive Summary

Description of the business

Production plan

Marketing plan

Business staff plan

Financial plan

Risk associated to the business identified

Meaning of business risk

Types of risks associated to the business activities

Observation

166 | P a g e

Learning unit

LU 2:Write a business plan in line with the identified elements

2

Learning Outcomes:

1. Describe the business 2. Design business production plan in line with results from business

environment analysis 3. Design marketing plan in line with market feasibility study and

business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs

20 Hours

Learning Outcome 2.1: Describe the business

Title Page Business name Business logo Product mark Address Name of person who developed the

business In which month and year plan is

issued.

Executive summary the name and location of the

business Type of business to be done the industry/market of the business the uniqueness of the

products/services and what proprietary rights of the business

the current stage of development for the venture

the legal form of the organization and why

the key management personnel

o Oral presentation o Brainstorming o Questions and answers o Practical exercise

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan


167 | P a g e

and what skills do they have that will help the business

Learning Outcome 2.1: Describe the business (Cont’d)

Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds

being requested the expected benefits of this

investment to your company funds repayment collateral to be used to secure a

loan the business financial milestones

Description of the business The rationale of the business idea Structure of the business What is the type of the business

(Manufacturing? Services? Construction?

Business mission Business vision Business objectives Competitive advantage of the

business


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan





Proper description of the business in accordance with business environment

analysis results


168 | P a g e


Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.

Checklist Score

Yes No

Indicator: business is described

Title Page

Business name

Business logo

Product mark

Address

Name of person who developed the business

In which month and year plan is issued.

Executive summary

the name and location of the business

Type of business to be done

the industry/market of the business

the uniqueness of the products/services and what proprietary rights of the business



the legal form of the organization and why

the key management personnel and what skills do they have that will help the business

Projection of sales

the break-even

Who is requesting the funds

For what purpose are the funds being requested

the expected benefits of this investment to your company

funds repayment

collateral to be used to secure a loan

the business financial milestones

Description of the business are identified

The rationale of the business idea

Structure of the business

What is the type of the business (Manufacturing? Services? Construction?

Business mission

169 | P a g e

Business vision

Business objectives

Competitive advantage of the business

Observation

Learning Outcome 2.2: Design business production plan in line with results from business environment analysis

Product design Branding and Packaging

Business premises and plant location Location and reason of the choice House or land for the production

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the

production will pass through

Raw materials The amount of raw materials

needed to produce a given quantity of product

Amount of each ingredient that will be needed to formulate a batch/set of product

Competing technologies the technology to be used during

the production process technologies that should be

developed by other and affect your business


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan

template Including questions that guiding trainee to write a business plan


170 | P a g e

Learning Outcome 2.2: Design business production plan in line with results from business environment analysis (Cont’d)

Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost

Quality control and ongoing service plan to avoid defects or imperfections

of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

production process the required skills of each workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the

production

Packaging equipment required Types of materials that you will use to

package your product Source of supply and the quantity

needed The terms and conditions of suppliers

Importance of business product








Proper designing of business production plan in line with results from

business environment analysis


171 | P a g e


Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.

Checklist Score

Yes No

Indicator : Design business production plan in line with results from business environment analysis are designed

Product design

Identification of business premises and plant location

Estimation of equipment and machinery required

Designing production planning

Estimation of raw materials

Setting competing technologies

Manufacturing and operations

Quality control and ongoing service

Labour requirements

Operations

Utilities and office consumables

Packaging equipment required

Importance of business product

Observation

172 | P a g e

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products

Market research (Customer description)

Market Analysis Geographical location of the customers The size of the different market

segments? The current and past trends affecting the

market you plan to enter

Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats

Target market core customer group of customers that made you to start

your business

Marketing objectives market share The level of sales Market intermediaries

Product description Product positioning the proportions of sales revenue for each

type of product/service Economic value of your products/services

Price of products/services

Place Where will you locate your business and

why At which market will you sell your

product? What is channel of distribution of your

product

Promotion How will you communicate to customers

the availability of your product How will you offer discount to customer

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan


173 | P a g e

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products (Cont’d)

Market Strategies What will be the partners of your

business How will you manage your

customers How will you increase market

share

Ongoing marketing evaluation What methods will you use to

track customer satisfaction What methods will you use to

track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that guiding

trainee to write a

business plan





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.


Clearly design marketing plan in line with market feasibility study and

business products


174 | P a g e

Checklist Score

Yes No

Indicator: Marketing plan in line with market feasibility study and business products are designed

Market research

Target market

Marketing objectives

Product description

Price

Place

Promotion

Market Strategies

Ongoing marketing evaluation

Marketing budget

Observation

Learning Outcome 2.4: Design business staff in line with business activities

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the

performance requirements to a specific task

Organizational structure What is the hierarchy of

the staff






175 | P a g e




Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.

Checklist Score

Yes No

Indicator: business staff in line with business activities are designed

Job analysis designed

Job description designed

Job specifications designed

Organizational structure designed

Observation

Learning Outcome 2.5: Develop business financial plan in line with business needs

Total cost

Start-up requirements plan Cost items (What are the cost

items your business will need in its first year of implementation

Cost : how much each item cost Source of funds: what are the

source of fund: What is the share owner

Projected cash flow statement for the first three years what is the estimated profit in three years?) Details Period of twelve months


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan

template Including questions that guiding trainee to write a



Accurately develop business requirements in terms of staffing in line with

business activities

176 | P a g e

Projected Income: Profit & Loss statement for the first three years How your business will vary in

term of income for 3 years

Projected balance sheet for the first three years What will be the financial

position of your business in the first three years

Liquidity ration What is the business ability to

pay its short term obligations

Debt Equity ratio

Return of investment ratio What is profitability percentages

on business performance How efficiently the company will

use their total assets base to generate sales

Breakeven point At which point your business,

product will become financially viable

Payback period At which period the business

will cover cash invested on its asset

Projected sales plan

Loan payment plan

business plan





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.


Properly design business financial plan in line with business needs

177 | P a g e

Checklist Score

Yes No

Indicator: business financial plan in line with business needs are developed

Total cost

Start-up requirements plan

Projected Income (Profit & Loss) statement for the first three years

Projected balance sheet for the first three years

Projected cash flow statement for the first three years

Liquidity ration

Debt Equity ratio

Return of investment ratio

Breakeven point

Payback period

Projected sales plan

Loan payment plan

Observation

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Learning Outcome 3.1: Analyse risk in accordance with business environment

Meaning ofMonitoring, Evaluation and Updating business plan

Important tools used in updating business plan CANVAS model Marketing plan review

Importance of Monitoring and Evaluation

Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification

tools: SWOT Analysis PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

Risk estimation tools:

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template

Learning unit

LU 3:Establish strategies to monitor evaluate and update the business plan (Contingency plan).

3

Learning Outcomes:

1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan

developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks

3 Hours


179 | P a g e

Risk impact chart Probability chart





Written evidence

Oral

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: risk in accordance with business environment is analyzed

Meaning of monitoring, evaluation and updating business plan

Important tools used in updating business plan

Meaning of risk analysis

Importance of risk analysis

Steps involved in risk analysis

Steps involved in risk analysis

Observation


Clearly identified risk in accordance with business environment

180 | P a g e

Learning Outcome 3.2: Assess identified risks in accordance with business plan developed

Factors influencing risks assessment

SWOT analysis

What factors are critical for

the success of your plan?

What risk does your plan

should face?

Analyze the source of the

risk, the probability of it

happening and the effects

What measures can you

take to avoid these risks?

Define operational plan

PESTEL analysis

What factors are critical

for the success of your

plan in relation with

politics, economy, social,

technological,

environment and legal

What measures can you

take to avoid these risks


o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Written evidence

Oral



Accurately assess risk associated to the business in line with the business

plan developed


181 | P a g e

Checklist Score

Yes No

Indicator: Assess identified risks in accordance with business plan are developed

Factors influencing risks assessment identified

SWOT analysis

What factors are critical for the success of your plan?

What risk does your plan should face?

Analyze the source of the risk, the probability of it happening and the effects

What measures can you take to avoid these risks?


PESTEL analysis

What factors are critical for the success of your plan in relation with politics,

economy, social, technological, environment and legal

What measures can you take to avoid these risks

operational plan defined

Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer



182 | P a g e




Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule

Checklist Score

Yes No

Indicator : business contingency plan concepts are explained

Meaning of contingency plan




Observation


Briefly explain business contingency plan concepts

183 | P a g e

Learning Outcome 3.4: Development contingency plan in accordance of assessed risks

Steps involved in contingency plan

Identifying requirements related to

specific contingency plan

Cost Calculation of requirements

identified

Appreciation of company capacity

to cover risks identified

Decide choice to undertake

Adaptation

Complementarity

Abandon

Specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

o Brainstorming

o Oral presentation

o Group discussion


o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer



Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency


Accurate development of contingency plan in accordance of assessed risks


184 | P a g e

Checklist Score

Yes No

Indicator: A Development contingency plan in accordance of assessed risks are explained

Steps involved in contingency plan

Identifying requirements related to specific contingency plan

Cost Calculation of requirements identified

Appreciation of company capacity to cover risks identified

Decide choice to undertake

Specific strategies to make the contingency plan operational

the risk statement described

the protocol defined

Observation

185 | P a g e

Learning unit

LU 4 :Present a business plan

4

Learning Outcomes:

1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan

3 Hours

Learning Outcome 4.1: Explain different ways to present the business plan

Purpose of business plan presentation

Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience Select a topic Define the objective of the presentation

of business plan. Prepare the body of the business plan to

be presented and anticipate the questions from audience

Prepare the suggestions and conclusion. Practice delivering the presentation of

business plan

Presentation content Business idea Market Marketing strategy

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


186 | P a g e





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan

Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

Purpose of business plan presentation

Financing support

Strategic orientation

Attracting investors

Types of preparation required

Content preparation

Material preparation

Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience

Select a topic

Define the objective of the presentation of business plan

Prepare the body of the business plan to be presented and anticipate the questions from audience

Prepare the suggestions and conclusion.

Practice delivering the presentation of business plan

Presentation content explained

Business idea

Market

Marketing strategy

Observation


Accurately prepare of business plan presentation in accordance with business

plan

187 | P a g e





Written evidence

Oral


Learning Outcome 4.2: Explain different ways to present the business plan

The business plan shall be presented

shareholder

stakeholder

Procedures involved in business plan

presentation

Connect with your audience Business like

Simple language

Presentation touch at a

personal level

Paint a picture in your audience’ minds Pick out great images and

visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Graph

o Brainstorming Questions

and answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet


Clearly explain different ways to present the business plan


188 | P a g e

Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

The business plan shall be presented

Shareholder

stakeholder

Procedures involved in business plan presentation

Connect with your audience

Business like

Simple language

Presentation touch at a personal level

Paint a picture in your audience’ minds

Pick out great images and visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Observation

Learning Outcome 4.3: Present a business plan

Techniques to present your business plan Only write key points Don’t read them, speak about

them Use visualization, pictures,

symbols, colours, tables Short, concise, come to the point,

not more than 10 min. React positive to questions Use body language, voice,

appearance Try to convince

o Brainstorming o Group discussion o Questions and answers o Role play

o Internet o Reference books o Case studies o scenarios o Computer o Internet


189 | P a g e

Integrating comments, suggestions and remarks in the business plan

Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration





Written evidence

Oral

Performance

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos

Checklist Score

Yes No

Indicator: Present a business plan explained

Techniques to present your business plan explained

Integrating comments, suggestions and remarks in the business plan explained

Planning to maintain and enforce relationship with stakeholders (audience) for

further collaboration explained

Observation


Appropriately present a business plan

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References:

1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,

third edition. Uganda: Kyambogo University.

3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.

4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html

http://www.businessdictionary.com/definition/breakeven-point.html

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Competence

C C M I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA401 Integrate the workplace


Credits: 30 300

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

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

learners/internee in workplace for an industrial attachment program. The module will allow

the learner to investigate and secure industrial attachment place, deal with workplace

challenges, comprehend the whole process of the industrial attachment program and be able

to demonstrate the competencies acquired at school in the real workplace.

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All the modules covered at REQF level 4.







1. Investigate and secure industrial

attachment place

1.1 Accurate description of types of industries

1.2 Appropriate mapping of the industry organizational

structure

1.3 Proper identification of importance of industrial

attachment

1.4 Accurate collection of information on different

industries where one can carry his/her IAP

1.5 Proper selection of industrial attachment place based

on training package

1.6 Appropriate application of correspondences

2. Deal with workplace challenges 2.1 Proper identification of industrial attachment

challenges

2.2 Careful development of ways/ strategies to overcome

industrial attachment challenges

2.3 Regular creativity and innovation in accordance with

work situation

3. Get briefed on industrial attachment

program

3.1 Proper setting of industrial attachment goals.

3.2 Proper description of IAP documents

3.3 Clear explanation on how IAP assessment is conducted.

4. Develop one’s competencies on the

workplace

4.1 Expected competencies are fully developed

4.2 Trainee logbook is completely and well filled

4.3 Proper description of gained work experience

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Learning unit

LU 1:Investigate and secure industrial attachment place.

1

Learning Outcomes:

1. Describe types/categories of industry. 2. Map the industry organizational structure 3. Identify importance of industrial attachment 4. Collect information on different industries 5. Select industrial attachment place based on training package 6. Apply correspondences 10 Hours

Learning Outcome 1.1:Describe types/categories of industry.

Definition of terms Firm Sector Industry Company Organization Factory Enterprise

Industry classification Primary industry Genetic industry Extractive industry Manufacturing

industry Construction industry Service industry

Industry sectors

o Small group work o Large group discussion o Observation of pictures o Presentation of videos o Group discussions o Group work on the industry

classification. o Site visit

- Pictures and videos of

various industries

- Reference books

- Chalkboard

- Projector

- Power Point presentation

on categories of industry



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Written evidence

Oral evidence

Product evidence

Essay (extended responses) Sentence completion Expose /presentation

Concept / mind map (organizational chart)

Checklist Score

Yes No

Indicator: Industries classification are identified

Primary industry

Genetic industry

Extractive industry

Manufacturing industry

Construction industry

Service industry

Industry sectors

Observation

Learning Outcome 1.2: Map the industry organizational structure

Purpose of organizational

structure

Benefits to use

organizational

chart

Types of organizational

structure.

o Large group discussion

o Individual work

o Pair work

o Small group work


o Learning through pictures.

o mapping the industry

- Sample of organizational

structure

- Reference books

- Chalkboard

- Projector


on mapping the industry



Accurate description of types of industries.

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organizational structure

organizational structure

- Pictures





Written

Oral evidence

Expose /presentation Concept / mind map (organizational chart)

Checklist Score

Yes No

Indicator: Purpose of organization structure is identified

Benefits to use organizational chart

Observation


Appropriate mapping of the industry organizational structure.

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Learning Outcome 1.3:Identify importance of industrial attachment

Benefits of IAP

Identify the challenges

faced by workers

Being more informed

about project research

Exposing the student to

demand and challenges

of the work place.

Gaining of practical

experience.

Helping the student

acquire self-reliance skills

Characteristics of IAP

to adapt.

Professional Communication

Skills.

Critical Thinking.

o Small group work


o Asking questions

o Group work on the IAP

characteristics.

o Research on IAP.

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

importance of

industrial attachment





Written

Oral evidence

Multiple choice True or false question Matching Sentence completion Expose /presentation


Proper identification of importance of industrial attachment


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Learning Outcome 1.4:Collect information on different industries

industry location

Industry type

Industry size

o Observation of the environment

o Research on the industry types

and size

o Guided learning on how to collect

information

o Learning through maps

o Asking questions

o Group work on the given topic

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

collection of

information on

different industries


Checklist Score

Yes No

Benefits of AIP:

Identify the challenges faced by workers

Being more informed about project research

Exposing the student to demand and challenges of the work place.

Gaining of practical experience.

Helping the student acquire self-reliance skills.

Characteristics of AIP

to adapt.

Professional Communication Skills.

Critical Thinking.

Observation


Accurate collection of information on different industries where one can

carry his/her IAP.


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Written

Oral

Essay (short responses / extended responses) Expose (presentation)

Learning Outcome 1.5:Select industrial attachment place based on training package.

IAP selection criteria

Training package

Tasks related to the field.

Working hours

o Reflection on the training

package

o Pair sharing of selection criteria

of IAP place

o Discussions

o Asking questions

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

selection of industrial

attachment)


Checklist Score

Yes No

Information about:

industry location

Industry type

Industry size

Recorded information on different industries where one can carry out his/her IAP

Observation


Proper selection of industrial attachment place based on training package


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Oral

Question and answer

Learning Outcome 1.6:Apply correspondences

Use of workplace documents.

IAP application letter

Curriculum vitae

E-mail

Complain letter

Thanks letter

o Research on how to use

workplace documents

o Guided learning on how to

write workplace documents

o Asking questions

o Group work on the

interpretation of the workplace

documents

- Sample of IAP

application letter

- Sample of Curriculum

vitae

- Sample of Complain

letter

- Sample of thanks

letter

- Reference books

- Chalkboard

- Projector

- Correspondences


Checklist Score

Yes No

Appropriate IAP should be based on the following:

Training package

Tasks related to the field.

Working hours

Observation


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Written

Product

Short responses

Different Workplace documents

Checklist Score

Yes No

Workplace documents must be well filled

Essential element of workplace documents:

Being up to date

well explained

Be clear

Observation


Appropriate application of correspondences.

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Learning unit

LU 2:Deal with workplace challenges.

2

Learning Outcomes:

1. Identify industrial attachment challenges 2. Develop ways/strategies to overcome industrial attachment

challenges 3. Discuss creativity and innovation at work place

20 Hours

Learning Outcome 2.1:Identify industrial attachment challenges

IAP challenges (before ,During and

After)

Budget issues

Cope with a new work situation

Insufficient of industrial

attachment place

Lack of assistance from industrial

attachment in charge

Industry attitude toward interns

o Observation of the

environment

o Group discussion on IAP

challenges

o Pair sharing of IAP challenges.

- Reference books

- Projector


on creativity and

innovation





Proper identification of industrial attachment challenges.


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Written evidence

Oral

Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation).

Checklist Score

Yes No

Indicator: Possible IAP challenges (before,during and after) are identified

Budget issues

Cope with a new work situation

Insufficient of industrial attachment place

Lack of assistance from industrial attachment in charge

Industry attitude toward interns

Observation

Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges

Effective strategies to enhance IAP

Partnership with industries

Collaboration/Regular contact

Early Preparation of IAP

Tips for Overcoming Your IAP

Challenges

Being patient

Meet new people

Effective communication

o Pair sharing on effective

strategies to enhance IAP

o Brainstorming on the way to

overcome IAP challenges.

o Research on effective

strategies and tips to

overcome IAP challenges

o Asking questions

o Group discussion on ways to

overcome IAP challenges

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and

innovation



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Written evidence

Performance

Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: Effective strategies to enhance IAP are identified Partnership with industries Collaboration/Regular contact

Early Preparation of IAP Indicator: Strategies to overcome IAP challenges are identified

Being patient

Meet new people

Effective communication

Observation

Learning Outcome 2.3:Discuss creativity and innovation at work place

Ways to develop creativity in the

workplace.

Ways to promote innovation in

your workplace.

Be Efficient.

o Pair sharing of effective ways

to promote creativity and

innovation

o Research on good ways to

develop creativity and

innovation

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and



Careful development of ways/ strategies to overcome industrial

attachment challenges.

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Have the Right Tools and

Equipment

Improve workplace

conditions.

Practice Positive

Reinforcement.

Share ideas with colleagues

o Asking questions

o Discussions on ways to

promote and develop

creativity and innovation

innovation)





Written evidence

Multiple choice True or false question

Essay (short responses /extended responses)

Checklist Score

Yes No

Indicator: List of possible ways to develop creativity and innovation on the workplace

Be Efficient.

Have the Right Tools and Equipment

Improve workplace conditions.

Practice Positive Reinforcement.

Share ideas with colleague

Observation


Regular creativity and innovation in accordance with work situation.

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Learning unit

LU 3:Get briefed on industrial attachment program.

3

Learning Outcomes:

1. Set industrial attachment goals. 2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.

5 Hours

Learning Outcome 3.1:Set industrial attachment goals.

Goals of industrial attachment

To understand real life

situations.

To develop skills in the

application of theory to

practical work situations.

To develop skills and

techniques in the careers.

To increase sense of

responsibility.

To have higher levels of

academic performance.

To enhance the ability to

improve students’

creativity skills and

sharing ideas.

o Group discussion on the IAP

goal

o Research on the IAP goals

o Asking questions

o Individual work on the

setting of own IAP goals

- Hand out onindustrial

attachment goals.


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To build a good

communication skill





Written evidence

Oral

Essay (short responses /extended responses) Multiple choice True or false question Question and answer

Checklist Score

Yes No

Indictor: industrial attachment goals are set

To experience and understand real life situations.

To develop skills in the application of theory to practical work situations.

To develop skills and techniques in the careers.

To increase sense of responsibility and good work habits.

To have higher levels of academic performance.

To enhance the ability to improve students’ creativity skills and sharing

ideas.

To build a good communication skill

Observation


Proper setting of industrial attachment goals.

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Learning Outcome 3.2: Describe of IAP documents.

IAP attendance IAP Logbooks:

IAP list of competencies to be

developed

sheet

IAP agreement

IAP report form

IAP Evaluation form

IAP interview form

o Presentation

o Small group work on the

interpretation of IAP

logbooks

o Exercise on the completion

of IAP logbooks

o Guided learning on how to

complete IAP logbooks

- Logbooks





Written evidence

Oral

Multiple choice exercises

Essay& Cases study

True or false questioning

Sentence completion

Observation checklist

Checklist Score

Yes No

Indicator: IAP documents are described IAP list of competencies to be developed IAP attendance sheet IAP agreement IAP report form IAP Evaluation form IAP interview form

Observation


Accurately assess risk associated to the business in line with the business

plan developed


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Learning Outcome 3.3: Explain how IAP assessment is conducted.

Written tests

Performance evidence(marked by company supervisor)

Respond to interview questions

o Presentation by trainees and trainer

o Discussion on IAP assessment is conducted

o Asking questions

- Vocational tools - Task sheets





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule

Checklist Score

Yes No

Indicator: IAP assessment is conducted through Written evidence oral questions A produced schedule




Observation


Briefly explain business contingency plan concepts


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Learning unit

LU 4:Develop one’s competencies on the workplace.

4

Learning Outcomes:

1. Develop competencies related to one’s field. 2. Fill in trainee logbook 3. Describe gained work experience

270Hours

Learning Outcome 4.1:Develop competencies related to one’s field.

Competencies o Preform daily workplace routine tasks related to one’s field.

- Industry tools, equipment and consumables related to one’s field





Performance

Product

Essay& Cases study

True or false questioning

Observation checklist

A produced schedule


Expected competencies are fully developed.


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Checklist Score

Yes No

List of well performed activities

tasks given by industry

Observation

Learning Outcome 4.2: Fill in trainee logbook

Trainee logbooks:

IAP list of competencies to be

developed

sheet

IAP agreement

IAP report form

IAP Evaluation form

IAP interview form

o Complete trainee logbook

o Complete IAP reports

o Complete IAP Evaluation

o Conduct IAP interview

- logbooks





Performance

Product

Expose (presentation) reports workplace documents


Trainee logbook is completely and well filled.


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Checklist Score

Yes No

Indicator: trainee logbooks are mentioned

IAP list of competencies to be developed

sheet

IAP agreement

IAP report form

IAP Evaluation form

AP interview form

Observation

Learning Outcome 4.3: Describe gained work experience

Work experiences o Presentation on work

experience related to one’s field

- Questionnaires related to work experience.





Written evidence

Oral


Essay (short responses / extended responses)photos


Proper description of gained work experience.


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Checklist Score

Yes No

Indicator: Gained work experience during the industrial attachment period Specialist skills

advice from colleagues

put together a portfolio of work

general skills

self-reliance skills

Brief presentation of experience gained during the industrial attachment period

Observation

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References:

1. http://www.differencebetween.net/business/difference-between-factory-and-industry/

2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-

attachment/

3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

5. https://www.edrawsoft.com/why-use-orgchart.php

6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-

structure/

7. http://www.differencebetween.com/difference-between-company-and-vs-industry/

8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-

workplace-improve-innovation/

10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

11. https://www.thebalance.com/creating-a-document-management-system-2948084

12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

13. https://bizfluent.com/how-5093085-write-daily-report.html

14. https://resources.workable.com/supervisor-job-description

15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program

(IAP)-challenges/

16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Tra

ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3

a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf

17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-

Industrial Attachment Program (IAP)s

18. AdupeprohJ.,Frank.B.KTwenefour (2015) industrial training program of polytechnics in Ghana:

the pertinent issues, Ghana

http://www.differencebetween.net/business/difference-between-factory-and-industry/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

https://www.edrawsoft.com/why-use-orgchart.php

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://www.differencebetween.com/difference-between-company-and-vs-industry/

https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

https://www.thebalance.com/creating-a-document-management-system-2948084

http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

https://bizfluent.com/how-5093085-write-daily-report.html

https://resources.workable.com/supervisor-job-description

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Training_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf



https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

214 | P a g e

W L D S W 4 0 1 - SPOT WELDING

WLDSW401 Spot Welding


Credits: 7 70

Sector: Construction and Building Services

Sub-sector: Welding

Issue date:May, 2013

Purpose statement

This specific module describes the performance outcomes, skills and knowledge required to

correctly use the spot welding machine on the different types of sheet metals.

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Health, safety and environment in the workplace

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.




Elements of competence Performance criteria

1. Analyze the spot welding work 1.1 Proper identification of the work

1.2 Appropriate standardization of the work

1.3 Appropriate freehand sketch of the work

1.4 Proper estimation of the cost

2. Organize the workplace 2.1 Proper arrangement of the workplace

2.2 Correct selection of tools and equipment

2.3 Proper selection of materials

2.4 Appropriate preparation of equipment

3. Perform spot welds

3.1 Correct preparation of the work pieces

3.2 Proper machine setting

3.3 Correct positioning of work pieces

3.4 Neat spot weld of work piece

3.5 Correct checking of defects (distortion, crater,

misalignment)

3.6 Proper cleaning of work piece

3.7 Correct painting of work piece

4. Perform housekeeping

4.1. Proper cleaning of tools and equipment 4.2. Proper storage of tools, equipment and materials 4.3. Proper cleaning of the workplace 4.4. Proper handling of the product

216 | P a g e

LU 1:Analyze the spot welding work

1

Learning Outcomes:

1. Identify the work 2. Perform hand draft drawing 3. Estimate the cost

10 Hours

Learning Outcome 1.1:Identify the work

Principles of spot welding

Advantages and disadvantages of spot welding

Application of spot welding

o Demonstration of spot welding

using:

Videos Photos Pictures

- Books

- Research on internet

- Computer

- Visual aids





Written Multiple choice


The work is identified


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Checklist Score

Yes No

Type of materials

Quality of materials

Properties of materials

Observation

Learning Outcome 1.2: Perform hand draft drawing

Welding symbols

o Demonstration of spot welding

symbols using:


o Brainstorming on welding

symbols

o Practical exercises on hand

draft drawings

- Books

- Computer

- Visual aids





Written

Multiple choice


The work is standardized


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Checklist Score

Yes No


Type of joint

Position of joint

Observation

Learning Outcome 1.3: Estimate the cost

Elements of Bill of quantity Types of materials Quantity of materials Unit price Tax Labor Depreciation of

equipment Transports Total Cost

o Brainstorming on BQU

o Group discussion on BQU

o Practical exercises on BQU

- Books


- Computer ( MS Excel)





Written Matching exercise /sequencing Problem solving


Cost is estimated


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Checklist Score

Yes No


Quantity of materials

Size of materials

Labor cost

Observation

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LU 2:Organize the workplace

2

Learning Outcomes:

1. Arrange the workplace 2. Select the tools , materials and equipment 3. Set up spot welding machine

15 Hours

Learning Outcome 2.1:Arrange the workplace

Workplace layout o Demonstration on the

workplace layout

o Demonstration on workplace

layout using :



- Spot welding materials,

tools and equipment

- Computer

- Projector





The workplace is arranged


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Performance Product

Checklist Score

Yes No

Removal of unwanted objects.

No flammable materials

Order the objects in workplace

Observation

Learning Outcome 2.2:Select the tools , materials and equipment

Tools, materials and equipment for spot welding: Tools: - Clamping tools - Common tools - Measuring tools - Cleaning tools Equipment: - Spot welding machine and accessories - Air compressor Materials: - Mild steel - Stainless steel - Steel alloys - Aluminium

o Observe tools, materials and

equipment

o Workshop practices

o Demonstration of tools and

equipment by using :


- Tools

- Equipment

- Computer

- Projector

- Books

- Materials



Tools and equipment are selected


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Written

Matching exercise /sequencing

Checklist Score

Yes No

Clamping tools

Measuring tools

Cleaning tools

Spot welding machine and its accessories

Observation

Learning Outcome 2.3: Set up spot welding machine

Assemble the equipment

Electrode: Preparation Care Positioning

Current setting timing

Setting pressure and adjustment

o Group discussion on spot

welding machine and

accessories

o Workshop practices on Setting up spot welding machine

o Demonstration on setting up spot welding machine

- Spot welding

machine with

accessories

- Spot welding

machine tool box

- Files

- Abrasive strip





Equipment are prepared


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Performance

Observation check list

Checklist Score

Yes No

Connection of spot welding machine parts

Observation

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LU 3:Perform spot welds

3

Learning Outcomes:

1. Prepare work pieces 2. Perform Spot welds 3. Check defects 4. Finish the welded pieces

40 Hours

Learning Outcome 3.1:Prepare work pieces

Positioning the work pieces

o Physical demonstration on

positioning of work pieces

o Practical exercise on work piece

positioning

- Work pieces

- Books

- Clamps

- Spot welding machine





The work pieces are positioned


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Performance Observation check list

Checklist Score

Yes No

Alignment of work piece

Angle of work piece

Dimension of work piece

Observation

Learning Outcome 3.2.Perform Spot welds

Spot welding time cycle: Squeeze time Weld/ heat time Hold time Off time

Time factor

Pressure or welding force

Spot welding on Mild steel Stainless steel Steel alloys Aluminium

o Demonstration on sport welds

by using :

-Videos

-Photos -Pictures

o Practical exercises on spot

welding

o Group discussion on spot

welding


- Spot welding machine tool

box

- Files

- Abrasive strip

- Visual aids

- Materials:

.Mild steel pieces,

.Stainless steel pieces,

.Steel alloys pieces,

.Aluminium pieces





The work piece is spot welded


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Performance


Checklist Score

Yes No

Squeeze time

Weld/ heat time

Hold time

Off time

Observation

Learning Outcome3.3: Check defects

Types of defects, causes and remedies: Distortion, Crater, No weld Excessive weld Electrode

mushrooming Electrode sticking

o Group discussion on spot welding defects

o Brainstorming on spot welding

defects

o Physical demonstration on spot

welding defects

o Practical exercises on checking

spot welding defects


- Books

- Handout notes

- Welded pieces





Defects are checked


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Performance


Checklist Score

Yes No

distortion

crater

misalignment

No weld

Excessive weld

Electrode mushroom

Observation

Learning Outcome 3.4:Finish the welded pieces

Methods of preventing corrosion : Red oxide painting Keeping away from

humidity

o Group discussion on cleaning

and painting welded pieces

o Physical demonstration cleaning


- Wire brush

- Angle grinder

- Files

- Emery clothes

- Painting Brush

- Spraying gun

- Required anti-rust



The painting of work piece is done


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Performance Observation check list

Checklist Score

Yes No

Clearness of work piece before painting

Red oxide painting

Observation

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LU 4:Perform Housekeeping

4

Learning Outcomes:

1 Clean tools, equipment and workplace 2 Store tools, equipment and materials

5 Hours

Learning Outcome 4.1:Clean tools, equipment and workplace

Cleaning tools and materials: Brush Cloth rug Mop Soapy water Compressed air

Methods of cleaning Dusting Removal of dirt Chemical spraying

o Group discussion on cleaning of

tools, equipment and the

workplace

o Brainstorming on cleaning of


workplace


of tools, equipment and the

workplace

- Brush

- Cloth rugs

- Bloom

- Air-compressor

- Water

- Soap

- Mop



The cleaning of tools and equipment is done


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Checklist Score

Yes No

No dust

No residue on tools and equipment

Observation

Learning Outcome 4.2. Store tools, equipment and materials

Care and storage procedures of tools, equipment and materials

o Group discussion on storage

procedures of tools, equipment

and materials

o Brainstorming on tools,

equipment and materials

handling


lifting tools, equipment and

materials

- Clamping tools

- Spot welding tool box

- Cleaning tools


- Electrodes

- Mild steel

- Stainless steel

- Steel alloys

- Aluminium



The storage of tools, equipment and materials is done


231 | P a g e




Performance evidence /product evidence

Observation check lis

Checklist Score

Yes No

Arrangement of tools, equipment and materials accordingly

Observation

Summative Assessment

Integrated situation Resources

Maintenance manager of KAGUGU HEALTH CENTER is requesting the head of welding workshop at Gakiriro to make one Hospital office sheet metal drawer from sheet metal of 1.0mm thick. This drawer has the following dimensions; 1.50 m height, 1 m length and 400mm width. As a welder, you are requested to perform this work within 4 hours.

• Tools: • Materials: • Equipment:

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: The work is identified

Mild steel

Thickness of 1.0 mm

Indicator:Freehand sketch is done

Shape

Dimensions

Indicator:The cost is estimated


Material specification

Unit Price of materials

232 | P a g e

Total Price of materials

Labor Cost

Grand Total

Indicator: The workplace is arranged


No unwanted objects

Objects are in order

Indicator:Tools and equipment are selected

Spot welding machine and accessories

Measuring tool

Marking out tools

Snips

Power shearing machine

Drawing set

A4 papers

Bending machine

Cleaning tools

Hand tools

Painting brush/spray gun

Indicator:Materials are selected

Mild steel sheet metal of 1.0 mm

Handles

Locks

Plastic rollers

Red Oxide/Aluminium

Thinner/Petrol

Indicator:Equipment are prepared

Connection of spot welding machine parts

No leakage

Clean or Insert electrodes in the machine

Tightening of fittings

Indicator:Setting of Machine is done

Current

Hold Time

Pressure setting and adjustment

Squeezing time adjustment

Indicator:Work pieces are positioned


Angle work piece

Dimensions of work piece

Indicator:Work piece is spot welded

Squeeze time

Weld/heat time

233 | P a g e

Hold time

Off time

Bonded joint

Indicator:Defects are checked

No Distortion

No Craters

Misalignment

No Electrode mushrooms

No Electrode sticking

No Excessive weld

No holes

Indicator:Work piece are cleaned

Removal of spatters on the spot welded

Removal of Electrode mushrooms

Indicator:Work piece are painted

Clearness of the entire work piece

Viscosity of the paint

No droplets on the surface

No unpainted surface

Indicator:Equipment are cleaned

No dust

No sparks on the electrode

Indicator:Equipment and materials are stored

Arrangement of equipment

Arrangement of materials

Indicator:Equipment and materials are stored The workplace is cleaned

No dust

No remaining materials

No scraps

No remaining equipment

Indicator:The product is handled

Stored in dry place

Position of product

No object over the product

Observation

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Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Joints are bonded

No gaps

No crater

Indicator:Finishing is done

Appearance is attractive

Smoothness of product

No chips

No sharp edges

Indicator: Drawers are slided

No resistance

No obstacle

Tightening of locks

Smoothness of edges

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: The work is standardized

Measurements

Materials

Indicator: Dimensions are respected

Sketch

1500mm of Height

1000mm of Length

400mm of Width

Thickness of the sheet

Indicator: Time is respected

4 hours

Indicator: Shape is respected

Angles

sketch

Observation

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Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: PPE are used

Wearing of Overall

Wearing of Helmet

Wearing of Gloves

Wearing of Safety Goggles

Wearing of closed shoes

Indicator: Workplace environment is prepared

Materials in the right place

Equipment in the right place

First Aid Kit in the working area

Fire extinguishers or sand in the working area

Indicator: Tools and equipment status are checked

Insulation of cables

Tightening

Lubricant oil level

No damaged equipment or Tools

Switch off the machine

Indicator: Metal Scraps are removed

No metal scraps

Observation

Reference books:

236 | P a g e

W L D B R 4 0 1 - BRAZING

WLDBR401 Perform Brazing


Credits: 8 80


Sub-sector: Welding


Purpose statement


prepare and join different types and shapes of metals by the use of brazing process.

237 | P a g e


Health, safety and environment in the workplace







1. Analyze the brazing work 1.1. Proper identification of the work 1.2. Appropriate standardization of the work 1.3. Appropriate freehand sketch of the work 1.4. Proper estimation of the cost

2. Organize the workplace 2.1. Proper arrangement of the workplace 2.2. Correct selection of tools and equipment 2.3. Proper selection of materials 2.4. Appropriate preparation of equipmen

3. Perform brazed joint

3.1. Proper preparation of pieces 3.2. Proper setting of flame 3.3. Correct tacking of pieces 3.4. Adequate heating on the joint and application of

the brazing rod 3.5. Proper cleaning of the brazed joint



238 | P a g e

LU 1:Analyze the brazing work

1

Learning Outcomes:

1. Identify the work 2. Perform hand draft drawing 3. Estimate the cost

10Hours

Learning Outcome 1.1Identify the work

Principles of brazing

Advantages and disadvantages of brazing

Application of brazing

Types of brazing work Plate brazing, Pipe brazing, Similar and dissimilar

metals, Standard brazing rods

o Brainstorming on the brazing

work

o Group discussion on

relationship of thickness and

size of brazing rod.

o Demonstration of brazing using:


- Books

- Hand outs

- Manufacturer’s manual

- Internet

- Visual aids

- Plates

- Pipes





239 | P a g e




Written evidence / product evidence

Multiple choice

Checklist Score

Yes No

Type of materials


Properties of material

Observation

Learning Outcome 1.2: Perform hand draft drawing

Brazing symbols

o Demonstration of brazing

symbols using:


o Brainstorming on brazing

symbols


draft drawings

- Books

- Computer

- Visual aids


240 | P a g e





Written evidence

Multiple choice

Checklist Score

Yes No


Type of joint

Position of joint

Observation

Learning Outcome 1.3: Estimate the cost






- Books


- Computer ( MS Excel)



The work is standardized

241 | P a g e





Written evidence;


Checklist Score

Yes No

Quality of material

Quantity of material

Size of material

Personnel

Observation


The cost is estimated

242 | P a g e


2

Learning Outcomes:

1. Identify the equipment and tools for brazing process 2. Identify the types of metals 3. Identify the fluxes 4. Identify the brazing rods

15 Hours

Learning Outcome 2.1: Identifythe equipment and tools for brazing process

Workshop Layout

Equipment and tools used in brazing

Assembly of the equipment

Setting the gas pressure

o Brainstorming on tools used in

brazing

o Group discussion on tools used

in brazing

o The trainer explains the actual

chemical and mechanical

processes that take place during

brazing.

o The trainer explains the brazing

method.

o The trainer explains and discuss

with trainees about the safety

precautions associated with gas

brazing

o The trainer explains the

terminologies associated with

oxygen-acetylene gas brazing

- Toolkit

- Oxy-acetylene welding equipment

- Wire brush, abrasive strip

- Hand-outs, drawings, samples

- 1.2, 1.5, 2.0, 3.2 mm mild steel sheet thick

- Books


243 | P a g e

procedures.





Performance evidence/ Product evidence


Checklist Score

Yes No

Cleanness of the workplace


Observation



244 | P a g e

Learning Outcome 2.2: Identify the types of metals

Ferrous metals Wrought iron Mild steel Stainless steel Cast iron

Non ferrous metals Copper Aluminium Brass Bronze Tin Zinc Lead Iconel and monel

Composition and uses of ferrous and non ferrous metals

o Brainstorming on different

metals

o Grouping metals in ferrous and

non ferrous metals using a

magnet.

o Identify, select and classify

brazing consumables.

o Show students samples of

metals

o Explain the different types of

non-ferrous and ferrous metals

and their composition,

o Ask students to explain the

general characteristic of metal s

used fabrication with particular

reference to mechanical and

physical properties

o List and explain the properties

and composition of fluxes used

for brazing

o Explain the properties and

composition of fluxes used for

ferrous and nonferrousmetals.

- Magnet

- Chalkboard and Charts

- Samples Ferrous and Non-ferrous



The tools and equipment are selected


245 | P a g e




Written evidence; Performance evidence


Checklist Score

Yes No

Oxygen and acetylene cylinders

Oxygen and acetylene regulators

Oxygen and acetylene hose pipes

Welding torch and nozzle

Cylinder key

Spark lighter

Flash back arrestors

Nozzle cleaner

Welding googles

Adjustable spanner

Wire brush

abrasive strip

Tong

Gloves

Clamps

Acetylene generator

Observation

246 | P a g e

Learning Outcome 2.3: Identify the fluxes

Types of brazing fluxes Rosin Organic Inorganic

Properties and composition of fluxes Activity Corrosivity Cleanability Residue tack Volatility Viscosity Flammability

Form of fluxes Liquid Solid/powder Paste

Functions of fluxes

o Group Discussion on the types of fluxes.

o Group discussion on the similarities and differences between welding and brazing fluxes’ ingredient, properties and functions.

- Fluxes

- Different boxes of fluxes





Written evidence / Performance evidence



The materials is selected


247 | P a g e

Checklist Score

Yes No

Brazing rods

Flux

Similar or dissimilar metals

Oxygen and acetylene gases

Calcium carbide

Water

Observation

Learning Outcome 2.4: Identify the brazing rods

Properties, compositions, and use of the brazing rod

o Group discussion on the types

of brazing rods, their properties,

composition and use.

o Brainstorming on Properties,

compositions, and use of the

brazing rod

- Different sizes of Brazing rods

- Coated and bared brazing rods.





Written evidence



The equipment is prepared


248 | P a g e

Checklist Score

Yes No

Color of cylinder

Color of hose pipes

Thread connection

Tightening direction signs

Leakage testing

Observation

249 | P a g e

LU 3:Perform brazed joint

3

Learning Outcomes:

1. Perform the work piece preparation 2. Set up the flame 3. Perform brazing

45 Hours

Learning Outcome 3.1: Perform the work pieces preparation

Brazing joint design

Pre-cleaning

o Group discussion on the joint design.

o Demonstration of pre-cleaning techniques.


- Diagrams and charts for various brazing joints

- Gas welding tool kit








The pieces are prepared


250 | P a g e

Checklist Score

Yes No

Cleanness of the part to be brazed

Edge preparation

Positioning of the work piece

Observation

Learning Outcome 3.2: Set up the flame

Types of flames and their applications Neutral flame Carburizing flame Oxidizing flame

o Show and demonstrate the procedures for lighting the flame.

o Show and demonstrate the flame adjustment.


- Oxy-acetylene gas welding plant

- Acetylene generator - Welding set goggles, - Diagrams and charts for

various brazing joints - Calcium carbide - Spark lighter. - Video aids








The flame is Set


251 | P a g e

Checklist Score

Yes No

Hissing sound

Sharpness of the inner cone

Observation

Learning Outcome 3.3: Perform brazing

Method of fluxing and brazing rods

Tacking method

Advantages and limitations of brazing

Other brazing processes. Furnace brazing Induction brazing Dip brazing Resistance brazing Braze welding

Applications of brazing

Cleaning up the brazed joints

o Demonstrate the gas brazing process,

o Practice and check up - Single square butt joint - Corner joint - Tee joint - Lap joint - Copper pipe in down and

horizontal positions o Inspect brazed work-piece for

defects and apply quality checks on process.

o Simulation with video

- Oxy-acetylene gas welding plant

- Acetylene generator - Welding set goggles, - Diagrams and charts for

various brazing joints - Calcium carbide - Spark lighter. - Appropriate Tools - Materials - Video aids - Wire brush - Set of files





Heating on the joint and application of the brazing rod are done


252 | P a g e


Performance evidence/ product evidence


Checklist Score

Yes No

Flux stick on the brazing rod

Melted brazing rod on the work piece

Entire work piece is brazed

Checking the defect

Observation

253 | P a g e


4

Learning Outcomes:

1. Clean workplace, tools and equipment 2. Care for and store brazing equipment

10 Hours

Learning Outcome 4.1: Clean workplace, tools and equipment





workplace



workplace



workplace

- Brush - Cloth rugs - Bloom - Air-compressor - Water

- Soap - Mop



Cleaning of tools and equipment is done


254 | P a g e






Checklist Score

Yes No

No dust


Observation

Learning Outcome 4.2: Care for and store brazing equipment




and materials



handling



materials

- Clamping tools - Oxy-acetylene gas welding

equipment and tool box - Cleaning tools - Mild steel - Stainless steel - Steel alloys



Storage of tools, equipment and materials are done


255 | P a g e





Observation check list:

Checklist Score

Yes No


Observation



LAPALISSE NYANDUNGU HOTELwishes to install SAUNA steam in the room of 5x4m with 4m height. The request is given to the WELDING AND PLUMBING COMPANY Limitedlocated at KACYIRU. Inside the room, the copper pipes of 3/8inch must be laid out as following:

3 pipe lines.

The first pipe line must be laid at1m from the floor.

The distance between the pipe lines is 1m. As a welder, you are requested to perform this work within 4hours.

Tools:

Materials:

Equipment:

256 | P a g e


Checklist Score

Yes No

Indicator: The work is identified

Copper pipes

Diameter of 3/8 inch

Indicator: Freehand sketch is done

Shape

Dimensioning

Welding symbols

Indicator: The cost is estimated



Unit Price of materials

Total Price of materials

Labor Cost

Grand Total

Indicator: The workplace is arranged


No unwanted objects



Oxygen and acetylene cylinders

Oxygen and acetylene regulators

Oxygen and acetylene hose pipes

Welding torch and nozzle

Cylinder key

Spark lighter

Flash back arrestors

Nozzle cleaner

Welding googles

Adjustable spanner

Wire brush

abrasive strip

Tong

Gloves

Clamps

Acetylene generator

Drawing set

A4 papers

Bending machine

257 | P a g e

Cleaning tools

Hand tools


Brazing rods

Flux

Copper pipes

Oxygen and acetylene gases or Calcium carbide and water


Assembling of equipment

Respect Color code

Respect Threading direction

Tightening

No Leakage

upright position of cylinder

Indicator:Setting of flame is done

Hissing sound

Sharpness of the inner cone

Indicator:Setting of flame is done

Aligning the pipes to be joined. (Clearance.)

Pipes laying

Pipes bending angle

Dimensions of the pipes

Cleanness of the part to be brazed

Straight cut of pipe

Positioning of the pipes

Indicator:Heating on the joint and application of the brazing rod is done

Heating for Cleaning

Fluxing both the pipes and brazing rod.

Heating the joint

Applying brazing filler metal on to the joint.

Melted brazing rod on the work piece

Entire pipe is brazed

Joint is bonded

Cooling of the brazed joint.

Indicator:Defects are checked

No Distortion

No craters

Misalignment

No excessive weld

No porosity

Indicator:Cleaning of the brazed joint is done

No overlapping

258 | P a g e


Checklist Score

Yes No

Indicator: Joints are bonded

No gaps

No crater

No leakage

Indicator: Finishing is done


No flux residues

Observation

No flux residues


No dust




Indicator:The workplace is cleaned

No dust


No scraps

Observation

259 | P a g e


Checklist Score

Yes No

Indicator: The work is standardized

Measurements

Copper pipe

Indicator: Dimensions are respected

shape

4m of Height

3 pipe lines.

The first pipe line must be laid at1m from the floor.

The distance between the pipe lines is 1m.

3/8 inch diameter of the pipe


Four hours

Indicator: Shape is respected

Pipes bending angle

Sketch

Pipe laying

Observation

260 | P a g e


Checklist Score

Yes No

Indicator: PPE are used

Wearing of Overall

Wearing of Helmet

Wearing of Gloves



Indicator: Workplace environment is prepared






Leakage on the hoses

Tightening


Close of the cylinder


No metal scraps

Observation

Reference books:

261 | P a g e

W L D M C 4 0 1 - METAL CUTTING

WLDMC401 Perform Metal Cutting


Credits: 11 110


Sub-sector: Welding


Purpose statement


correctly use cutting tools and equipment as well as to safely perform the metal cutting

processes.

262 | P a g e


CAD

Spot welding

Brazing







1. Analyze the metal cutting work 1.1 Proper identification of the work 1.2 Appropriate freehand sketch of the work 1.3 Proper estimation of the cost

2. Organize the workplace 2.1 Proper arrangement of the workplace 2.3 Correct selection of tools and equipment 2.4 Proper selection of materials 2.5 Appropriate preparation of equipment

3. Carry out metal cuts

3.1 Correct measurement and marking out of the work pieces 3.2 Proper machine setting 3.3 Correct positioning of work pieces 3.4 Smooth cut of work piece 3.5 Proper cleaning of work piece after cutting.


4.1 Proper cleaning of tools and equipment 4.2 Proper storage of tools, equipment and materials 4.3 Proper cleaning of the workplace 4.4 Proper handling of the product

263 | P a g e

LU 1:Analyze the metal cutting work

1

Learning Outcomes:

1. Identify the work 2. Estimate of the cost

15 Hours


Principles of metal cutting processes: Oxy-acetylene gas

cutting Plasma cutting Shear cutting Hack saw cutting

Advantages and disadvantages of metal cutting processes

Application of metal cutting processes

o Group discussion on metal

cutting processes.

o Brainstorming on metal cutting

processes.

o Brainstorming on advantages

and disadvantages of metal

cutting processes.

o Brainstorming on applications

of metal cutting processes.

o Further research on internet

o Further research in Library

- Books - Materials - Internet connection - Handouts - Video aids

- Material Transport means


264 | P a g e





Written evidence

Multiple choice

Checklist Score

Yes No

Metal properties

Shape

Thickness

Smoothness of the edge

Observation

Learning Outcome 1.2: Estimate of the cost






- Books - Research on internet - Computer ( MS Excel)



The Work is identified

265 | P a g e





Written Matching exercise /sequencing Problem solving

Checklist Score

Yes No

Quality of material


Size of material

Labor cost

Time

Observation



266 | P a g e


2

Learning Outcomes:

1. Arrange the workplace

2. Select materials

3. Select cutting equipment

4. Prepare equipment 15 Hours

Learning Outcome 2.1: Arrange the workplace

Work place layout Cleaning of the

workplace Firefighting equipment

arrangement

o Workshop practice

o Group discussion on workplace

layout



- Books - Internet connection - Firefighting equipment







267 | P a g e



Checklist Score

Yes No

Removal of all unwanted objects


Not confined space

Observation

Learning Outcome 2.2: Select materials

Type of metals: Ferrous metals Non ferrous metals

o Workshop practice

o Group discussion on types of

metals.



- Mild steel material - Aluminum - Copper - Bronze - Lead - Zinc - Stainless steel material - Books - Internet connection





The of tools and equipment are selected


268 | P a g e


Written evidence, Performance evidence


Checklist Score

Yes No

Hand Hacksaw or power hacksaw and saw blade

Angle grinder

Manual or power shear machine

Plasma cutting machine and accessories

Oxyacetylene gas cutting with accessories

High speed cutting machine

Observation

Learning Outcome 2.3: Select cutting equipment

Differentiate cutting equipment: Oxy-acetylene gas

cutting equipment Plasma cutter Angle grinder Cutoff machine Shearing machine Power hacksaw

machine

o Group discussion on cutting equipment

o Practical exercises on equipment selection

o Observation of the cutting equipment

- Power Hacksaw - Plasma cutter - Angle grinder - Cutoff machine - Shearing machine - Book - Internet connection



The materials are selected


269 | P a g e




Written Matching exercise /sequencing Performance evidence

Checklist Score

Yes No

Aluminium

Mild steel

Cast iron

Stainless steel

Galvanized

Observation

Learning Outcome 2.4: Prepare equipment

Assembling and dismantling of the cutting equipment

Checking the condition of the cutting equipment

o Practice exercises on

Assembling and dismantling of

the cutting equipment



o Brainstorming on steps/

procedures of assembling and

dismantling of the cutting

equipment

- Book - Internet connection - Cutting equipment - Tool box


270 | P a g e





Written evidence; Performance evidence/Product evidence


Checklist Score

Yes No

Connection of equipment parts

Tightening the equipment

Quality of cut

Observation


The preparation of equipment is done

271 | P a g e

LU 3:Carry out metal cuts

3

Learning Outcomes:

1. Set the cutting Equipment

2. Smooth cut of work piece

3. Position the work pieces

4. Clean the work piece after cutting

70 Hours

Learning Outcome 3.1:Set the cutting Equipment

o Setting of oxyacetylene gas cutting equipment : Set the working

pressure Adjust the flame

o Setting of the plasma

cutter : Set the working

pressure Set the working current

o Setting of the shear

cutting: Set the shear angle

o Practical exercises on using the

cutting machines:

.Straight cutting

.Bevel cutting

.Circular cutting

.Piercing a hole


Further research in Library

- Oxy-acetylene gas cutting plant

- Internet connection - Tool box - Mild steel material - Aluminium - Copper - Bronze - Lead - Zinc - Stainless steel material - Books - Power Hacksaw - Plasma cutter - Angle grinder - Cut off machine - Shearing machine


272 | P a g e







Checklist Score

Yes No

Measurements

Clear marked lines

Observation

Learning Outcome 3.2: Smooth cut of work piece




cutter : Set the working

pressure Set the working current

o Setting of the shear

cutting:


cutting machines:

.Straight cutting

.Bevel cutting

.Circular cutting

.Piercing a hole




- Internet connection - Tool box - Mild steel material - Aluminium - Copper - Bronze - Lead - Zinc - Stainless steel material - Books - Power Hacksaw - Plasma cutter



Measurement and marking out of the work pieces are done

273 | P a g e

Set the shear angle

- Angle grinder - Cut off machine - Shearing machine





Performance Observation check list:

Checklist Score

Yes No

Angle is maintained

Pressure or speed

Observation

Learning Outcome 3.3: Position the work pieces




cutter :


cutting machines:

.Straight cutting

.Bevel cutting

.Circular cutting

.Piercing a hole


- Internet connection - Tool box - Mild steel material - Aluminium - Copper - Bronze



Machine is set

274 | P a g e

Set the working pressure

Set the working current

o Setting of the shear cutting: Set the shear angle



- Lead - Zinc - Stainless steel material - Books - Power Hacksaw - Plasma cutter - Angle grinder - Cut off machine - Shearing machine







Checklist Score

Yes No

Angles

Shape

The work piece is supported

Observation


The positioning of work pieces is done

275 | P a g e

Learning Outcome 3.4: Clean the work piece after cutting

Cleaning techniques : grinding Filing Brushing Polishing

o Practical exercises on cleaning

techniques


techniques



- grinders - Files - Wire Brushes - Sand papers - Grinding disc - Grind wheels







Checklist Score

Yes No

No kerfs on the edge

No under fill

Observation


TheCleaning of work piece after cutting is done


276 | P a g e


4

Learning Outcomes:

1. Clean tools, equipment and workplace 2. Store tools, equipment and materials

10 Hours

Learning Outcome4.1: Clean tools, equipment and workplace





workplace



workplace



workplace

- Brush - Cloth rugs - Bloom - Books - Air-compressor - Water - Soap - Mop


277 | P a g e







Checklist Score

Yes No

No dust on the equipment and tools

No chips on tools and equipment

Observation

Learning Outcome 4.2: Store tools, equipment and materials




and materials



handling



- Books - Internet connection - Cutting tools - Marking out tools - Measuring tools - Materials - Blow pipe - Oxyacetylene gas cutting

equipment - Plasma cutter - Cylinders



Cleaning of tools and equipment is done

278 | P a g e

materials - Air compressor - Power hacksaw - Power shear







Checklist Score

Yes No


Equipment and tools in the shelves

Observation


Storage of tools, equipment and materials is done

279 | P a g e



Real Contractor Company won the tender to build GAHANGA stadium, as it is overloaded is subcontracting to RWAMECO welding workshop located at KIMISAGARA to cut a mild steel plate of 12mmx1mx2m into pieces with different shapes. The pieces should have the following shapes and dimensions:

• 2 square pieces of 50x50CCM.

• 2rectangular pieces of 40x60CCM.

• 2circular pieces of 50CCM diameter.

As welder, you are requested to perform this work within 3hours.

Tools:

Equipment:

Materials


Checklist Score

Yes No

Indicator:The work is identified

Mild steel plate

Thickness of 12.0 mm


Rectangular shape

Circular shape

Square shape

Dimensions




Cost of materials

Unit Price and total price of square shape.

Unit Price and total price of rectangular shape.

Unit Price and total price of circular shape.

Labor Cost

Grand Total

Indicator:The workplace is arranged


No unwanted objects


280 | P a g e


Plasma cutting machine with accessories or oxyacetylene gas cutting outfits with accessories

Measuring tools

Marking out tools

Angle grinder


Holding devices

Cleaning tools

Hand tools


Mild steel plate of 12.0 mm

Oxygen gas

Acetylene gas

Grinding disc


Assembly of oxyacetylene gas cutting outfit

Or Connection of plasma cutting machine parts

No leakage

Connection of the power shear machine.

Tightening of fittings

Indicator:The work pieces are measured and marked out

Visible marked line

Metal measuring tools

Marking out tools


Current for plasma cutting or oxygen and acetylene cutting pressures

The preheating flames and cutting oxygen

Pressure and angles for power shear machine



Angle of work piece


Indicator:Work piece is cut

square

Rectangle

Circle

Indicator:Obtained work pieces are cleaned

No kerfs

No sparks

Angle grinder

Cleaning tools


No dust

281 | P a g e

No sparks on the cutting nozzle or on the plasma cutting torch

Indicator:Equipment, tools and materials are stored


Arrangement of tools

Tools are in shelves



No dust


No scraps



Stored in dry place

Position of product

Observation


Checklist Score

Yes No




No under fill on the edge

No kerfs on the edges

Square shape

Rectangular shape

Circular shape

Observation

282 | P a g e


Checklist Score

Yes No

Indicator:The work is standardized

Measurements

Materials

Indicator:Dimensions are respected

500x500mm

400x600mm

500mm diameter

Thickness of 12.0mm


3 hours

Indicator:Shape is respected

Right angles

Circular

Observation

283 | P a g e


Checklist Score

Yes No

Indicator:PPE are used

Wearing of Overall

Wearing of welding goggles

Wearing of Gloves


Mouth mask

Leather gloves


Indicator:Workplace environment is prepared





Indicator:Tools and equipment status are checked

Insulation of cables or no leakage of the hosepipes

Tightening

Lubricant oil level


Switch off the machine or shut off the flame and close the cylinders

Indicator:Metal Scraps are removed

No metal scraps

Observation

Reference books:

284 | P a g e

W L D S P 4 0 1 - SMAW PLATE

WLDSP401 SMAW Plate


Credits: 12 120


Sub-sector: Welding


Purpose statement


prepare the edge of thicker material and perform multi run welds on groove and fillet joints up

to unlimited thickness in construction with SMAW process.

285 | P a g e


CAD Spot welding Brazing

METAL CUTTING







1. Analyze the SMAW plate work 1.1. Proper identification of the work 1.2. Appropriate standardization of the work 1.3. Correct choice of shape 1.4. Correct estimation of the cost

2. Organize the workplace 2.1. Proper arrangement of the workplace 2.2. Correct selection of tools and equipment 2.3. Proper selection of materials 2.4. Appropriate set up of equipment

3. Perform plate welds

3.1. Proper edge preparation of work pieces 3.2. Proper tack weld of the plates 3.3. Proper positioning of the tacked plates 3.4. Proper deposit of multi runs 3.5. Proper cleaning of the weldment 3.6. Correct protection of work piece (if required)



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LU 1:Analyze the SMAW plate work

1

Learning Outcomes:

1. Identify the work 2. Perform hand draft drawing 3. Estimate cost

10 Hours


Plate welding positions 1 G, 2 G, 3 G, 4 G 1 F, 2 F, 3 F, 4 F

o Demonstration of plate welding

using:


o Group discussion on application

of plate welding

- Books


- Computer

- Visual aids







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Written Multiple choice

Checklist Score

Yes No

Type of materials


Properties of material

Thickness of material

Observation

Learning Outcome 1.2:Perform hand draft drawing

Groove nomenclature

Groove weld symbols

Fillet weld configuration

Fillet weld symbols

o Group discussion on groove

nomenclature

o Demonstration of groove and

fillet welds symbols using:

-Videos -Photos -Pictures

o Brainstorming on fillet welding

symbols


draft drawings

- Books

- Computer

- Visual aids



Type of shape is chosen


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Written

Sketch

Checklist Score

Yes No

V shape

Y shape

k shape

x shape

u shape

j shape

Observation

Learning Outcome 1.3:Estimate cost






- Books


- Computer ( MS Excel


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Product


Checklist Score

Yes No

Quality of material

Size of material


Labor cost

Observation


The cost estimated

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2

Learning Outcomes:

1. Arrange the workplace 2. Select the tools, materials and equipment

10 Hours

Learning Outcome 2.1:Arrange the workplace


workplace layout


layout using :



- Plates, tools and

equipment

- Computer

- Visual aids










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Checklist Score

Yes No

Removal of unwanted objects


No liquid on the workplace

Order the objects

Observation

Learning Outcome 2.2: Select the tools, materials and equipment

Materials and equipment for plate welding: Electrodes: - E70 series - E60 series Equipment: - Electrode dry oven - DC welding machine

o Observe tools, materials and

equipment

o Group discussion on metal

cutting equipment and tools

o Workshop practices

o Demonstration of tools and



- Common tools (hammer,

screw drivers, pliers,

spanners, wrenches, Allen

keys)

- Electrodes:

(E70 and E60 series) - Electrode dry oven

- DC/AC welding machines

- Clamping tools

- Measuring tools

- Cleaning tools

- Mild steel plates

- Steel alloys

- Files

- PPE

- Computer

- Books

- Grinders

- Visual aids





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Written evidence, Perform evidence/product evidence

Multiple choice

Checklist Score

Yes No

Measuring tools

Cutting tools

Angle grinder

Holding tools

DC/AC Welding machine with accessories

Electrode oven machine

Marking tool

Air-compressor

Spray gun

Observation

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LU 3:Perform Plate Welds

3

Learning Outcomes:

1. Prepare work pieces. 2. Perform steel plate welds 3. Check defects 4. Finish the welded pieces

90 Hours

Learning Outcome 3.1:Prepare work pieces.

Edge preparation:

Types of edge shapes:

V, X, K, Y, U, J

Advantages and

disadvantages of edge

preparation

Industrial application

of edge preparation

o Physical demonstration on edge

preparation

o Practical exercise on edge

preparation

o Brainstorming on advantages,

disadvantages and application

of edge preparation

- Books

- Oxy-cutting equipment

- Clamping tools

- Measuring tools

- Cleaning tools

- Mild steel plates

- Steel alloys

- Files

- PPE

- Grinders

- Visual aids

- Computer



The edge preparation of work pieces is done


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Checklist Score

Yes No

no rust on the edge

no paint on the edge

no chips on the edge

Edge shapes

Observation

Learning Outcome 3.2: Perform steel plate welds

Padding

Groove weld

Fillet weld

Aligning and presetting of plates

Plate backing methods: Ceramic backing plate Permanent backing

plate

Weaving techniques Zigzag Box weave Double J Circles Crescent

Positioning of the work pieces

Multi runs for groove weld:

o Brainstorming

o Demonstration using

-Videos -Photos

o Group discussion


- Books

- Clamps

- Welding machine

- Angle grinder

- Computer

- Visual aids

- Mild steel plates

- Electrodes

- Grinding disc


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Root pass Hot pass Filler runs Cover passes

Multi runs for fillet weld: First run Filler runs Cover passes





Performance


Checklist Score

Yes No


Root opening

fusion of the edges at the tacking area

Angle of work piece

Dimensioning of work

piece

Observation


The plates are tack weld

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Learning Outcome 3.3:Check defects

Types of defects, causes and remedies: Distortion, Crater, Porosity Slag inclusion Lack of penetration Lack of fusion Fish eye Overlap Excess penetration Burn through Undercut

o Group discussion on plate

welding defects

o Brainstorming on plate welding

defects


plate welding defects

o Practical exercises on checking

plate welding defects


- Books

- Welded plates

- Wire brush

- Angle grinder

- Chipping hammer





Checklist Score

Yes No

Observation



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Learning Outcome 3.4: Finish the welded pieces

Methods of preventing corrosion : Red oxide painting Keeping away from

humidity





- Wire brush

- Emery clothes

- Painting Brush

- Spraying gun

- Cheeping hummer

- Required anti-rust





Checklist Score

Yes No

Observation



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4

Learning Outcomes:

1. Clean tools, equipment and workplace 2. Store tools, equipment and materials

10 Hours


Cleaning tools and equipment Brush Cloth rug Mop Soapy water Compressed air




workplace



workplace



workplace

- Brush

- Cloth rugs

- Bloom

- Air-compressor

- Water

- Soap

- Mop





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Product evidence


Checklist Score

Yes No

No dust


Observation





and materials



handling

- Clamping tools

- SMAW machine

- Cleaning tools

- Electrodes

- Steel plates

- Oven





The storage of tools, equipment and materials is done


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Checklist Score

Yes No


Observation



Situation HORIZON COMPANY wonthe tender to build a Bridge at KAMAJANJA, as it isoverloaded is subcontracting to IPRC Kigali, located at KICUKIRO to join two mild steel plates of 6m length, 100mm width and 12mm thick for each. The welding workshop is assigned to perform the mentioned above work. The welded plate should be:

In Tee joint. 1 plate must be located in the middle of another. The joint must be welded in both sides. Welding must be done in horizontal position. Each side must be done by using 3runs.

As a welder, you are required to perform this work within 4 hours.

Tools:

Materials:

Equipment:

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Checklist Score

Yes No


Mild steel plate





Cost of materials

Unit Price and total price of square shape.

Unit Price and total price of rectangular shape.

Unit Price and total price of circular shape.

Labor Cost

Grand Total



No unwanted objects


Indicator:The shape is chosen

T shape



Marking tool

Angle grinder

Holding tools

DC or AC Welding machine with accessories

Electrode dry oven machine

Air-compressor

Spray gun


Mild steel plate

Electrodes E6013 or Electrodes E7016

Red oxide or aluminium

Cutting disc

Grinding disc

Painting brush

Indicator:Setting of SMAW Machine is done

Connection of machine parts

Current adjustment

Switch on machine

Indicator:The work pieces edge are prepared

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No rust on the edge

No paint on the edge

No chips on the edge

T shape

Smoothness of edge

Indicator:The plates are tacked


Fusion of the edges at the tacking area

Right angle of work piece

Dimensioning of work

piece

Indicator:The tacked plates are positioned

Horizontal position

Indicator:Multi runs are deposited

No Distortion

No Crater

No Porosity

No Slag inclusion

No Lack of fusion

No Overlap

No Undercut

Bead sequence

Indicator:Tools and equipment are cleaned

No dust


Indicator:The weldement is cleaned

No slag on weldment

No spatters

Indicator:The work piece is protected

Red oxide or aluminium





No dust


No scraps

No slag



Stored in dry place

Position of product

No object over the product

Observation

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Checklist Score

Yes No

Indicator:Joints are bonded

Fusion of edges

Even ripples




No chips

Straightness of beads

No undercut

No porosity

No overlap

No sharp edges

Observation

304 | P a g e


Checklist Score

Yes No


3 beads on each side

Measurements

Mild steel plate


6m of Length

100mm of Width



4 hours


T Shape

Right angle

Observation

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Checklist Score

Yes No


Wearing of overall with long sleeve

Wearing of leather Gloves

Wearing of welding helmet or hand shield

Wearing of Safety shoes

Wearing of Apron








Tightening

Lubricant oil level


Switch off the machine or shut off the flame and close the cylinders


No metal scraps

Observation

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W L D C D 4 0 1 - COMPUTER AIDED DESIGN

WLDCD401 Apply CAD


Credits: 12 120


Sub-sector: Welding


Purpose statement

This general module describes the performance outcomes, skills and knowledge required to

make part modeling, views, sections, assembly and upgrade the hand drafting documentation

skills with AutoCAD and Solidworks CAD software. Additionally, this is module is useful to

support learning within the specialization of some core modules.

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Not Applicable







1. Analyze the CAD work 1.1 Proper identification of the work. 1.2 Appropriate selection of CAD software 1.3 Proper software configuration

2. Perform ARCHICAD drawing

2.1 Proper Introduction and concepts to ARCHICAD 2.2 Appropriate use of tools 2.3 Appropriate Creation of virtual building 2.4 Appropriate Updating layouts, printing and plotting

3. Perform AUTOCAD drawing

3.1 Proper introduction to AUTOCAD 3.2 Appropriate Creation and Management of Geometric Objects 3.3 Appropriate Modification of existing Object 3.4 Appropriate Notes, Hatches, and Dimensions 3.5 Proper Control the properties of Object

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LU 1:Analyze the CAD work

1

Learning Outcomes:

4. Introduce CAD 5. Select appropriate CAD software 6. Configure CAD software

20 Hours

Learning Outcome 1.1:Introduce CAD

Definition of CAD

History of Computer Aided Design

Applications of CAD

Types of CAD software 2D CAD software :

AutoCAD 3D CAD Software :

ArchiCAD Artlantis Plotmaker SolidWorks

o Group discussion on CAD softwares and their applications

- Books - Computer - Video aids - CAD Software - Internet



Proper identification of the work.


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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Select appropriate CAD software

Advantages and disadvantages of CAD

Applications of AutoCAD and ARCHICAD softwares

o Group discussion on advantages

and disadvantages of CAD

software

o Demonstration of using CAD

software

o Demonstration by Video

- Books

- Computer

- Video aids

- 2D CAD software :

AutoCAD

- 3D CAD Software :

ArchiCAD

- Internet





Appropriate selection of CAD software


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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Configure CAD software

Scale

Projection: First angle projection Third angle projection

Units configuration Unit system: MKS, CGS

Standard sheet Size of paper setting: ISO standards:

A1, A2, A3, A4 ASNI standards:

A0, A1, A2, A3, A4 DIN standards:

A1, A2, A3, A4 JIS standards:

A1, A2, A3, A4 BIS standards:

A1, A2, A3, A4

o Group discussion on CAD softwares, advantages, disadvantages and their applications

o Demonstration by Video o Demonstration of using CAD

software o Practical exercises on

configuration

- Books - Internet - Computers - Video aids - AutoCAD software and - ArchiCAD software



Proper software configuration


311 | P a g e




Checklist Score

Yes No

Observation

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LU 2:Perform ARCHICAD drawing

2

Learning Outcomes:

4. Introduce basic concepts of ARCHICAD 5. Use tools in ArchiCAD 6. Create virtual building 7. Apply Updating layouts, printing and plotting

50 Hours

Learning Outcome 2.1:Introduce basic concepts of ARCHICAD.

Introduction to ArchiCAD ArchiCAD Workplace Floor Plan Window Section/Elevation

Window 3D Window Concepts of

Parametrics ArchiCAD’s Help

System

o Group discussion on ArchiCAD concepts

o Documentary research o Demonstration by video o Practical exercises on using

ArchiCAD windows

- Books - Internet - Computer - Video aids - ArchiCAD software





Proper Introduction and concepts to ARCHICAD


313 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2Use tools in ArchiCAD

Tools and palettes Customizing the Workplace Toolbox Info Box Coordinate Box Control Box

Cursor forms The Intelligent Cursor Types of Cursor Forms Functions of the Cursor

Editing and notation Editing Drawing Grid Setting Mouse Constraints Offset Controls Multiply Command Resize Command Stretch Command Explode Command Notation Text Label

Dimension Find & Select

Libraries in ArchiCad What are Objects Types of Objects

o Group discussion on how to use tools in ArchiCAD

o Demonstration on ArchiCAD tools by video

o Demonstration on ArchiCAD tools utilization

o Practical exercises on how to use tools in ArchiCAD

- Books - Internet - Computer - Video aids - ArchiCAD software


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Purpose of Objects Object Parameters Starting with the ArchiCAD

Library Loading a Project Library Loading an Internet Library





Checklist Score

Yes No

Observation

Learning Outcome 2.3: Create virtual building

Elements of virtual building Building Slab Walls And Columns Doors And Windows Stairs And Handrails Roof

Plan Building Structure Furnitures And Equipment Ceilings And Lights Moldings And Panels Zones And

Section/Elevation

o Demonstration on virtual

building creation by video

o Practical exercises on virtual

building creation in ArchiCAD

- Books

- Internet

- Computer

- Video aids

- ArchiCAD software



Appropriate use of tools in ArchiCAD

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Site Layout Creating Library Parts





Checklist Score

Yes No

Observation

Learning Outcome 1.4.Apply Updating layouts, printing and plotting

Purpose Of Linked Drawings

Updating Linked Drawings Save Special Command

Printing & Plotting From ArchiCAD

Printing & Plotting From Plotmaker

o Demonstration on Updating

layouts, printing and plotting by

video

o Practical exercises on updating

layouts, printing and plotting

- Books

- Internet

- Computer

- Video aids

- ArchiCAD software

- Printer

- Papers




Appropriate creation of virtual building

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Checklist Score

Yes No

Observation


Appropriate Updating layouts, printing and plotting

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LU 3:Perform AutoCAD drawing

3

Learning Outcomes:

5. Introduce AutoCAD 6. Create Geometric Objects 7. Modify Objects 8. Apply Notes, Hatches, and Dimensions 9. Proper Control the properties of Object 50 Hours

Learning Outcome 3.1:Introduce AutoCAD

Introduction to AutoCAD

Advantages of AutoCAD

AutoCAD user Interface The Menu Bar Toolbars The command

window Dynamic Input

Set Units of Measurements and Angles Set units of

Measurement Set angles convention

o Group discussion on AutoCAD

application

o Demonstration of AutoCAD

Interface

o Demonstration of AutoCAD

Measurements and Angles

setting

o Practical exercises on AutoCAD

basics

- Books

- Internet

- Computer

- AutoCAD software





Proper introduction to AUTOCAD


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Checklist Score

Yes No

Observation

Learning Outcome 3.2.Create Geometric Objects

Creation of Geometric object

Use coordinates and coordinate systems

Enter direct distance

Use precision tools

Management of Geometric object

Extract or Calculate

Geometric information

from objects

Control the user

coordinate system

o Demonstration on creation and

management of geometric

objects

o Practical exercises on creation

and management of geometric

objects.

o Auto CAD Tutorials

- Books

- Internet

- Computer

- Video aids

- AutoCAD software





Appropriate Creation and Management of Geometric Objects


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Checklist Score

Yes No

Observation

Learning Outcome :3.3.Modify Objects

Overview of modifying objects

Modify menu tools Remove objects

Move objects

Rotate objects

Copy, Offset or Mirror

objects

Change the size and

shape objects

Create fillets,

Chamfers or Breaks in

objects

Modify Splines

o Group discussion

onModification of an object

o Visual presentation


Modifymenu tools

- Books

- Internet

- Computer

- Video aids

- AutoCAD software





Appropriate Modification of existing Object


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Checklist Score

Yes No

Observation

Learning Outcome 3.4.Apply Notes, Hatches, and Dimensions

Hatches

Notes and Labels

Dimensions Identification of basic

concepts of

dimensioning

Create dimensions

o Group discussion on Hatches

o Visual presentation of Notes,

Hatches, and Dimensions

o Practical exercises on Notes,

Hatches, and Dimensions

- Books

- Internet

- Computer

- Video aids

- AutoCAD software






Appropriate Notes, Hatches, and Dimensions


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Checklist Score

Yes No

Observation

Learning Outcome : 3.5.Proper Control the properties of Object

Overview of object properties

Display and change the properties of objects

Work with layers

Work with colors

Work with line types

Control lineweights

o Group discussion on properties

of objects

o Visual presentation layers

o Practical exercises on AutoCAD

- Books

- Internet

- Computer

- Video aids

- AutoCAD software





Checklist Score

Yes No

Observation


Proper Control the properties of Object


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W L D S M 4 0 1 - SHEET METAL

WLDSM401 Perform Sheet Metal

RTQF Level: 4 Learning hours

Credits: 12 120

Sector: Construction

Sub-sector: Welding


Purpose statement


make different surface developments and to perform metal forming processes and metal

joining methods.

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CAD

Spot welding

Brazing

Metal cutting







1. Analyze the sheet metal work 1.1. Proper identification of the work 1.2. Appropriate freehand sketch of the work 1.3. Proper estimation of the cost

2. Organize the workplace 2.1. Proper arrangement of the workplace 2.2. Correct selection of tools and equipment 2.3. Proper selection of materials 2.4. Appropriate preparation of equipment

3. Perform sheet metal work

3.1. Proper machine setting 3.2. Proper preparation of pieces 3.3. Correct joining of pieces



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LU 1:Analyze the sheet metal work

1

Learning Outcomes:

Identify the work Perform hand draft drawing Estimate cost

10 Hours

Learning Outcome1.1:Identify the work

Classification of sheet metal work operations: Cutting operations Bending operations Joining operations Forming operations

Advantages and disadvantages of sheet metal.

Application of sheet metal.

o Group discussion on sheet metal

work operations

o Demonstration of sheet metal work

using:

Videos. Photos. Pictures.

- Books.

- Research on internet.

- Computer.

- Visual aids.







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Written

Multiple choice

Checklist Score

Yes No

Metal properties

Shape

Thickness

Observation

Learning Outcome 1.2:Perform hand draft drawing

Sheet metal annotations in

drawings:

Bend notes, Bend tables

and bend tags

Punch notes, Punch center

recovery and Punch tables

Dual dimensions in bend

and Punch annotations

o Simulation of sheet metal

annotations using:


o Practical exercises on hand draft

drawings

- Books

- Computer

- Visual aids

- Drawing kit





The freehand sketch of the work is done


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Written

Sketch

Checklist Score

Yes No

Dimensioning

Shape

Observation

Learning Outcome 1.3: Estimate cost

Elements of Bill of quantity Types of materials


Unit price

Tax

Labor

Depreciation of

equipment

Transports

Total Cost




- Books


- Computer ( MS Excel







327 | P a g e


Written

Matching exercise Problem solving

Checklist Score

Yes No

Quality of material


Size of materials

Labor cost

Observation

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2

Learning Outcomes:

1. Arrange the workplace

2. Select the tools, materials and equipment 3. Estimate cost

10 Hours

Learning Outcome 2.1: Arrange the workplace


workplace layout


layout using :



workplace arrangement

- Cleaning tools

- Computer

- Visual aids







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Performance Product


Checklist Score

Yes No

Removal of all unwanted objects


No confined space

Observation

Learning Outcome 2.2:Select the tools, materials and equipment

Sheet metal shapes: Profiles

Sheets

Sheet metal working machines: Welding machine

Rolling machine

Roll forming machine

Bending machines

Shear machines

Folding machine

Curling machine

Spinning machine

Riveting machine

Drilling machine

Pressing machine

Cutoff machine

Swaging machine

Shaving machine

o Brainstorming on sheet

metal work tools, materials

and equipment

o Workshop practices on

sheet metal work tools,


selection

o Demonstration of sheet

metal work tools and



- Sheet metal work

tools

- Computer

- Research on

internet

- Books

- Materials

- Visual aids

- Rolling machine

- Roll forming

machine

- Bending machines

- Shear machines

- Folding machine

- Curling machine

- Spinning machine

- Riveting machine

- Drilling machine

- Pressing machine

- Cutoff machine


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Tools :

Drawing die and punch

Blanking die and punch

- Swaging machine





Written evidence / Performance evidence

Matching exercise /sequencing Observation check list

Checklist Score

Yes No

Chisel

Hand tools

Welding machine

Rolling machine

Bending machine

Shear machine

Folding machine

Curling machine

Spinning machine

Roll forming machine

Riveting machine

Spot welding machine

Measuring tools

Swaging machine

Pressing machine

Shaving machine

Cut off machine

Drilling machine



331 | P a g e

Marking out tools

Gas welding equipment

Hard brazing equipment

Sheet metal Snips

Sheet metal forming stakes

Soldering iron

Blowlamp

Drawing tools

Dividers

Scribers

Observation

Learning Outcome 2.3: Estimate cost

Elements of Bill of quantity Types of materials


Unit price

Tax

Labor

Depreciation of

equipment

Transports

Total Cost




- Books

- Research on

internet

- Computer ( MS

Excel






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Checklist Score

Yes No

Observation

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LU 3: Perform sheet metal work

3

Learning Outcomes:

1. Set up the sheet metal equipment 2. Prepare the work pieces 3. Join the sheet metals

70 Hours

Learning Outcome 3.1: Set up the sheet metal equipment

Assemble the equipment

Current setting and timing

Setting pressure and adjustment

o Group discussion on sheet metal equipment

o Workshop practices on Setting up the sheet metal equipment

o Demonstration on setting pressure

o Demonstration on adjustment

- Sheet metal

equipment

- Sheet metal

equipment tool box

- Books

- Internet

connection





The machine is set


334 | P a g e




Checklist Score

Yes No

Speed or forces

Angles

Forms

Observation

Learning Outcome 3.2: Prepare the work pieces

Surface development: Parallel line development method

Radial line development method

Triangular line development

method

Cutting operations:

Punching

Shearing

Notching

Filing

Grinding

Blanking

Trimming

Perforating

Forming operations:

Bending

Hemming

Flanging

Seaming

Curling

Spinning

o Practical exercise on surface

development

o Brainstorming on surface

development

o Practical exercise on sheet

metal operations

- Sheet metal

pieces

- Books

- Sheet metal tools

,materials and

equipment

- Drawing kit

- Set of Tinman’s

Horse with Heads


335 | P a g e

Rolling

Embossing

Necking

Bulging

Drawing







Checklist Score

Yes No

Cleaning of the sheet metal

Measuring

Marking out

Economically cut

Observation


The pieces are prepared

336 | P a g e

Learning Outcome 3.3: Join the sheet metals

Joining operations: Riveting

Welding

Soldering

Bolting

Seaming

Brazing

o Practical exercise on joining

operations

o Brainstorming on joining

operations

- Riveting machine

- Welding

machines, with

their accessories

- Oxy-acetylene gas

plant

- Soldering gun or -

Soldering iron

- Soldering wire

- Soldering flux

- Soldering bit

- Blow lamp

- Tool box

- Bolts

- Hummer

- Anvil







Checklist Score

Yes No

Seam joint

Rivet joint


The pieces are joined


337 | P a g e

Welded joint

Brazed joint

Spot welded joint

Bolted joint

Appearance

Alignment

Cleanness of the product

Observation

338 | P a g e

LU 4: Perform housekeeping

4

Learning Outcomes:

1. Clean tools, equipment and workplace 2. Prepare the work pieces 3. Store tools, equipment and materials

20 Hours


Cleaning tools and equipment Brush

Cloth rug

Mop

Soapy water

Compressed air

Methods of cleaning Dusting

Removal of dirt

Chemical spraying



workplace



workplace

o Physical demonstration

cleaning of tools, equipment

and the workplace

- Cleaning brushes

- Cloth rugs

- Books

- Air-compressor

- Water

- Soap

- Mop





339 | P a g e






Checklist Score

Yes No

No dust on the equipment and tools

No residues or chips on tools and equipment

Observation

Learning Outcome 4.2: Prepare the work pieces

Surface development: Parallel line

development method

Radial line

development method

Triangular line

development method

Cutting operations:

Punching

Shearing

Notching

Filing

Grinding

Blanking

Trimming

Perforating

Forming operations:

Bending

Hemming

o Practical exercise on surface

development

o Brainstorming on surface

development

o Practical exercise on sheet

metal operations

- Sheet metal pieces

- Books

- Sheet metal tools

,materials and equipment

- Drawing kit

- Set of Tinman’s Horse with

Heads


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Flanging

Seaming

Curling

Spinning

Rolling

Embossing

Necking

Bulging

Drawing





Checklist Score

Yes No

Observation


341 | P a g e




procedures of tools,




handling

- Measuring tools

- Clamping tools

- Folding machine

- Rolling machine

- Anvils

- Common tools

- SMAW machine

- Cleaning tools

- Electrodes

- Rivets

- Riveting machine

- Gas welding plant

and its accessories

- Scissors

- Shear machines

- Sheet metals

- Galvanized sheet

- Sheets of papers








The storage of tools, equipment and materials are done


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Checklist Score

Yes No


Equipment and tools in the shelves

Observation



GACURIRO Village apartment has built a house of 7X11m which is missing the front view eave gutter of 4m mild steel sheet metal with 1.25mm thick. MUREMBA welding workshop has been requested to make the gutter. The gutter must have the following:

U-shape.

20x20x5CCM.

Using SMAW process

As welder, you are requested to perform the work within 3 hours.

-

343 | P a g e


Checklist Score

Yes No


Mild steel plate

Thickness of 1.2.5 mm


U-shape.

Dimensioning


Quality of material


Size of material

Labor cost

Time



No unwanted objects



Hand tools

SMAW welding

machine

Bending machine

Shear machine

Folding machine


Drilling machine

Marking out tools

Sheet metal Snips

Sheet metal forming

stakes

Drawing set

Angle grinder


Holding devices

Cleaning tools

Hand tools

Painting brush


Mild steel Sheets

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Electrodes

Cutting disc

Red oxide paint


Connection of equipment parts

Tightening of equipment parts

Switch on of the machine

Indicator:The work pieces are measured and marked out

Visible marked line

Dimensions


Speed or forces

Angles

Current adjustment

Forms



Angle of work piece


Indicator:Bending of the work piece

U-shape

Bending angle

Indicator:Joining of pieces is done

Welded joint

Alignment

Indicator:Tools and equipment are cleaned

No dust

No chips



Arrangement of tools

Tools are in shelves



No dust


No scraps



Stored in dry place

Position of product

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Observation


Checklist Score

Yes No




No under fill on the edge

Red oxide

Observation


Checklist Score

Yes No


Measurements

Materials


20x20x5CCM

4m mild steel sheet metal

U- shape

Thickness of 1.25mm

20x20x5CCM


3 hours


U Shape

Observation

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Checklist Score

Yes No


Wearing of Overall

Wearing of welding goggles

Wearing of Gloves


Leather gloves









Tightening

Lubricant oil level


Switch off the machine


No metal scraps

Observation

Note:

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GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

tvet certificate iv in welding

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